The Tennessee Militia System, 1772-1857
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Standards Addressed: 5.36 Identify the Year Tennessee Became a State, Its First Governor, and the Original Capital
Standards Addressed: 5.36 Identify the year Tennessee became a state, its first governor, and the original capital. (G, H, P, T) 5.35 Describe the steps that Tennessee took to become a state (i.e., population requirement, vote by the citizens, creation of a state constitution, and Congressional approval). (G, H, P, T, TCA) 5.34 Locate the Territory South of the River Ohio (i.e., Southwest Territory), identify its leaders, and explain how it was the first step to Tennessee’s statehood. (G, H, P, T) 8.28 Identify how westward expansion led to the statehood of Tennessee and the importance of the first state constitution (1796). (T.C.A. § 49-6-1028) G, H, P, T, TCA TN.10 Analyze the effects of land speculation on settlement in the Territory South of the River Ohio (i.e., the Southwest Territory). E, G, H, T TN.11 Analyze the conflicts between early Tennessee settlers and American Indians. E, G, H, T TN.12 Describe the events and trace the process of Tennessee achieving statehood in 1796. H, P, T Essential Question: What was William Blount’s role in Tennessee becoming a state? The teacher will begin the class by displaying a portrait of William Blount (the teacher should not disclose to students who the subject of the portrait is. The teacher will ask students what they physically see in the portrait. Then, the teacher will ask what they think about the portrait (e.g., do the students think the man is important, do they think he is trustworthy, etc.). -
Washington County, Tennessee
1 WASHINGTON COUNTY, TENNESSEE: A BIBLIOGRAPHY The following is a bibliography of articles, books, theses, dissertations, reports, other printed items, and filmed documentaries related to various aspects of the history of Washington County, Tennessee and its’ people. Citations for which the archive has copies are marked with an asterisk. Alexander, J. E., with revisions by C. H. Mathes. A Historical Sketch of Washington College, Tennessee. (Washington College, Tenn.: Washington College Press, 1902). Alexander, Mary Henderson. “Black Life in Johnson City, Tennessee, 1856-1965: A Historical Chronology.” (Thesis, East Tennessee State University, 2001). * Alexander, Thomas B. Thomas A. R. Nelson of East Tennessee (Nashville: Tennessee Historical Commission, 1956). * Allison, John. Dropped Stitches in Tennessee History (Johnson City, Tenn.: Overmountain Press, 1991, reprint of 1897 edition). Ambler, Robert F. Embree Footprints: a Genealogy and Family History of the Embree Descendants of Robert of New Haven and Stamford, Connecticut, 1643-1656. (Robbinsdale, Minn.: R. F. Ambler, 1997). Archer, Cordelia Pearl. “History of the Schools of Johnson City, Tennessee, 1868- 1950” (Thesis, East Tennessee State College, 1953). Asbury, Francis. Journals and Letters. (Nashville: Abingdon Press, 1958), vol. 1. Augsburg, Paul Deresco. Bob and Alf Taylor: Their Lives and Lectures; the story of Senator Robert Love Taylor and Governor Alfred Alexander Taylor. (Morristown, Tenn.: Morristown Book Company, Inc., c. 1925). Bailey, Chad F. “Heritage Tourism in Washington County, Tennessee: Linking Place, Placelessness, and Preservation.” (Thesis, East Tennessee State University, 2016). Bailey, William P. and Wendy Jayne. Green Meadows Mansion, Tipton Haynes State Historic Site: Historic Structure Report. (Nashville: Tennessee Historical Commission, 1991). * Bailey, William Perry, Jr. -
PETITION Ror,RECOGNITION of the FLORIDA TRIBE Or EASTERN CREEK INDIANS
'l PETITION rOR,RECOGNITION OF THE FLORIDA TRIBE or EASTERN CREEK INDIANS TH;: FLORIDA TRIBE OF EASTERN CREEK INDIANS and the Administra tive Council, THE NORTHWEST FLORIDA CREEK INDIAN COUNCIL brings this, thew petition to the DEPARTMENT Or THE INTERIOR OF THE FEDERAL GOVERN- MENT OF THE UNITED STATES OF AMERICA, and prays this honorable nation will honor their petition, which is a petition for recognition by this great nation that THE FLORIDA TRIBE OF EASTERN CREEK INDIANS is an Indian Tribe. In support of this plea for recognition THE FLORIDA TRIBE OF EASTERN CREEK INDIANS herewith avers: (1) THE FLORIDA TRIBE OF EASTERN CREEK INDIANS nor any of its members, is the subject of Congressional legislation which has expressly terminated or forbidden the Federal relationship sought. (2) The membership of THE FLORIDA TRIBE OF EASTERN CREEK INDIANS is composed principally of persons who are not members of any other North American Indian tribe. (3) A list of all known current members of THE FLORIDA TRIBE OF EASTERN CREEK INDIANS, based on the tribes acceptance of these members and the tribes own defined membership criteria is attached to this petition and made a part of it. SEE APPENDIX----- A The membership consists of individuals who are descendants of the CREEK NATION which existed in aboriginal times, using and occuping this present georgraphical location alone, and in conjunction with other people since that time. - l - MNF-PFD-V001-D0002 Page 1of4 (4) Attached herewith and made a part of this petition is the present governing Constitution of THE FLORIDA TRIBE OF EASTERN CREEKS INDIANS. -
Tennessee Counties Named for Patriots & Founding Fathers
Tennessee Counties named for Patriots & Founding Fathers Photo County amed for Anderson County Joseph Anderson (1757-1837), U.S. Senator from TN, and first Comptroller of the U.S. Treasury. During the Revolutionary War, he was an officer in the New Jersey Line of the Continental Army. Bedford County Revolutionary War Officer Thomas Bedford Bledsoe County Anthony Bledsoe (ca 1795-1793), Revolutionary War Soldier, Surveyer, and early settler of Sumner County. Blount County William Blount (1749-1800) was a delegate to the Constitutional Convention of North Carolina, the first and only Governor of the Southwest Territory, and was appointed as the Regimental Paymaster of the 3rd NC. Regiment during the Revolutionary War. Davidson County William Lee Davidson (1746-1781) a Brigadier General who died in the Revolutionary War Battle of Cowan’s Ford. DeKalb County Johann de Kalb (1721-1780) A German-born baron who assisted the Continentals during the Revolutionary War Fayette County Marquis de La Fayette (1757-1834) a French aristocrat and military officer who was a General in the Revolutionary War Franklin County Founding Father Benjamin Franklin (1706-1790) Greene County Nathaniel Greene (1742-1786) Major General in the Continental Army During the Revolutionary War. Hamilton County Founding Father Alexander Hamilton (ca.1755- 1804) Hancock County John Hancock (1737-1794) President of the Continental Congress Hawkins County Benjamin Hawkins (1754-1816) was commissioned as a Colonel in the Continental Army where he served under George Washington for several years as his main French interpreter. Henry County Revolutionary-era Patriot Patrick Henry (1736- 1799) Jackson County Revolutionary War Veteran and President Andrew Jackson (1767-1845). -
Impeachment As a Remedy
Washington University Law Review Volume 12 Issue 1 January 1926 Impeachment As a Remedy C. S. Potts Washington University School of Law Follow this and additional works at: https://openscholarship.wustl.edu/law_lawreview Part of the Law Commons Recommended Citation C. S. Potts, Impeachment As a Remedy, 12 ST. LOUIS L. REV. 015 (1926). Available at: https://openscholarship.wustl.edu/law_lawreview/vol12/iss1/2 This Article is brought to you for free and open access by the Law School at Washington University Open Scholarship. It has been accepted for inclusion in Washington University Law Review by an authorized administrator of Washington University Open Scholarship. For more information, please contact [email protected]. IMPEACHMENT AS A REMEDY IMPEACHMENT AS A REMEDY By C. S. Ports* On April 1, 1926, the House of Representatives of the United States Congress, after a series of committee investigations covering a period of more than a year, and after a vigorous and very earnest debate of three days duration,' resolved by a vote of nearly five to one2 to prefer impeachment charges against George W. English, United States district judge for the eastern district of Illinois. A few days later the charges were presented to the Senate, but that body, on account of the pressure of other matters, postponed the trial of the case until a special session of the Senate called to meet on Novem- ber 10, 1926. In this way the ponderous machinery of impeachment was set in motion, and, but for the recent resignation of the respondent, we would have witnessed the tenth1 great national trial, with the ninety-six senators sitting as judge and jury and the House of Repre- sentatives, through its board of managers, adding to its inquisitorial functions previously performed, those of prosecutor on behalf of the nation. -
Creating a Sense of Communityamong the Capital City Cherokees
CREATING A SENSE OF COMMUNITYAMONG THE CAPITAL CITY CHEROKEES by Pamela Parks Tinker A Thesis Submitted to the Graduate Faculty of George Mason University in Partial Fulfillment of The Requirements for the Degree of Master of Arts Interdisciplinary Studies Committee: ____________________________________ Director ____________________________________ ____________________________________ ____________________________________ Program Director ____________________________________ Dean, College of Humanities and Social Sciences Date:________________________________ Spring 2016 George Mason University Fairfax, VA Creating a Sense Of Community Among Capital City Cherokees A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts Interdisciplinary Studies at George Mason University By Pamela Parks Tinker Bachelor of Science Medical College of Virginia/Virginia Commonwealth University 1975 Director: Meredith H. Lair, Professor Department of History Spring Semester 2016 George Mason University Fairfax, Virginia Copyright 2016 Pamela Parks Tinker All Rights Reserved ii Acknowledgements Thanks to the Capital City Cherokee Community for allowing me to study the formation of the community and for making time for personal interviews. I am grateful for the guidance offered by my Thesis Committee of three professors. Thesis Committee Chair, Professor Maria Dakake, also served as my advisor over a period of years in planning a course of study that truly has been interdisciplinary. It has been a joyful situation to be admitted to a variety of history, religion and spirituality, folklore, ethnographic writing, and research courses under the umbrella of one Master of Arts in Interdisciplinary Studies program. Much of the inspiration for this thesis occurred at George Mason University in Professor Debra Lattanzi Shutika’s Folklore class on “Sense of Place” in which the world of Ethnography opened up for me. -
The African American Soldier at Fort Huachuca, Arizona, 1892-1946
University of South Carolina Scholar Commons Faculty Publications Anthropology, Department of 2-2001 The African American Soldier At Fort Huachuca, Arizona, 1892-1946 Steven D. Smith University of South Carolina - Columbia, [email protected] Follow this and additional works at: https://scholarcommons.sc.edu/anth_facpub Part of the Anthropology Commons Publication Info Published in 2001. © 2001, University of South Carolina--South Carolina Institute of Archaeology and Anthropology This Book is brought to you by the Anthropology, Department of at Scholar Commons. It has been accepted for inclusion in Faculty Publications by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. THE AFRICAN AMERICAN SOLDIER AT FORT HUACHUCA, ARIZONA, 1892-1946 The U.S Army Fort Huachuca, Arizona, And the Center of Expertise for Preservation of Structures and Buildings U.S. Army Corps of Engineers, Seattle District Seattle, Washington THE AFRICAN AMERICAN SOLDIER AT FORT HUACHUCA, ARIZONA, 1892-1946 By Steven D. Smith South Carolina Institute of Archaeology and Anthropology University of South Carolina Prepared For: U.S. Army Fort Huachuca, Arizona And the The Center of Expertise for Preservation of Historic Structures & Buildings, U.S. Army Corps of Engineer, Seattle District Under Contract No. DACW67-00-P-4028 February 2001 ABSTRACT This study examines the history of African American soldiers at Fort Huachuca, Arizona from 1892 until 1946. It was during this period that U.S. Army policy required that African Americans serve in separate military units from white soldiers. All four of the United States Congressionally mandated all-black units were stationed at Fort Huachuca during this period, beginning with the 24th Infantry and following in chronological order; the 9th Cavalry, the 10th Cavalry, and the 25th Infantry. -
21 Tennessee Statehood
Tennessee Statehood Essential Question: What role did William Blount play in Tennessee statehood? The establishment of the Southwest Territory in 1789 was the first step towards statehood for Tennessee and created opportunities for many land speculators including John Sevier and William Blount. Blount came from an influential North Carolina family and served as one of North Carolina’s delegates to the Constitutional Convention. Blount did not actively participate in the convention, but he did attend the sessions and signed the new U.S. Constitution.1 It was during this time that Blount came to the attention of George Washington. When North Carolina ceded its western lands to the federal government in 1789, Washington appointed Blount governor of the new territory. The Southwest Territory comprised all of present day Tennessee and stretched from the crest of the Appalachian Mountains to the Mississippi River. From Blount’s perspective it was an ideal assignment. By this time he had acquired a million acres of western land, and it is likely that through partnerships he controlled much more. Blount arrived in the territory in October 1790. He lived first in upper east Tennessee at Rocky Mount.2 One aspect of Blount’s job as governor was to resolve disputes with the Cherokee. In June 1791, Blount called the Cherokee to a treaty at White’s Fort on the Holston River, in present-day Knoxville. The Treaty of the Holston was signed on July 2, 1791. The treaty began with a call for peace between the United States and the Cherokee and an exchange of prisoners. -
Fort King National Historic Landmark Education Guide 1 Fig5
Ai-'; ~,,111m11l111nO FORTKINO NATIONAL HISTORIC LANDMARK Fig1 EDUCATION GUIDE This guide was made possible by the City of Ocala Florida and the Florida Department of State/Division of Historic Resources WELCOME TO Micanopy WE ARE EXCITED THAT YOU HAVE CHOSEN Fort King National Historic Fig2 Landmark as an education destination to shed light on the importance of this site and its place within the Seminole War. This Education Guide will give you some tools to further educate before and after your visit to the park. The guide gives an overview of the history associated with Fort King, provides comprehension questions, and delivers activities to Gen. Thomas Jesup incorporate into the classroom. We hope that this resource will further Fig3 enrich your educational experience. To make your experience more enjoyable we have included a list of items: • Check in with our Park Staff prior to your scheduled visit to confrm your arrival time and participation numbers. • The experience at Fort King includes outside activities. Please remember the following: » Prior to coming make staff aware of any mobility issues or special needs that your group may have. » Be prepared for the elements. Sunscreen, rain gear, insect repellent and water are recommended. » Wear appropriate footwear. Flip fops or open toed shoes are not recommended. » Please bring lunch or snacks if you would like to picnic at the park before or after your visit. • Be respectful of our park staff, volunteers, and other visitors by being on time. Abraham • Visitors will be exposed to different cultures and subject matter Fig4 that may be diffcult at times. -
The Signers of the U.S. Constitution
CONSTITUTIONFACTS.COM The U.S Constitution & Amendments: About the Signers (Continued) The Signers of the U.S. Constitution On September 17, 1787, the Constitutional Convention came to a close in the Assembly Room of Independence Hall in Philadelphia, Pennsylvania. There were seventy individuals chosen to attend the meetings with the initial purpose of amending the Articles of Confederation. Rhode Island opted to not send any delegates. Fifty-five men attended most of the meetings, there were never more than forty-six present at any one time, and ultimately only thirty-nine delegates actually signed the Constitution. (William Jackson, who was the secretary of the convention, but not a delegate, also signed the Constitution. John Delaware was absent but had another delegate sign for him.) While offering incredible contributions, George Mason of Virginia, Edmund Randolph of Virginia, and Elbridge Gerry of Massachusetts refused to sign the final document because of basic philosophical differences. Mainly, they were fearful of an all-powerful government and wanted a bill of rights added to protect the rights of the people. The following is a list of those individuals who signed the Constitution along with a brief bit of information concerning what happened to each person after 1787. Many of those who signed the Constitution went on to serve more years in public service under the new form of government. The states are listed in alphabetical order followed by each state’s signers. Connecticut William S. Johnson (1727-1819)—He became the president of Columbia College (formerly known as King’s College), and was then appointed as a United States Senator in 1789. -
Kindergarten the World Around Us
Kindergarten The World Around Us Course Description: Kindergarten students will build upon experiences in their families, schools, and communities as an introduction to social studies. Students will explore different traditions, customs, and cultures within their families, schools, and communities. They will identify basic needs and describe the ways families produce, consume, and exchange goods and services in their communities. Students will also demonstrate an understanding of the concept of location by using terms that communicate relative location. They will also be able to show where locations are on a globe. Students will describe events in the past and in the present and begin to recognize that things change over time. They will understand that history describes events and people of other times and places. Students will be able to identify important holidays, symbols, and individuals associated with Tennessee and the United States and why they are significant. The classroom will serve as a model of society where decisions are made with a sense of individual responsibility and respect for the rules by which they live. Students will build upon this understanding by reading stories that describe courage, respect, and responsible behavior. Culture K.1 DHVFULEHIDPLOLDUSHRSOHSODFHVWKLQJVDQGHYHQWVZLWKFODULI\LQJGHWDLODERXWDVWXGHQW¶V home, school, and community. K.2 Summarize people and places referenced in picture books, stories, and real-life situations with supporting detail. K.3 Compare family traditions and customs among different cultures. K.4 Use diagrams to show similarities and differences in food, clothes, homes, games, and families in different cultures. Economics K.5 Distinguish between wants and needs. K.6 Identify and explain how the basic human needs of food, clothing, shelter and transportation are met. -
DOCUMENT RESUME ED 300 323 SO 019 478 TITLE William Blount
DOCUMENT RESUME ED 300 323 SO 019 478 TITLE William Blount: Soldier-Statesmen of the Constitution. A Bicentennial Series, No. 5. INSTITUTION Army Center of Military History, Washington, D.C. REPORT NO CMH-Pub-71-5 PUB DATE 87 NOTE 9p.; For other C'cuments in this series, see SO 019 474-496. PUB TYPE Historical Materials (060) -- Collected Works - Serials (022) EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS Biographies; Colonial History (United States); *Military Service; *Public Service; *Revolutionary War (United States) IDENTIFIERS Bicentennial; *Blount (William); Military History; North Carolina; *Signers of the United States Constitution; Tennessee; United States Constitution ABSTRACT William Blount's journey from the drawing rooms of North Carolina where he led the fight for ratification of the U.S. Constitution to the rude frontier of Tennessee where he served as chairman for that state's constitutional convention illustrates the various political and economic promises of independence. This booklet on Blount is one in a series on Revolutionary War soldiers who later signed the U.S. Constitution. The booklet reviews his involvement with North Carolina's Whig leaders, his military service as a regimental paymaster, his public service after the War as North Carolina's representative to the Constitutional Convention, and his involvement in the politics of Tennessee. Personal data about Blount and a bibliographic essay of further readings are also included. (DJC) * Reproductions supplied by EDRS are the best that can be made * * from