Chapter 5 the Spirit of Independence
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' ' ., ,�- NONIMPORTATION AND THE SEARCH FOR ECONOMIC INDEPENDENCE IN VIRGINIA, 1765-1775 BRUCE ALLAN RAGSDALE Charlottesville, Virginia B.A., University of Virginia, 1974 M.A., University of Virginia, 1980 A Dissertation Presented to the Graduate Faculty of the University of Virginia in Candidacy for the Degree of Doctor of Philosophy Corcoran Department of History University of Virginia May 1985 © Copyright by Bruce Allan Ragsdale All Rights Reserved May 1985 TABLE OF CONTENTS Introduction: 1 Chapter 1: Trade and Economic Development in Virginia, 1730-1775 13 Chapter 2: The Dilemma of the Great Planters 55 Chapter 3: An Imperial Crisis and the Origins of Commercial Resistance in Virginia 84 Chapter 4: The Nonimportation Association of 1769 and 1770 117 Chapter 5: The Slave Trade and Economic Reform 180 Chapter 6: Commercial Development and the Credit Crisis of 1772 218 Chapter 7: The Revival Of Commercial Resistance 275 Chapter 8: The Continental Association in Virginia 340 Bibliography: 397 Key to Abbreviations used in Endnotes WMQ William and Mary Quarterly VMHB Virginia Magazine of History and Biography Hening William Waller Hening, ed., The Statutes at Large; Being� Collection of all the Laws Qf Virginia, from the First Session of the Legislature in the year 1619, 13 vols. Journals of the House of Burgesses of Virginia Rev. Va. Revolutionary Virginia: The Road to Independence, 7 vols. LC Library of Congress PRO Public Record Office, London co Colonial Office UVA Manuscripts Department, Alderman Library, University of Virginia VHS Virginia Historical Society VSL Virginia State Library Introduction Three times in the decade before the Revolution. Vir ginians organized nonimportation associations as a protest against specific legislation from the British Parliament. -
Revolutionary America Syllabus.Pages
THE AGE OF HAMILTON SAM HOUSTON STATE UNIVERSITY Professor: Dr. Benjamin E. Park Office: ABIV, Room 403 HIST 4378 Phone: (936) 294-1490 REVOLUTIONARY AMERICA Office Hours: M & W, 9:30-11:00am SPRING 2018 Email: [email protected] MWF 12:00-12:50 Twitter: @BenjaminEPark CHSS 232 REVOLUTIONARY AMERICA SPRING 2018 Digging into Hamilton’s America Viewing the Formation of a Nation through the Eyes of an Immigrant In the last few years, the broadway play Hamilton: An American Musical, has taken the nation by storm. A racially diverse cast, catchy hip-hop tunes, and a culturally relevant message has made the production both critically acclaimed and immensely popular. Thanks to Lin-Manuel Miranda, Alexander “…these united Colonies Hamilton is, as the kids say, “hot.” But what about Hamilton’s world? A broadway are, and of Right ought musical is not meant to be a historical treatise, as to be Free and any production is destined to take literary license. Nor does the play seek to tell the entire story of Independent States…” revolutionary America. This course will put flesh on Miranda’s skeleton—and in some cases, attempt to By the end of this semester, students are expected to: perform drastic reconstructive surgery on our • Acquire a substantial knowledge of America’s complex cultural myths. My hope is that you’ll see the revolution by reading primary and secondary sources. nation’s founding like you never have before. • Demonstrate competence of the historian’s craft by We will be using two different—and somewhat outlining key themes and methods historians have competing—lenses for this class. -
Continental Congress
Acts What they did . Writs of Assistance allowed customs (British) officers to search any location for smuggled goods (especially ships) . Stamp Act taxed all printed material; newspapers, pamphlets, playing cards, and wills (Colonists rioted and boycotted British goods, smuggling) “ No taxation without Representation” British Acts Acts What they did Townshend Acts Tax on glass, tea, paper, lead (imported goods) Boycott of British Goods – Nonimportation Agreement Tea Act Law that let British East India Company bypass merchants to sell directly to colonists (Britain had excess tea that was not being purchased and they needed to get rid of it) Quartering Act Housing British troops http://images.metmuseum.org/CRDImages/dp/original/DP827936.jpg Boston Massacre • Redcoats set up camp in Boston to support the tax collectors who were being threatened by colonists • Redcoats acted rudely and violently • They were poor so they often stole from colonists • March 5, 1770 • Bostonians and Redcoats argue • Bostonians moved through the streets to the Customs House • British soldiers panic • A shot is fired • 5 Bostonians lay dead • Soldiers were arrested and tried for murder. • John Adams was the lawyer who defended them Boston Tea Party Because of the tea act, East India Company’s tea was cheaper than any other tea. The colonists again boycotted British goods to show their dislike of British tea control. Boston Tea Party Colonists in Boston and Philadelphia planned to stop the company’s ships from unloading. In all colonial ports except Boston, colonists forced the company’s ships to return to Britain. Boston Tea Party In Boston Harbor in December 1773, the royal governor ordered the tea unloaded. -
The Second Amendment in Action
Chicago-Kent Law Review Volume 76 Issue 1 Symposium on the Second Amendment: Article 4 Fresh Looks October 2000 The Second Amendment in Action Michael A. Bellesiles Follow this and additional works at: https://scholarship.kentlaw.iit.edu/cklawreview Part of the Law Commons Recommended Citation Michael A. Bellesiles, The Second Amendment in Action, 76 Chi.-Kent L. Rev. 61 (2000). Available at: https://scholarship.kentlaw.iit.edu/cklawreview/vol76/iss1/4 This Article is brought to you for free and open access by Scholarly Commons @ IIT Chicago-Kent College of Law. It has been accepted for inclusion in Chicago-Kent Law Review by an authorized editor of Scholarly Commons @ IIT Chicago-Kent College of Law. For more information, please contact [email protected], [email protected]. THE SECOND AMENDMENT IN ACTION MICHAEL A. BELLESILES* INTRODUCTION What follows may be entirely irrelevant. There are those who argue that historical inquiry offers nothing to our understanding of the Second Amendment. This postmodernist position is well represented by Charlton Heston, who has dismissed historical scholarship as not in the least bit relevant and called for historians to stop wasting their time in the archives.1 Akhil Amar recently stated that current understandings of the original meaning of the Second Amendment "might be false as a matter of historical fact but [are] nonetheless true as a matter of constitutional law."' 2 William Van Alstyne insists that historical research into the context of the Second Amendment "doesn't seem to me to make a very great deal of difference against the background of Bunker Hill, and the minutemen, and the imagery that this is the nature of things."3 Postmodernism denies the value and even the validity of historical context, emphasizing instead language and image; truth itself is a rhetorical social construct, it is the critic's representation of the past that matters. -
Levi's Life After the Revolutionary
This book is dedicated to Crystal Farish, Hauley Farish, Lane Farish, Brooke Barker, Heidi Thornton, Justin Thornton, Anthony Thornton, and Jasmine Parker, all of whom are the 5th-great-grandchildren of Levi Temple. THE AMAZING LIFE OF 1751–1821 ii TABLE OF CONTENTS LEVI TEMPLE’S DESCENdaNTS . iv THE LIFE OF LEVI TEMPLE . 1 LEVI’S LIFE BEFORE THE WAR . 3 THE BOSTON MASSacRE . 7 THE BOSTON TEA PARTY . 8 THE MINUTEMEN . 10 THE BattlE OF BUNKER HILL . 12 THE LIFE OF A PatRIOT SOLDIER . 14 LIFE at HOME DURING THE WAR . 18 THE DECLARatION OF INDEPENDENCE . 20 THE BRITISH SURRENDER at YORKTOWN . 22 THE TREatY OF PARIS . 24 LEVI’S LIFE AFTER THE REVOLUTIONARY WAR . 26 LEVI’S LEGacY . 28 ENDNOTES . 30 iii Thirteen stars represent the original colonies in this Revolutionary War flag. Richard S. Farish Crystal Lee 1940 ~ 1971 Farish Harwood Dean 1959 ~ Living Thornton Levi Georgia Flo 1918 ~ 1966 Temple Thornton Levi Phillip John Temple 1751 ~ 1821 1943 ~ 2006 Dawe Job 1788 ~ 1849 Bette Lee 1896 ~ 1970 Temple Dawe Rachel Solomon David 1811 ~ 1888 Nutting 1921 ~ 1984 Temple Lucy Georgia Annabelle 1856 ~ 1915 Brown 1752 ~ 1830 Temple Isabella abt. 1798 ~ 1852 1895 ~ 1955 Robertson Flora W. 1831 ~ 1880 Forbes 1862 ~ 1948 iviv The Life of Levi Temple our ancestor, Levi Temple, was one of many everything they owned, ruin their families, and risk YAmerican colonists who risked his life to win suffering the undignified death of a traitor. freedom from British rule. This brave decision helped Courage and determination allowed the Patriots make the United States of America a reality, but it also to overcome incredible odds. -
American Revolution Vocabulary
American Revolution Vocabulary 1. Revolt 9. Parliament 2.Heckling 10. Patriot 3. Militia 11. Enlisting 4.Patriots 12. Treaties 5.Loyalist 6.Enlisting 7.Continental Congress 8. Commander in chief Have your parents ever asked you to do something, and you REALLY didn’t want to do it? If this has happened to you before, then you have an idea of how Great Britain’s 13 American colonies felt in the 1700’s… Background Information The Argument Since 1607, people had been leaving the motherland *Parliament felt the to come to America for a variety of reasons which colonies should help pay included: the war debts. 1.Religious freedom However, the 2.Economic gain 3.A new life Americans resisted, While many of these colonists had their differences claiming that they with Britain, most still considered themselves loyal should not be taxed subjects of the crown. because they had no representation in The Fuel for the Fire Parliament. The Starting around 1763, after the French and Indian American colonist War, conflict increased between Britain and the wanted to have some colonies. Great Britain had fought the war to drive say in the government the French from the continent and had come away if they were going to victorious, but with HUGE war debts. pay taxes. War didn't happen right away. First there were protests and arguments. Then some small skirmishes between the colonists and the local British army. Things just got worse and worse over the course of years until the colonies and Great Britain were at war. A plan that failed… The British offered a plan to let the colonists elect representatives to Parliament, but the colonists rejected the plan. -
Lesson Title: Hamilton's
Lesson Title: Hamilton’s War Grade Levels : 9-12 Time Allotment: Three 45-minute class periods Overview: This high school lesson plan uses video clips from REDISCOVERING ALEXANDER HAMILTON and a website featuring interactive animations of Revolutionary War battles to explore Alexander Hamilton’s military career in three different engagements: The Battle for New York The Battle of Princeton, and the Siege of Yorktown. The Introductory Activity dispels the common misconception that the Revolution was primarily fought by “minutemen” militiamen using guerilla tactics against the British, and establishes the primary role of the Continental Army in the American war effort. The Learning Activities uses student organizers to focus students’ online exploration of the battles of New York, Princeton, and Yorktown, focusing on Alexander Hamilton’s role. The Culminating Activity challenges students to create their own organizer for a different Revolutionary War battle. This lesson is best used during a unit on the American Revolution, after the key causes for the conflict have been established. Subject Matter: History Learning Objectives: Students will be able to: • Distinguish between “irregular” and “regular” military forces in the 18 th century and outline their relative merits • Explain the context and consequences for the battles of New York, Princeton, and Yorktown • Describe the general course of events in each of these actions, noting key turning points • Discuss how historical fact can sometimes be distorted or embellished for effect • Outline -
Social Studies Quarter 4: Week 7 Monday Tuesday Wednesday Thursday Friday Specials Measurable Objective: I Can Explain Mercantilism
Student weekly plan Apr 26-30, 2021 Teacher: White Grade Level: 8 Subject: Social Studies Quarter 4: Week 7 Monday Tuesday Wednesday Thursday Friday Specials Measurable Objective: I can explain mercantilism. I can compare The Sugar Act I can create a graphic I can create a graphic (Students will be able to…) and The Molasses Act. organizer about the organizer about the minutemen, Sons of Liberty minutemen, Sons of Liberty and Committees of and Committees of Correspondence. Correspondence-continued. Materials: Exploration, Revolution, & Exploration, Revolution, & Exploration, Revolution, & Exploration, Revolution, & Constitution pages: 83-86 Constitution pages: 87-89 Constitution pages: 90 Constitution pages: 90 Email [email protected] or call 602-285-3003 The students need to sign in to Infobase.com to access the atlas: Username: Riverbendprep Password: digital Instructions Please follow the written Please follow the written Please follow the written Please follow the written Use the atlas on the Infobase site directions to complete the directions to complete the directions to complete the directions to complete the or another atlas to complete the assignments assignments assignments assignments assignment. Do: Zoom 8:15-10:00 Zoom 8:15-10:00 Zoom 8:15-10:00 Zoom 8:15-10:00 Attend Zoom for https://us02web.zoom.us/j/71498 Meeting ID: 714 9830 4944 Meeting ID: 714 9830 4944 Meeting ID: 714 9830 4944 Meeting ID: 714 9830 4944 Specials at 11:00am 304944?pwd=NFAxc00vY1dHMEZ Meeting ID: 788 9909 mbENWSjdKdEhDZz09 4093 Meeting ID: 714 9830 4944 Organizer You can return the You can scan the completed You can take a picture of the Failure to turn in completed assignment to assignment and send them to completed assignment and completed work will the school me through email or Remind send them to me through result in failing grades email or Remind and retainment Assignments Assignment: Assignment: Assignment: Assignment: Please turn in assignments only. -
Stark County Teaching American History Grant
Stark County Teaching American History Grant Stark County Educational Service Center 2100 38th Street NW Canton, Ohio 44709 The Olive Branch Petition and the Declaration of Independence: Comparing the Different Approaches Taken by the 2nd Continental Congress to Address Colonial Grievances with the British Government Declaration of Independence, Olive Branch Petition, 2nd Continental Congress, Causes of Revolutionary War, Document Based Question Grade Level 10th or 11th A.P. U.S. History Louis Doenges St. Thomas Aquinas High School Duration 3 days (45 minute periods) Overview In this lesson, students will learn about how groups can change their views points and outlooks on a similar situation based on external events relating to their situation. The students will analyze the dramatic change taken by the 2nd Continental Congress leading up to Declaration of Independence from the peace overture of the Olive Branch Petition, to the outright breaking away from the British Empire through the Declaration of Independence. Ohio New Learning Standards . The use of primary and secondary sources of information includes an examination of the credibility of each source. The Declaration of Independence reflects an application of Enlightenment ideas to the grievances of British subjects in the American colonies. College Board AP United States History Themes 1. Politics and Citizenship Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights. 2. Reform Diverse movements focusing on a broad range of issues, including anti-slavery, education, labor, temperance, women’s rights, civil rights, gay rights, war, public health, and government. -
Road to Revolution
Road to Revolution 1760-1775 In 1607 The Virginia Company of London, an English trading company, planted the first permanent English settlement in North America at Jamestown. The successful establishment of this colony was no small achievement as the English had attempted to plant a colony in North America since the reign of Queen Elizabeth I in the l6th century. The Virginia Company operated under a royal charter, granted by King James I, which assured the original settlers they would have all liberties, franchises and immunities as if they had been “abiding and born within England.” By 1760, England and Scotland had united into the Kingdom of Great Britain and her settlements in North America had grown to thirteen thriving colonies with strong cultural, economic, and political ties to the mother country. Each colony enjoyed a certain amount of self- government. The ties which bound Great Britain and her American colonies were numerous. Wealthy men in the colonies, such as George Washington, used British trading companies as their agents to conduct business. Young men from prominent families, like Arthur Lee, went to Great Britain to finish their schooling. Colonial churches benefited from ministers who were educated in Great Britain. Many of the brightest men in the colonies, such as Benjamin Franklin of Pennsylvania, James Otis of Massachusetts, and Peyton Randolph of Virginia, served the British government as appointed officials. What then caused these strong ties to unravel after 1760? What caused the American colonists to revolt against their mother country in 1775? Though not recognized by most people at the time, economic and political forces beginning in 1760 on both sides of the Atlantic would force Great Britain and her American colonies to reassess their long relationship. -
The Role of the Militia During the Revolutionary War by Edward Ayres, Jamestown-Yorktown Foundation Historian
The Role of the Militia During the Revolutionary War By Edward Ayres, Jamestown-Yorktown Foundation Historian Listen to an audio interview with Edward Ayres and Steve Clark of WCVE Ideas Station about the Virginia Militia in the Revolutionary War. If I was called upon to declare upon Oath, whether the Militia have been most serviceable or hurtful upon the whole; I should subscribe to the latter. – George Washington, September 1776 Even before the struggle for American independence ended, two contrasting views of the role of the Revolutionary militia had emerged. Popular opinion, remembering the gallant stand of the Minutemen at Concord and Lexington, held fast to the ideal of the brave citizen soldier as the mainstay of defense. Other Americans however, including many Continental Army veterans, derided the militia’s reputation for fleeing in the face of the enemy. The early histories of the Revolution also tended to minimize the contributions of the militia, and one acclaimed account of the war, written as late as 1929, even referred to “the utter failure of the militia system.” The role of the militia in the American Revolution is interpreted at Yorktown Victory Center special events. Militia re-enactors More recent studies however have gone a long present a musket firing demonstration at an October Yorktown way toward revising this predominantly negative Victory Celebration event. assessment of the role played by the militia during the war for independence. Although the relative effectiveness of the Revolutionary militia varied from state to state and year to year, this newer scholarship has explored and described some of the crucial achievements of the militia that had been previously unexamined. -
The Suffolk Resolves
The Suffolk Resolves Joseph Warren, 1774 At a meeting of the delegates of every town & district in the county of Suffolk, on Tuesday the 6th of September, at the house of Mr. Richard Woodward, of Deadham, & by adjournment, at the house of Mr. [Daniel] Vose, of Milton, on Friday the 9th instant, Joseph Palmer, esq. being chosen moderator, and William Thompson, esq. clerk, a committee was chosen to bring in a report to the convention, and the following being several times read, and put paragraph by paragraph, was unanimously voted, viz. Whereas the power but not the justice, the vengeance but not the wisdom of Great- Britain, which of old persecuted, scourged, and exiled our fugitive parents from their native shores, now pursues us, their guiltless children, with unrelenting severity: And whereas, this, then savage and uncultivated desart, was purchased by the toil and treasure, or acquired by the blood and valor of those our venerable progenitors; to us they bequeathed the dearbought inheritance, to our care and protection they consigned it, and the most sacred obligations are upon us to transmit the glorious purchase, unfettered by power, unclogged with shackles, to our innocent and beloved offspring. On the fortitude, on the wisdom and on the exertions of this important day, is suspended the fate of this new world, and of unborn millions. If a boundless extent of continent, swarming with millions, will tamely submit to live, move and have their being at the arbitrary will of a licentious minister, they basely yield to voluntary slavery,