Soldier Illness and Environment in the War of 1812
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
9 the British Alliance of 1812–14
9 The British Alliance of 1812–14 Chapter Outline This chapter examines the War of 1812 and, in particular, the role that Tecumseh had in this event. By the early 1800s, the intentions of the Americans were clear. The Americans were expanding, and it would be to the west where they would seek land. The War of 1812 can be viewed as a continu- ance of the American War of Independence, as this inconclusive war had left unresolved several im- portant matters, such as those relating to Indigenous Peoples and their lands. In a similar fashion to Obwandiyag, Tecumseh, a part-Shawnee and part-Cree leader, rose to the forefront as an advocate for a pan-Indigenous movement. Like Obwandiyag, Tecumseh was linked to a prophet. Tenskwa- tawa was known as the Shawnee Prophet and happened to be Tecumseh’s brother. Tenskwatawa argued that no particular tribe had the right to give up land as its own. Tecumseh had a particular disdain for Americans as both his father and brother were killed in US frontier wars. He chose to side with the British not because he favoured them but rather because he saw them as the lesser of two evils. Tecumseh challenged the cessions of lands that the Americans were obtaining, particularly those claimed in Indiana Territory. Throughout 1812 to 1813, Tecumseh led Indigenous forces to victory af- ter victory over the Americans. Tecumseh eventually met his demise at Moraviantown where, unsup- ported by British troops that had been promised, he was killed in October 1813. The death of Tecum- seh had immediate impacts since no leader could fill his role as a catalyst for a pan-Indigenous move- ment. -
Martello Towers Research Project
Martello Towers Research Project March 2008 Jason Bolton MA MIAI IHBC www.boltonconsultancy.com Conservation Consultant [email protected] Executive Summary “Billy Pitt had them built, Buck Mulligan said, when the French were on the sea”, Ulysses, James Joyce. The „Martello Towers Research Project‟ was commissioned by Fingal County Council and Dún Laoghaire-Rathdown County Council, with the support of The Heritage Council, in order to collate all known documentation relating to the Martello Towers of the Dublin area, including those in Bray, Co. Wicklow. The project was also supported by Dublin City Council and Wicklow County Council. Martello Towers are one of the most well-known fortifications in the world, with examples found throughout Ireland, the United Kingdom and along the trade routes to Africa, India and the Americas. The towers are typically squat, cylindrical, two-storey masonry towers positioned to defend a strategic section of coastline from an invading force, with a landward entrance at first-floor level defended by a machicolation, and mounting one or more cannons to the rooftop gun platform. The Dublin series of towers, built 1804-1805, is the only group constructed to defend a capital city, and is the most complete group of towers still existing in the world. The report begins with contemporary accounts of the construction and significance of the original tower at Mortella Point in Corsica from 1563-5, to the famous attack on that tower in 1794, where a single engagement involving key officers in the British military became the catalyst for a global military architectural phenomenon. However, the design of the Dublin towers is not actually based on the Mortella Point tower. -
Available to Download
A Desert Between Us & Them INTRODUCTION The activities and projects in this guide have been developed to compliment the themes of the A Desert Between Us & Them documentary series. These ideas are meant to be an inspiration for teachers and students to become engaged with the material, exercise their creative instincts, and empower their critical thinking. You will be able to adapt the activities and projects based on the grade level and readiness of your students. The International Society for Technology in Education (http://www.iste.org) sets out standards for students to “learn effectively and live productively in an increasingly global and digital world.” These standards, as described in the following pages, were used to develop the activities and projects in this guide. The Ontario Visual Heritage Project offers robust resources on the A Desert Between Us & Them website http://1812.visualheritage.ca. There is a link to additional A Desert Between Us & Them stories posted on our YouTube Channel, plus the new APP for the iPad, iPhone and iPod. A Desert Between Us & Them is one in a series of documentaries produced by the Ontario Visual Heritage Project about Ontario’s history. Find out more at www.visualheritage.ca. HOW TO NAVIGATE THIS GUIDE In this guide, you will find a complete transcript of each episode of A Desert Between Us & Them. The transcripts are broken down into chapters, which correspond with the chapters menus on the DVD. Notable details are highlighted in orange, which may dovetail with some of the projects and activities that you have already planned for your course unit. -
P.S.: You Had Better Remove the Records: Early Federal Archives
“P.S.: You had better remove the records” Early Federal Archives and the Burning of Washington during the War of 1812 By Jessie Kratz hen British troops began to advance toward And so clerks packed Wthe United States’ new capital of Wash such things as the books and ington in the summer of 1814, it was clear that papers of the State Department; government leaders had not prepared an adequate unpublished secret journals of defense for the city and its government buildings. Congress; George Washington’s The British navy already had control of nearby Chesa commission and correspondence; peake Bay and some 4,500 troops in the port town of the Articles of Confederation; papers Benedict, Maryland—poised for an attack on the capital. of the Continental Congress; and all the Despite the show of force, the secretary of war, treaties, laws, and correspondence dating John Armstrong, was convinced the British were back to 1789. more interested in the port of Baltimore than in Along with these early records, the clerks Washington, which then had only 8,200 residents. also bagged up the Charters of Freedom—the Secretary of State James Monroe felt differently collective term for the Declaration of Indepen and met with President James Madison to discuss dence, the Constitution, and the Bill of Rights. the enemy’s intentions. Then Monroe himself rode And so these three documents began a long jour by horse, accompanied by cavalry, into southern ney as the War of 1812 raged. Maryland to scout the situation. The journey would not end until 1952, when Upon seeing the British advancing toward all three were placed together, side by side, in special Washington, Monroe dispatched a note to Presi encasements in the Rotunda of the National Archives dent Madison. -
River Raisin National Battlefield Park Lesson Plan Template
River Raisin National Battlefield Park 3rd to 5th Grade Lesson Plans Unit Title: “It’s Not My Fault”: Engaging Point of View and Historical Perspective through Social Media – The War of 1812 Battles of the River Raisin Overview: This collection of four lessons engage students in learning about the War of 1812. Students will use point of view and historical perspective to make connections to American history and geography in the Old Northwest Territory. Students will learn about the War of 1812 and study personal stories of the Battles of the River Raisin. Students will read and analyze informational texts and explore maps as they organize information. A culminating project will include students making a fake social networking page where personalities from the Battles will interact with one another as the students apply their learning in fun and engaging ways. Topic or Era: War of 1812 and Battles of River Raisin, United States History Standard Era 3, 1754-1820 Curriculum Fit: Social Studies and English Language Arts Grade Level: 3rd to 5th Grade (can be used for lower graded gifted and talented students) Time Required: Four to Eight Class Periods (3 to 6 hours) Lessons: 1. “It’s Not My Fault”: Point of View and Historical Perspective 2. “It’s Not My Fault”: Battle Perspectives 3. “It’s Not My Fault”: Character Analysis and Jigsaw 4. “It’s Not My Fault”: Historical Conversations Using Social Media Lesson One “It’s Not My Fault!”: Point of View and Historical Perspective Overview: This lesson provides students with background information on point of view and perspective. -
2016 Spring/Summer
SCHIFFER MILITARY New Books: 2 Aviation: 28 Naval: 54 Ground Forces: 56 American Civil War: 73 Militaria: 74 Modeling & Collectible Figures: 92 Pin-ups: 94 Transportation: 96 Index: 98 2016 Spring/Summer 2 2016 NEW BOOKS the 23rd waffen ss volunteer panzer grenadier division contents nederland 2016 new books 10 Enter the uavs: the 27th waffen ss the faa and volunteer drones in america grenadier division 7 langemarck 10 harriet quimby: training the right soldiers flying fair lady stuff: the at the doorstep: aircraft that civil war lore 4 produced america's jet 11 pilots 7 project mercury: suppliers to the matterhorn—the america in space confederacy, v. ii operational history series of the us xx bomber 11 command from india 8 and china, 1944–1945 5 project gemini: last ride of the a pictorial history america in space valkyries: the rise of the b-2a series and fall of the spirit stealth wehrmachthelfer- bomber 8 innenkorps during 5 wwii 12 the history of the german u-boat waffen-ss dyess air force base at lorient, camouflage base, 1941 to the france, august 1942– uniforms, vol. 1 present august 1943, vol. 3 13 6 9 german u-boat ace waffen-ss jet city rewind: peter cremer: camouflage the patrols of aviation history uniforms, vol. 2 u-333 in of seattle and the world war ii pacific northwest 13 6 9 2016 NEW BOOKS 3 german military travel papers of the second world war 14 united states american the model 1891 navy helicopter heroes quilts, carcano rifle patches past and present 24 15 19 united states mitchell’s new a collector’s marine corps general atlas guide to the emblems: 1804 to 1860 savage 99 rifle world war i 20 15 25 privateers american ferrer-dalmau: of the revolution: breechloading art, history, and war on the new mobile artillery miniatures jersey coast, 1875–1953 1775–1783 21 26 16 fighting for making leather bombshell: uncle sam: knife sheaths, the pin-up art of buffalo soldiers vol. -
War of 1812 Primary Source Packet Madison
War of 1812 Primary Source Packet Madison Becomes President Digital History ID 211 Author: John Adams Date:1809 Annotation: Distressed by the embargo's failure, Jefferson looked forward to his retirement from the presidency. "Never," he wrote, "did a prisoner, released from his chains, feel such relief as I shall on shaking off the shackles of power." The problem of American neutrality now fell to Jefferson's hand-picked successor, James Madison. A quiet and scholarly man, who secretly suffered from epilepsy, "the Father of the Constitution" brought a keen intellect and wealth of experience to the presidency. As Jefferson's Secretary of State, he had kept the United States out of the Napoleonic wars and was committed to using economic coercion to force Britain and France to respect America's neutral rights. In this letter, former President Adams notes Madison's ascension to the presidency. Document: Jefferson expired and Madison came to Life last night...I pity poor Madison. He comes to the helm in such a storm as I have seen in the Gul[f] Stream, or rather such as I had to encounter in the Government in 1797. Mine was the worst however, because he has a great Majority of the officers and Men attached to him Survival Strategies Digital History ID 662 Author: Tecumseh Date:1810 Annotation: Told by Governor Harrison to place his faith in the good intentions of the United States, Tecumseh offers a bitter retort. He calls on Native Americans to revitalize their societies so that they can regain life as a unified people and put an end to legalized land grabs. -
Jean Lafitte Elementar
Jean Lafitte Elementar Historic Homes • Gardens • Artifacts • Costumed Crafts People Boat Tours • Gift Shop • Restaurant Standards Standards as developed by the Louisiana Department of Education. Available online at http://www.vermilionville.org/vermilionville/educate/lesson-plans. Grade 2 Social Studies Standard 4 – Citizenship GLE 2.4.1: Describe the character traits of good citizens and discuss examples of responsible citizens Grade 3 Social Studies Foundations of the American Political Systems GLE #28: Explain the responsibilities of individuals in making a community and state a better place to live (C-1B-E2) Roles of the Citizens GLE #29: Identify the qualities of people who were leaders and good citizens as shown by their honesty, courage, trustworthiness, and patriotism (C-1D-E3) Louisiana and United States History GLE #53: Identify people and their influence in the early development of Louisiana (H-1C-E1) Objectives 1. The student will discuss Jean Lafitte’s life as a pirate and a privateer in Louisiana. 2. The student will identify the differences between a pirate and a privateer. 3. The student will triangulate a mock underwater archeological site. 4. The student will describe Jean Lafitte’s role in the Battle of New Orleans. Pre-Visit Activity Materials needed: Bad Guys and Gals of the High Seas book (see Resources for more information) Teachers. We have made two introduction documents available to you on our website – a word document as well as a PowerPoint with pictures depicting the cultures that we represent. Please take some time to review these two documents with your class prior to your visit here. -
Ft Wellington and Vicinity Prescott, Ontario
GUIDE TO FT WELLINGTON AND VICINITY PRESCOTT, ONTARIO A WISE NATION PRESERVES ITS RECORDS-GATHERS UP ITS MUNI MENTS-DECORATES THE TOMBS OF ITS ILLUSTRIOUS DEAD-REPAIRS ITS GREAT PUBLIC STRUCTURES &. FOS" TERS NATIONAL PRIDE AND LOVE OF COUNTRY'BY PERPETUAL REFER ENCE TO THE SACRIFICES & GLORIES OF THE PAST • • • JOSEPH HOWE /SAIIOKAL EARKS OF CANADA-HISTORIC SITES FORT WELLINGTON Prescott Ontario A brief history of the famous Fort Wellington and other historic sites in its immediate vicinity adjacent to the beautiful and incomparable waterway of the St. Lawrence river, along which were enacted events that mark the con tests of the British and French andihe British and the United States for the possession of Canada. DEPARTMENT OF THE INTERIOR HON. CHARLES STEWART - - Minister W. W. CORY. C.M.G. - Deputy Minister J. B. HARKIN - Commissioner. National Parks of Canada. Ottawa HISTORIC SITES OF PRESCOTT AND VICINITY FORT WELLINGTON. WINDMILL POINT, FORT DE LEVIS, CHRYSLER'S FARM, POINTE AU BARIL The group of historic sites to which attention is directed in this brochure all lie in the vicinity of Prescott, Ontario, on the north shore of the beautiful St. Lawrence, one of the world's most magnificent waterways. Before the advent of the railway or the construction of the Rideau canal the St. Lawrence river was the only direct means of communication between Quebec, Montreal, and the region now known as the province of Ontario, with the exception of the then far-away and still more precarious Ottawa. Many of the historic events that marked the contests of the British and French and the British and the United States troops for the possession of Canada were therefore enacted on the great river. -
War of 1812 Travel Map & Guide
S u sq u eh a n n a 1 Westminster R 40 r e iv v e i r 272 R 15 anal & Delaware C 70 ke Chesapea cy a Northeast River c o Elk River n 140 Havre de Chesapeake o 97 Grace City 49 M 26 40 Susquehanna 213 32 Flats 301 13 795 95 1 r e Liberty Reservoir v i R Frederick h 26 s 9 u B 695 Elk River G 70 u 340 n Sa p ssaf 695 rass 83 o Riv w er r e d 40 e v i r R R Baltimore i 13 95 v e r y M c i 213 a dd c le o B R n 70 ac iv o k e R r M 270 iv e 301 r P o to m ac 15 ster Che River 95 P 32 a R t i v a 9 e r p Chestertown 695 s 13 co R 20 1 i 213 300 1 ve r 100 97 Rock Hall 8 Leesburg 97 177 213 Dover 2 301 r ive r R e 32 iv M R 7 a r k got n hy te Ri s a v t 95 er e 295 h r p 189 S e o e C v 313 h ve i r C n R R e iv o er h 13 ka 267 495 uc 113 T Whitehall Bay Bay Bridge 50 495 Greensboro 193 495 Queen Milford Anne 7 14 50 Selby 404 Harrington Bay 1 14 Denton 66 4 113 y P 258 a a B t u rn 404 x te 66 Washington D.C. -
The 1812 Streets of Cambridgeport
The 1812 Streets of Cambridgeport The Last Battle of the Revolution Less than a quarter of a century after the close of the American Revolution, Great Britain and the United States were again in conflict. Britain and her allies were engaged in a long war with Napoleonic France. The shipping-related industries of the neutral United States benefited hugely, conducting trade with both sides. Hundreds of ships, built in yards on America’s Atlantic coast and manned by American sailors, carried goods, including foodstuffs and raw materials, to Europe and the West Indies. Merchants and farmers alike reaped the profits. In Cambridge, men made plans to profit from this brisk trade. “[T]he soaring hopes of expansionist-minded promoters and speculators in Cambridge were based solidly on the assumption that the economic future of Cambridge rested on its potential as a shipping center.” The very name, Cambridgeport, reflected “the expectation that several miles of waterfront could be developed into a port with an intricate system of canals.” In January 1805, Congress designated Cambridge as a “port of delivery” and “canal dredging began [and] prices of dock lots soared." [1] Judge Francis Dana, a lawyer, diplomat, and Chief Justice of the Massachusetts Supreme Judicial Court, was one of the primary investors in the development of Cambridgeport. He and his large family lived in a handsome mansion on what is now Dana Hill. Dana lost heavily when Jefferson declared an embargo in 1807. Britain and France objected to America’s commercial relationship with their respective enemies and took steps to curtail trade with the United States. -
Niagara National Historic Sites of Canada Draft Management Plan 2018
Management Plan Niagara 2018 National Historic Sites of Canada 2018 DRAFT Niagara National Historic Sites of Canada Draft Management Plan ii Niagara National Historic Sites iii Draft Management Plan Table of Contents 1.0 Introduction .................................................................................... 1 2.0 Significance of Niagara National Historic Sites .............................. 1 3.0 Planning Context ............................................................................ 3 4.0 Vision .............................................................................................. 5 5.0 Key Strategies ................................................................................ 5 6.0 Management Areas ......................................................................... 9 7.0 Summary of Strategic Environmental Assessment ....................... 12 Maps Map 1: Regional Setting ....................................................................... 2 Map 2: Niagara National Historic Sites Administered by Parks Canada in Niagara-on-the-Lake ........................................................... 4 Map 3: Lakeshore Properties and Battlefield of Fort George National Historic Site .......................................................................... 10 iv Niagara National Historic Sites 1 Draft Management Plan 1.0 Introduction Parks Canada manages one of the finest and most extensive systems of protected natural and historic places in the world. The Agency’s mandate is to protect and present these places