May 2004 Patriot
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'Deprived of Their Liberty'
'DEPRIVED OF THEIR LIBERTY': ENEMY PRISONERS AND THE CULTURE OF WAR IN REVOLUTIONARY AMERICA, 1775-1783 by Trenton Cole Jones A dissertation submitted to Johns Hopkins University in conformity with the requirements for the degree of Doctor of Philosophy Baltimore, Maryland June, 2014 © 2014 Trenton Cole Jones All Rights Reserved Abstract Deprived of Their Liberty explores Americans' changing conceptions of legitimate wartime violence by analyzing how the revolutionaries treated their captured enemies, and by asking what their treatment can tell us about the American Revolution more broadly. I suggest that at the commencement of conflict, the revolutionary leadership sought to contain the violence of war according to the prevailing customs of warfare in Europe. These rules of war—or to phrase it differently, the cultural norms of war— emphasized restricting the violence of war to the battlefield and treating enemy prisoners humanely. Only six years later, however, captured British soldiers and seamen, as well as civilian loyalists, languished on board noisome prison ships in Massachusetts and New York, in the lead mines of Connecticut, the jails of Pennsylvania, and the camps of Virginia and Maryland, where they were deprived of their liberty and often their lives by the very government purporting to defend those inalienable rights. My dissertation explores this curious, and heretofore largely unrecognized, transformation in the revolutionaries' conduct of war by looking at the experience of captivity in American hands. Throughout the dissertation, I suggest three principal factors to account for the escalation of violence during the war. From the onset of hostilities, the revolutionaries encountered an obstinate enemy that denied them the status of legitimate combatants, labeling them as rebels and traitors. -
Numbered Record Hooks C O Ii C E R Ii I N G \.F I 1 I T a Ry Operations and Service
NATIONAL ARCHIVES MICROFILM PUBLICATIONS PAMPHLET DESCRIBING M853 Numbered Record Hooks C o ii c e r ii i n g \.f i 1 i t a ry Operations and Service, Pay»• and Settlement of Accounts, and Supplies in the War Department Collection of Revolutionary War Records NATIONAL ARCHIVES AND RECORDS SERVICE GENERAL SERVICES ADMINISTRATION WASHINGTON. 1973 RICHARD NIXON President of the United States ARTHUR F.SAMPSON Acting Administrator of General Services JAMES B. RHOADS Archivist of the United States The records reproduced in the microfilm publication are from War Department Collection of Revolutionary War Records Record Group 92 in the National Archives Building NUMBERED RECORD BOOKS CONCERNING MILITARY OPERATIONS AND SERVICE, PAY AND SETTLEMENT OF ACCOUNTS, AND SUPPLIES IN THE WAR DEPARTMENT COLLECTION OF REVOLUTIONARY WAR RECORDS On the 41 rolls of this microfilm publication are reproduced 199 numbered record books, with related separate indexes and one unnumbered record book, concerning Revolutionary War military operations and service, pay and settlement of accounts, and sup- plies. These records are part of War Department Collection of Revolutionary War Records, Record Group 93. Most of the numbered record books were created during the period 1775-833 but some were continued in use or were begun in the early postwar years, and a few are copies made after 1800 of earlier records. The separate indexes were compiled in the 19th and 20th centuries by custodians of the records. The War Department Collection of Revolutionary War Records An act of Congress of August 7, 1789 (1 Stat. 49) established the Department of War in the Federal Government. -
Signers of the United States Declaration of Independence Table of Contents
SIGNERS OF THE UNITED STATES DECLARATION OF INDEPENDENCE 56 Men Who Risked It All Life, Family, Fortune, Health, Future Compiled by Bob Hampton First Edition - 2014 1 SIGNERS OF THE UNITED STATES DECLARATION OF INDEPENDENCE TABLE OF CONTENTS INTRODUCTON Page Table of Contents………………………………………………………………...………………2 Overview………………………………………………………………………………...………..5 Painting by John Trumbull……………………………………………………………………...7 Summary of Aftermath……………………………………………….………………...……….8 Independence Day Quiz…………………………………………………….……...………...…11 NEW HAMPSHIRE Josiah Bartlett………………………………………………………………………………..…12 William Whipple..........................................................................................................................15 Matthew Thornton……………………………………………………………………...…........18 MASSACHUSETTS Samuel Adams………………………………………………………………………………..…21 John Adams………………………………………………………………………………..……25 John Hancock………………………………………………………………………………..….29 Robert Treat Paine………………………………………………………………………….….32 Elbridge Gerry……………………………………………………………………....…….……35 RHODE ISLAND Stephen Hopkins………………………………………………………………………….…….38 William Ellery……………………………………………………………………………….….41 CONNECTICUT Roger Sherman…………………………………………………………………………..……...45 Samuel Huntington…………………………………………………………………….……….48 William Williams……………………………………………………………………………….51 Oliver Wolcott…………………………………………………………………………….…….54 NEW YORK William Floyd………………………………………………………………………….………..57 Philip Livingston…………………………………………………………………………….….60 Francis Lewis…………………………………………………………………………....…..…..64 Lewis Morris………………………………………………………………………………….…67 -
David Library of the American Revolution Guide to Microform Holdings
DAVID LIBRARY OF THE AMERICAN REVOLUTION GUIDE TO MICROFORM HOLDINGS Adams, Samuel (1722-1803). Papers, 1635-1826. 5 reels. Includes papers and correspondence of the Massachusetts patriot, organizer of resistance to British rule, signer of the Declaration of Independence, and Revolutionary statesman. Includes calendar on final reel. Originals are in the New York Public Library. [FILM 674] Adams, Dr. Samuel. Diaries, 1758-1819. 2 reels. Diaries, letters, and anatomy commonplace book of the Massachusetts physician who served in the Continental Artillery during the Revolution. Originals are in the New York Public Library. [FILM 380] Alexander, William (1726-1783). Selected papers, 1767-1782. 1 reel. William Alexander, also known as “Lord Sterling,” first served as colonel of the 1st NJ Regiment. In 1776 he was appointed brigadier general and took command of the defense of New York City as well as serving as an advisor to General Washington. He was promoted to major- general in 1777. Papers consist of correspondence, military orders and reports, and bulletins to the Continental Congress. Originals are in the New York Historical Society. [FILM 404] American Army (Continental, militia, volunteer). See: United States. National Archives. Compiled Service Records of Soldiers Who Served in the American Army During the Revolutionary War. United States. National Archives. General Index to the Compiled Military Service Records of Revolutionary War Soldiers. United States. National Archives. Records of the Adjutant General’s Office. United States. National Archives. Revolutionary War Pension and Bounty and Warrant Application Files. United States. National Archives. Revolutionary War Rolls. 1775-1783. American Periodicals Series I. 33 reels. Accompanied by a guide. -
Pen & Parchment: the Continental Congress
Adams National Historical Park National Park Service U.S. Department of Interior PEN & PARCHMENT INDEX 555555555555555555555555555555555555555555555555555555555555 a Letter to Teacher a Themes, Goals, Objectives, and Program Description a Resources & Worksheets a Pre-Visit Materials a Post Visit Mterialss a Student Bibliography a Logistics a Directions a Other Places to Visit a Program Evaluation Dear Teacher, Adams National Historical Park is a unique setting where history comes to life. Our school pro- grams actively engage students in their own exciting and enriching learning process. We hope that stu- dents participating in this program will come to realize that communication, cooperation, sacrifice, and determination are necessary components in seeking justice and liberty. The American Revolution was one of the most daring popular movements in modern history. The Colonists were challenging one of the most powerful nations in the world. The Colonists had to decide whether to join other Patriots in the movement for independence or remain loyal to the King. It became a necessity for those that supported independence to find ways to help America win its war with Great Britain. To make the experiment of representative government work it was up to each citi- zen to determine the guiding principles for the new nation and communicate these beliefs to those chosen to speak for them at the Continental Congress. Those chosen to serve in the fledgling govern- ment had to use great statesmanship to follow the directions of those they represented while still find- ing common ground to unify the disparate colonies in a time of crisis. This symbiotic relationship between the people and those who represented them was perhaps best described by John Adams in a letter that he wrote from the Continental Congress to Abigail in 1774. -
Amicus Brief
No. 20-855 ================================================================================================================ In The Supreme Court of the United States --------------------------------- ♦ --------------------------------- MARYLAND SHALL ISSUE, INC., et al., Petitioners, v. LAWRENCE HOGAN, IN HIS CAPACITY OF GOVERNOR OF MARYLAND, Respondent. --------------------------------- ♦ --------------------------------- On Petition For A Writ Of Certiorari To The United States Court Of Appeals For The Fourth Circuit --------------------------------- ♦ --------------------------------- BRIEF OF AMICUS CURIAE FIREARMS POLICY COALITION IN SUPPORT OF PETITIONERS --------------------------------- ♦ --------------------------------- JOSEPH G.S. GREENLEE FIREARMS POLICY COALITION 1215 K Street, 17th Floor Sacramento, CA 95814 (916) 378-5785 [email protected] January 28, 2021 Counsel of Record ================================================================================================================ COCKLE LEGAL BRIEFS (800) 225-6964 WWW.COCKLELEGALBRIEFS.COM i TABLE OF CONTENTS Page TABLE OF CONTENTS ........................................ i INTEREST OF THE AMICUS CURIAE ............... 1 SUMMARY OF ARGUMENT ................................ 1 ARGUMENT ........................................................... 3 I. Personal property is entitled to full consti- tutional protection ....................................... 3 II. Since medieval England, the right to prop- erty—both personal and real—has been protected against arbitrary seizure -
Few Americans in the 1790S Would Have Predicted That the Subject Of
AMERICAN NAVAL POLICY IN AN AGE OF ATLANTIC WARFARE: A CONSENSUS BROKEN AND REFORGED, 1783-1816 Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Jeffrey J. Seiken, M.A. * * * * * The Ohio State University 2007 Dissertation Committee: Approved by Professor John Guilmartin, Jr., Advisor Professor Margaret Newell _______________________ Professor Mark Grimsley Advisor History Graduate Program ABSTRACT In the 1780s, there was broad agreement among American revolutionaries like Thomas Jefferson, James Madison, and Alexander Hamilton about the need for a strong national navy. This consensus, however, collapsed as a result of the partisan strife of the 1790s. The Federalist Party embraced the strategic rationale laid out by naval boosters in the previous decade, namely that only a powerful, seagoing battle fleet offered a viable means of defending the nation's vulnerable ports and harbors. Federalists also believed a navy was necessary to protect America's burgeoning trade with overseas markets. Republicans did not dispute the desirability of the Federalist goals, but they disagreed sharply with their political opponents about the wisdom of depending on a navy to achieve these ends. In place of a navy, the Republicans with Jefferson and Madison at the lead championed an altogether different prescription for national security and commercial growth: economic coercion. The Federalists won most of the legislative confrontations of the 1790s. But their very success contributed to the party's decisive defeat in the election of 1800 and the abandonment of their plans to create a strong blue water navy. -
Marching to War: the Production of Leather and Shoes in Revolutionary Pennsylvania
51 Marching To War: The Production of Leather and Shoes in Revolutionary Pennsylvania David L. Salay Texas Technological University After-dlark we began our marMchI and byl daybreak we reached Darby Creelk and a little after sunrise camne to old Chestei. We moved on1Al this day, keeping iiear the British anny. When they marched, we marched; when they stopped, we stopped.' Sergeant Enoch Anderson's laconic reminiscences certainly belie the pain and effort that was the lot of the common soldier during the American Revolution. An army may travel on its stomach, as the old saying goes, but the men who com- prise the army actually moved on foot. During the war soldiers walked long dis- tances to and from battle with only an occasional trip by batteau to relieve their feet. Because combat boots were unknown, the militia and Continental troops wore the same style of shoes as their civilian friends. These wore out quickly, and consequently, the tanner and shoemaker were in great demand. Throughout the War for Independence, Americans waged a constant struggle to obtain needed supplies and war material. T'he troops who marched onto the battlefield required muskets, gunpowder, clothing, cannon, and leather for car- tridge boxes, belts-and shoes. Although much was imported, American sources of raw material and finished product were not ignored. There were American shoemakers, tanners, founders, gunsmiths, and other craftsmen who could produce for the army as well as the civilian population. But the organization and leadership necessary to utilize colonial resources were lacking at the outset of the war. -
Washington–Rochambeau Revolutionary Route
Resource Study & Environmental Assessment WASHINGTON–ROCHAMBEAU REVOLUTIONARY ROUTE Northeast and National Capital Regions National Park Service—U.S. Department of the Interior October 2006 ABOUT THIS DOCUMENT This document is the Resource Study and Environmental Assessment (study/EA) for the Washington-Rochambeau Revolutionary Route. It describes the National Park Service’s preferred approach to preserving and interpreting route resources and one other alternative. The evaluation of potential environmental impacts that may result from imple- mentation of these alternatives is integrated in this document. This study/EA is available for public review for a period of 30 days. During the review period, the National Park Service is accepting comments from interested parties via the Planning, Environment and Public Comment website http://parkplanning.nps.gov/, at public meetings which may be held, and at the address below. At the end of the re- view period, the National Park Service will carefully review all comments and determine whether any changes should be made to the report. No sooner than thirty (30) days from the end of the review period, the National Park Service will prepare and publish a finding of no significant impact (FONSI) to explain which alternative has been selected, and why it will not have any significant environmental impacts. A summary of responses to public comments will be prepared. Factual corrections or additional material submitted by commentators that do not affect the alternative may be incorporated in errata sheets and attached to the study/EA. The study/EA and FONSI will be transmitted to the Secretary of the Interior who will make a recommendation to Congress. -
Families in the Revolution: Patriots in the Countryside
National Historical Park Adams National Park Service U.S. Department of Interior FAMILIES IN THE REVOLUTION: PATRIOTS IN THE COUNTRYSIDE Index 555555555555555555555555555555555555555555555555555555555555 a Letter to Teacher a Themes, Goals, Objectives, and Program Description a Resources & Worksheets a Pre-Visit Materials a Student Bibliography a Logistics a Directions a Other Places to Visit a Program Evaluation Dear Teacher, The Birthplaces at the Adams National Historical Park commemorate the only father-son presidents, John Adams and John Quincy Adams, and provide us with a unique setting where history seems to come to life. Our student-driven curriculum actively engages students in their own exciting and enriching learning process. This program will instill in students the realization that sacrifice, coopera- tion, and determination are necessary attributes for seeking justice and liberty, as evidenced by the Adams family. The American Revolution was one of the most daring popular movements in modern history. The colonists were challenging one of the most powerful nations in the world. Americans were facing what appeared to be insurmountable odds. While the story of the Revolution's battles, political debates, and confrontations are much studied, the impact of the war on individual families is sometimes overlooked. This program will examine the effects of war and military occupation on American patriot families. Two families, the Adamses and the Reveres, were committed to the revolutionary cause and their con- tributions took hardy tolls upon their family lives. John Adams and Paul Revere had such profound influence on the movement for American independence because they had families who shared their beliefs and who would, despite great personal risk, unselfishly give them advice, moral support, and love throughout the struggle. -
Barton Unit 2
Unit 2 “Tis a pestilence that walketh in Darkness...” The Smallpox epidemic during the American Revolution Introduction: This lesson examines the small pox epidemic in Boston during the American Revolution. It looks at how John and Abigail Adams viewed and interpreted the epidemic that was raging around them. It is designed to be taught during two class periods. Skill Objectives: Students will be able to: 1) read and interpret primary source documents in historical context; 2) identify the characteristics of 18th century letter writing; 3) write a coherent essay comparing the 18th century and 21st century attitudes toward smallpox; 4) work cooperatively to read, analyze and discuss John and Abigail Adams’s letters. Content Objectives: Students will be able to: 1) identify and explain why smallpox was such a major health issue in 18th century America; 2) identify and explain why some people in the 18th century were fearful of inoculation and others were not; 3) compare contemporary news and concerns about smallpox with 18th century concerns; 4) understand why small pox was such a concern for 18th century individuals. Documents: Letter from John Adams to Abigail Adams, 10 August 1776 Letter from Abigail Adams to John Adams, 12 August 1776 Letter from John Adams to Abigail Adams, 26 June 1776 Letter from Abigail Adams to John Adams, 13-14 July 1776 Letter from Abigail Adams to John Adams, 29 July 1776 Letter from Abigail Adams to John Adams, 30-31 July 1776 Letter from John Adams to Abigail Adams, 13 April 1777 Letter from Abigail Adams to John Adams, 16-18 March 1776 Learning Activities: Day One: 1) Write out the words: “A pestilence that walketh in Darkness” on the black board or overhead and have students “free” write for 3 to 5 minutes. -
Riot, Sedition, and Insurrection: Media and the Road to the American Revolution
Pequot Library Riot, Sedition, and Insurrection: Media and The Road to the American Revolution Educator Guide School Programs 2-2-2020 Table of Contents Introduction ............................................................................................................................................. 2 Discussion Questions: .............................................................................................................................. 3 Vocabulary ............................................................................................................................................... 4 Pamphlet Culture and the American Revolution ......................................................................................... 6 Background Information........................................................................................................................... 7 Causes and Events ............................................................................................................................... 7 Intellectual Culture .............................................................................................................................. 9 Influences on Revolutionary Era Political Thought................................................................................ 9 Internet Resources .................................................................................................................................. 14 Activities for School Groups ..................................................................................................................