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Minting America: Coinage and the Contestation of American Identity, 1775-1800
ABSTRACT MINTING AMERICA: COINAGE AND THE CONTESTATION OF AMERICAN IDENTITY, 1775-1800 by James Patrick Ambuske “Minting America” investigates the ideological and culture links between American identity and national coinage in the wake of the American Revolution. In the Confederation period and in the Early Republic, Americans contested the creation of a national mint to produce coins. The catastrophic failure of the paper money issued by the Continental Congress during the War for Independence inspired an ideological debate in which Americans considered the broader implications of a national coinage. More than a means to conduct commerce, many citizens of the new nation saw coins as tangible representations of sovereignty and as a mechanism to convey the principles of the Revolution to future generations. They contested the physical symbolism as well as the rhetorical iconology of these early national coins. Debating the stories that coinage told helped Americans in this period shape the contours of a national identity. MINTING AMERICA: COINAGE AND THE CONTESTATION OF AMERICAN IDENTITY, 1775-1800 A Thesis Submitted to the Faculty of Miami University in partial fulfillment of the requirements for the degree of Master of Arts Department of History by James Patrick Ambuske Miami University Oxford, Ohio 2006 Advisor______________________ Andrew Cayton Reader_______________________ Carla Pestana Reader_______________________ Daniel Cobb Table of Contents Introduction: Coining Stories………………………………………....1 Chapter 1: “Ever to turn brown paper -
Francis Hopkinson, a Pretty Story Written in the Year of Our Lord 2774
MAKING THE REVOLUTION: AMERICA, 1763-1791 PRIMARY SOURCE COLLECTION An allegory of the causes of the American Revolution Maryland Historical Society A PRETTY STORY WRITTEN IN THE YEAR OF OUR LORD 2774 by PETER GRIEVOUS, ESQUIRE [Francis Hopkinson] Williamsburg, Virginia, 1774 ___ EXCERPTS * A lawyer, statesman, signer of the Declaration of Independence, and a widely read political satirist, Francis Hopkinson penned this acerbic yet witty fable Francis Hopkinson depicting the road to revolution in the American colonies. self-portrait after 1785 portrait by Robert Edge Pine C H A P T E R I . * nce upon a time, a great while ago, there lived a certain Nobleman who had long possessed a very valuable farm and had a great number of children and grandchildren. Besides the annual O profits of his land, which were very considerable, he kept a large shop of goods; and, being very successful in trade, he became, in process of time, exceeding rich and powerful, insomuch that all his neighbors feared and respected him. With respect to the management of his family, it was thought he had adopted the most perfect mode that could be devised, for he had been at the pains to examine the economy of all his neighbors and had selected from their plans all such parts as appeared to be equitable and beneficial, and omitted those which from experience were found to be inconvenient; or rather, by blending their several constitutions together, he had so ingeniously counterbalanced the evils of one mode of government with the benefits of another that the advantages were richly enjoyed and the inconveniencies scarcely felt. -
Colonial Flags 1775-1781
THE AMERICAN FLAG IS BORN American Heritage Information Library and Museum about A Revolutionary Experience GRAND UNION BETSY ROSS The first flag of the colonists to have any During the Revolutionary War, several patriots made resemblance to the present Stars and Stripes. It was flags for our new Nation. Among them were Cornelia first flown by ships of the Colonial Fleet on the Bridges, Elizabeth (Betsy) Ross, and Rebecca Young, all Delaware River. On December 3, 1775 it was raised of Pennsylvania, and John Shaw of Annapolis, Maryland. aboard Capt. Esek Hopkin's flagship Alfred by John Although Betsy Ross, the best known of these persons, Paul Jones, then a navy lieutenant. Later the flag was made flags for 50 years, there is no proof that she raised on the liberty pole at Prospect Hill, which was made the first Stars and Stripes. It is known she made near George Washington's headquarters in flags for the Pennsylvania Navy in 1777. The flag Cambridge, MA. It was the unofficial national flag on popularly known as the "Betsy Ross Flag", which July 4, 1776, Independence Day; and it remained the arranged the stars in a circle, did not appear until the unofficial national flag and ensign of the Navy until early 1790's. June 14, 1777 when the Continental Congress Provided as a Public Service authorized the Stars and Stripes. for over 115 Years COLONIAL THIRD MOUNTAIN REGIMENT The necessity of a common national flag had not been thought of until the appointment of a committee composed of Benjamin Franklin, Messrs. -
1 the Story of the Faulkner Murals by Lester S. Gorelic, Ph.D. the Story Of
The Story of the Faulkner Murals By Lester S. Gorelic, Ph.D. The story of the Faulkner murals in the Rotunda begins on October 23, 1933. On this date, the chief architect of the National Archives, John Russell Pope, recommended the approval of a two- year competing United States Government contract to hire a noted American muralist, Barry Faulkner, to paint a mural for the Exhibit Hall in the planned National Archives Building.1 The recommendation initiated a three-year project that produced two murals, now viewed and admired by more than a million people annually who make the pilgrimage to the National Archives in Washington, DC, to view two of the Charters of Freedom documents they commemorate: the Declaration of Independence and the Constitution of the United States of America. The two-year contract provided $36,000 in costs plus $6,000 for incidental expenses.* The contract ended one year before the projected date for completion of the Archives Building’s construction, providing Faulkner with an additional year to complete the project. The contract’s only guidance of an artistic nature specified that “The work shall be in character with and appropriate to the particular design of this building.” Pope served as the contract supervisor. Louis Simon, the supervising architect for the Treasury Department, was brought in as the government representative. All work on the murals needed approval by both architects. Also, The United States Commission of Fine Arts served in an advisory capacity to the project and provided input critical to the final composition. The contract team had expertise in art, architecture, painting, and sculpture. -
Betsy Ross US Flag
CS 112 Design of the Betsy Ross US Flag Problem. Reproduce the US flag for the original 13 states designed by Betsy Ross. See the following figures for her flag and the current specifications for the US flag. I assume the current specifications comefromthe her flag but with 50 stars replacing 13. The flag of Betsy Ross has three separate parts: the 13 red and white stripes, the blue rectangle andthecircle of 13 white stars. I realize that I can reuse the functions fillRectangle() and fillStar() from the previous lab. So my design will focus on a function to draw a circle of 13 white stars in the upper left corner of the flag. I will call this function drawCircleOfStars(). The figure indicates that the center of the circle is the centerof the blue rectangle. I will use the current specifications for the US flag for the Betsy Ross flag. I decidetouse as the diameter of the circle of stars the value C - E - F from the current specification. Of course I must multiply C-E-F /2 by a constant SIZE, say of 200 pixels. I will call this value of C-E-F /2 circleRadius. The specification also gives the diameter of a star as K. So the radius of eachstaris K/ 2 . I will name this value starRadius. The letters A through L refer to the values on the above specification in the right figure. The angle between two adjacent stars in the circle is 2 π/ 13. I will name this variable dt for change of angle t. -
Resources for Teachers John Trumbull's Declaration Of
Resources for Teachers John Trumbull’s Declaration of Independence CONVERSATION STARTERS • What is happening with the Declaration of Independence in this painting? o The Committee of Five is presenting their draft to the President of the Continental Congress, John Hancock. • Both John Adams and Thomas Jefferson apparently told John Trumbull that, if portraits couldn’t be painted from life or copied from other portraits, it would be better to leave delegates out of the scene than to poorly represent them. Do you agree? o Trumbull captured 37 portraits from life (which means that he met and painted the person). When he started sketching with Jefferson in 1786, 12 signers of the Declaration had already died. By the time he finished in 1818, only 5 signers were still living. • If you were President James Madison, and you wanted four monumental paintings depicting major moments in the American Revolution, which moments would you choose? o Madison and Trumbull chose the surrender of General Burgoyne at Saratoga, the surrender of Lord Cornwallis at Yorktown, the Declaration of Independence, and the resignation of Washington. VISUAL SOURCES John Trumbull, Declaration of Independence (large scale), 1819, United States Capitol https://commons.wikimedia.org/wiki/File:Declaration_of_Independence_(1819),_by_John_Trumbull.jpg John Trumbull, Declaration of Independence (small scale), 1786-1820, Trumbull Collection, Yale University Art Gallery https://artgallery.yale.edu/collections/objects/69 John Trumbull and Thomas Jefferson, “First Idea of Declaration of Independence, Paris, Sept. 1786,” 1786, Gift of Mr. Ernest A. Bigelow, Yale University Art Gallery https://artgallery.yale.edu/collections/objects/2805 PRIMARY SOURCES Autobiography, Reminiscences and Letters of John Trumbull, from 1756 to 1841 https://archive.org/details/autobiographyre00trumgoog p. -
Historic Flag Presentation
National Sojourners, Incorporated Historic Flag Presentation 16 July 2017 1 Table of Contents Table of Contents 2 Type of Program 4 Program Description and Background Information 4 Origin of a Historic Flag Presentation 4 What is a Historic Flag Presentation? 4 Intended Audience of a Historic Flag Presentation 4 Number required to present a Historic Flag Presentation 5 Presentation Attire 5 List of Props Needed and Where Can Props Be Obtained 5 List of Support Equipment (computer, projector, screen, etc.) 5 Special Information 5 Script for an Historic Flag Presentation 6-20 Purpose 6 General Flag Overview 6 Bedford Flag—April 1775 6 Rhode Island Regiment Flag—May 1775 8 Bunker Hill Flag—June 1775 8 Washington’s Cruisers Flag—October 1775 8 Gadsden Flag—December 1775 8 Grand Union Flag—January 1776 9 First Navy Jack—January 1776 9 First Continental Regiment Flag—March 1776 9 Betsy Ross Flag—May 1776 9 Moultrie Flag—June 1776 9 Independence Day History 9 13-Star Flag—June 1777 10 Bennington Flag—August 1777 10 Battle of Yorktown 10 Articles of Confederation 10 15-Star Flag (Star-Spangled Banner)—May 18951 11 20-Star Flag—April 1818 11 Third Republic of Texas Flag—1839-1845 11 Confederate Flag—1861-1865 12 The Pledge to the Flag 11 1909 12 48-Star Flag—September 1912-1959 13 2 World War I 12 Between the Wars 13 World War II 13 Battle of Iwo Jima 13 End of World War II 13 Flag Day 14 Korean War 14 50-Star Flag—July 1960-Present 14 Toast to the Flag 15 Old Glory Speaks 16 That Ragged Old Flag 17 3 Type of Program The Historic Flag Presentation is both a patriotic and an educational program depending on the audience. -
For Which It Stands DVD Guide
For Which It Stands A DVD about the history of the fl ag of the United States, the signifi cance and meaning of our fl ag, and respecting and caring for our fl ag. Teacher’s Guide For the 20-minute linear video and Interactive enhancements associated with segments of the video The American Legion P. O. Box 1055 Indianapolis, Indiana 46206 www.legion.org FOR WHICH IT STANDS Credits For Content Consultant The American Legion John J. Patrick, Ph.D. Mike Buss Indiana University, Program Coordinator, Flag Bloomington Education, Americanism and Children & Youth Scriptwriter Division Doug Anderson This is a publication of Ronald Engel Director of The American Legion Deputy Director, Americanism and Photography P. O. Box 1055 Children & Youth Division Indianapolis, Indiana 46206 Rob DeVoe (317) 630-1249 Marty Justis www.legion.org Director, Production Crew Americanism and Brett Lodde Children & Youth Division Jason Morris Copyright 2005 by Joel Wanke Duane R. Mercier The American Legion Audiovisual Production All rights reserved. Manager, Music/Sound Mix Public Relations Division Patrick Hurley Director of Multimedia The text of this publication, or any part thereof, may Producer/Director/ Michael Freeman not be reproduced, stored in or introduced into a Video Editor retrieval system, or transmitted, in any form or by Luke Hale DVD Programming any means (electronic, mechanical, photocopying, recording, or otherwise), without the written permis- Instructional Designer/ Brandon Penticuff sion of the copyright owner. These materials are not Teacher’s Guide Writer Graphics for resale. However, classroom teachers can repro- Alan Backler, Ph.D. duce these materials for use in their own classrooms. -
Francis Hopkinson: the First American Poet-Composer and Our Musical Life in Colonial Times
Francis Hopkinson: The first American poet-composer and Our musical life in Colonial times By Oscar G. Sonneck An essay included in the program for “An Evening of Music of the Colonial Period” – Presented by the Pennsylvania Society of the Colonial Dames of America at the Historical Society of Pennsylvania on November 12, 1919∗† [If an author has found seven books insufficient to incorporate all his data on early American music, he cannot possibly give in a short address more than the barest outline of the complicated subject. Accordingly, the following remarks are merely intended as remarks of orientation for the Colonial Dames and their quests, assembled for the unique opportunity to listen in such a milieu to songs by Francis Hopkinson and to music by master of Colonial times played on the obsolete but fascinating and favorite instrument of that period.] For all practical purposes the period before 1720 may here be disregarded in the history of music of Colonial times, and the period from 1720 to 1800 may be termed the formative period of our musical life in general. It was an imitation of musical life in England, except that the costly and exotic Italian virtuoso opera was not attempted. (The cultured musical life of the Moravians at Bethlehem, based on German conditions, while admired by travellers, had no influence on the rest of the country.) Then, as now, music in America had an international flavor. Musicians began to flock here from England, Germany, France, Italy as music teachers, members of the several concert and theatre orchestras, and soloists. -
Notable Signers of the Declaration of Independence John Witherspoon
Notable Signers of The Declaration of Independence the universal defection and depravity of human nature; the Divinity of the person and the completeness of the redemption John Witherspoon – ordained minister of the Gospel, purchased by the blessed Savior; the necessity of the published several books of sermons, played major roles in two operations of the Divine Spirit; of Divine faith accompanied American editions of the Bible, wrote the introduction for one with a habitual virtuous life; and the universality of the Divine (1791), “The Holy Bible”. (it wouldn’t have the king’s name…) Providence, but also, in the bowels of a father’s affection, to exhort and charge [my children] that the fear of God is the Charles Thomson – responsible for another American edition beginning of wisdom…” of the Bible – called Thomson’s Bible, first Bible translated from the Greek Septuagint into English. It took 25 years to Thomas McKean - Chief Justice of the Supreme Court of complete and is still considered one of the more scholarly Pennsylvania. He offered these words of wisdom to a man just American translations. sentenced to death, “You will probably have but a short time to live. Before you launch into eternity…it behooves you to reflect Charles Carroll – on his 89th birthday he declared, “On the upon your past conduct; to repent of your evil deeds; to be mercy of my Redeemer I rely for salvation, and on His merits; incessant in prayers to the great and merciful God…to rely on not on works I have done in obedience to His precepts.” He the merit and passion of a dear Redeemer…and may you be built and personally funded a Christian house of worship. -
The Legend of Betsy Ross 5
TThehe LLegendegend ooff BBetsyetsy RRossoss 5 Lesson Objectives Core Content Objectives Students will: Describe how the thirteen colonies in America evolved from dependence on Great Britain to independence as a nation Retell the legend of Betsy Ross and the f ag Language Arts Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this domain. Students will: Describe the connection between the f rst off cial f ag of the United States and the thirteen colonies (RI.1.3) Plan and draft an informative/explanatory text that presents information from “The Legend of Betsy Ross” about the f rst U.S. f ag (W.1.2) With guidance and support from adults, focus on the topic of the U.S. f ag, respond to questions and suggestions from peers, and add details, as needed, to strengthen student writing about the f ag (W.1.5) Make personal connections to the informative text “The Legend of Betsy Ross” by describing a f ag that would be representative of their class (W.1.8) Describe the f rst U.S. f ag with relevant details, expressing ideas and feelings clearly (SL.1.4) A New Nation: American Independence 5 | The Legend of Betsy Ross 63 © 2013 Core Knowledge Foundation With assistance, create and interpret a timeline of the settlement of North America and the creation of the United States of America Prior to listening to “The Legend of Betsy Ross,” orally identify what they know and have learned about George Washington, Thomas Jefferson, Benjamin Franklin, and Paul Revere Share writing with others Core Vocabulary alternating, adj. -
Van Horne Education of African Americans in Franklins Philadelphia 2009
Figure 4.1. Ralph Sandiford, A Brief Examination of the Practice of the Times, by the Foregoing and the Present Dispensation . ([Philadelphia]: Printed [by Benjamin Franklin and Hugh Meredith] for the author, 1729). !e Library Company of Philadelphia. “!e Good Education of Youth”: Worlds of Learning in the Age of Franklin !e antislavery activism that finally brought about abolition had its origins in the 1688 petition of four German Quakers and Mennonites of Germantown, just north of Philadelphia, the first antislavery petition in the New World. From that time until abolition became a reality, Quakers were in the forefront of the movement, although paradoxically Quakers were also among the largest slave owners until the 1770s, when the sect officially took a stand and threatened to disown Quakers who continued to hold slaves. Benjamin Franklin himself lived out the ambivalence felt by many as the eighteenth century advanced. Franklin printed antislavery tracts by the outspoken Quakers Ralph Sandiford and Benjamin Lay, although he did so without affixing his name to the pamphlets (see Figure 4.1).4 Franklin owned slaves from as early as 1735 until 1781, and he never deliberately freed any of them. And his wealth, derived principally from the profits of his printing business, owed much to the numerous advertisements for slave sales and runaways that he published and to the actual sales that he facilitated. However, by the end of his life Franklin had taken a very public stand against slavery. As president of the Pennsylvania Society for Promoting the Abolition of Slavery, and the Relief of Free Negroes Unlawfully Held in Bondage (usually known as the Pennsylvania Abolition Society), Franklin is credited with writing the 1789 petition to Congress urging the abolition of slavery.