War of 1812 Timeline
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2020/2021 Visitors Guide
2020/2021 Visitors Guide packed with History & Attractions Festivals & Events Restaurants Shopping & more! fort erie Racetrack safari niagara old fort erie 1.888.270.9151 www.forteriecanada.com And Mayor’s Message They’re Off! Welcome to Fort Erie! We know that you will enjoy your stay with us, whether for a few hours or a few days. The members of Council and I are delighted that you have chosen to visit us - we believe that you will find the xperience more than rewarding. No matter your interest or passion, there is something for you in Fort Erie. 2020 Schedule We have a rich history, displayed in our historic sites and museums, that starts with our lndigenous peoples over 9,000 years ago and continues through European colonization and conflict and the migration of United Empire l yalists, escaping slaves and newcomers from around the world looking for a new life. Each of our communities is a reflection of that histo y. For those interested in rest, relaxation or leisure activities, Fort Erie has it all: incomparable beaches, recreational trails, sports facilities, a range of culinary delights, a wildlife safari, libraries, lndigenous events, fishin , boating, bird-watching, outdoor concerts, cycling, festivals throughout the year, historic battle re-enactments, farmers’ markets, nature walks, parks, and a variety of visual and performing arts events. We are particularly proud of our new parks at Bay Beach and Crystal Ridge. And there is a variety of places for you to stay while you are here. Fort Erie is the gateway to Canada from the United States. -
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. -
THE WAR of 1812: European Traces in a British-American Conflict
THE WAR OF 1812: European Traces in a British-American Conflict What do Napoleon, the Grand Duchy of Lithuania, and the War of 1812 in North America have in common? 99 men – and this is their story… Peg Perry Lithuanian Museum-Archives of Canada December 28, 2020 Contents Introduction ........................................................................................................................................ 2 Setting the Stage ................................................................................................................................. 2 The de Watteville Regiment ................................................................................................................ 4 North America – the War of 1812 ....................................................................................................... 9 De Watteville’s Arrival in North America April to May 1813 ............................................................. 13 Loss of the Flank Companies – October 5, 1813 ............................................................................... 14 The Battle of Oswego - May 5-7, 1814 .............................................................................................. 16 The Battle of Fort Erie – August 15-16, 1814 .................................................................................... 19 Fort Erie Sortie – September 17, 1814 .............................................................................................. 23 After the War – the Land Offer in Canada........................................................................................ -
Alabama Historical Association Is the Oldest Statewide Historical Society in Alabama
VOLUME 28 ISSUE 1 Alabama SPRING 2013 Historical Association 66th Annual Meeting April 11-13, 2013, Eufaula, Alabama TABLE OF CONTENTS AHA Executive Committee PRESIDENT Marty Olliff, Troy University Dothan Campus 3-4 President’s Message, Marty Olliff VICE PRESIDENT Gayle Thomas, Abbeville 5-8 Eufaula to Host Annual Meeting SECRETARY Mark Wilson, Auburn University 9 “Making History Public” Workshop MEMBERSHIP SECRETARY Debbie Pendleton, Alabama Department of Archives and History 10-11 Schedule of Events TREASURER John Hardin, Alabama Department of Archives and History 12 Meeting Sites and Accommodations IMMEDIATE PAST PRESIDENT Steve Murray, Alabama Department of Archives and History 13 Map AT-LARGE MEMBERS Valerie Burnes, Dorothy Walker 14-15 Pre-Meeting Tours: Chattahoochee AHA Editors Indian Heritage Center, Fort Mitchell, THE ALABAMA REVIEW Eufaula Barbour Chamber of R. Volney Riser, University of West Alabama AHA Newsletter Commerce, Fairview Cemetery, Carey Cauthen, University of Alabama at Birmingham Shorter Cemetery AHA Board of Directors 2012-2013 Jim Baggett, Birmingham Public Library 16-17 Reception: Fendall Hall Ramona Beck, Fort Payne Valerie Pope Burnes, The University of West Alabama 18-21 Tour Previews Lonnie Burnett, University of Mobile Nicholas Cobbs, Greensboro 22 Dothan’s Understudy Theater presents James Cox, Grove Hill Brad Creed, Samford University “Grits on the Side” at Annual Banquet; Harriet Amos Doss, University of Alabama at Birmingham Bertis English, Alabama State University John Hall Presents Breakfast Program April Folden, Florence James E. Foshee, Huntsville 23-27 2012 Historical Markers Kari Frederickson, University of Alabama John C. Hall, Tuscaloosa T. R. Henderson, Headland Martha Houston, Montgomery John Kvach, University of Alabama in Huntsville William Melton, Evergreen Chris McIlwain, Tuscaloosa Gwen Patton, Trenholm State Technical College Paul Pruitt, Tuscaloosa Doug Purcell, Eufaula David Robb, Huntsville J. -
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. -
The Wyoming Massacre in the American Imagination
Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2021 "Savage and Bloody Footsteps Through the Valley" : The Wyoming Massacre in the American Imagination William R. Tharp Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the Cultural History Commons, and the United States History Commons © The Author Downloaded from https://scholarscompass.vcu.edu/etd/6707 This Thesis is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. “Savage and Bloody Footsteps Through the Valley” The Wyoming Massacre in the American Imagination A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts at Virginia Commonwealth University By. William R. Tharp Dr. Carolyn Eastman, Advisor Associate Professor, Department of History Virginia Commonwealth University Richmond, Virginia 14 May 2021 Tharp 1 © William R. Tharp 2021 All Rights Reserved Tharp 2 Abstract Along the banks of the Susquehanna River in early July 1778, a force of about 600 Loyalist and Native American raiders won a lopsided victory against 400 overwhelmed Patriot militiamen and regulars in the Wyoming Valley of Pennsylvania. While not well-known today, this battle—the Battle of Wyoming—had profound effects on the Revolutionary War and American culture and politics. Quite familiar to early Americans, this battle’s remembrance influenced the formation of national identity and informed Americans’ perceptions of their past and present over the course of the eighteenth and nineteenth centuries. -
Challenge Bowl 2020
Notice: study guide will be updated after the December general election. Sponsored by the Muscogee (Creek) Nation Challenge Bowl 2020 High School Study Guide Sponsored by the Challenge Bowl 2020 Muscogee (Creek) Nation Table of Contents A Struggle To Survive ................................................................................................................................ 3-4 1. Muscogee History ......................................................................................................... 5-30 2. Muscogee Forced Removal ........................................................................................... 31-50 3. Muscogee Customs & Traditions .................................................................................. 51-62 4. Branches of Government .............................................................................................. 63-76 5. Muscogee Royalty ........................................................................................................ 77-79 6. Muscogee (Creek) Nation Seal ...................................................................................... 80-81 7. Belvin Hill Scholarship .................................................................................................. 82-83 8. Wilbur Chebon Gouge Honors Team ............................................................................. 84-85 9. Chronicles of Oklahoma ............................................................................................... 86-97 10. Legends & Stories ...................................................................................................... -
Appendix I War of 1812 Chronology
THE WAR OF 1812 MAGAZINE ISSUE 26 December 2016 Appendix I War of 1812 Chronology Compiled by Ralph Eshelman and Donald Hickey Introduction This War of 1812 Chronology includes all the major events related to the conflict beginning with the 1797 Jay Treaty of amity, commerce, and navigation between the United Kingdom and the United States of America and ending with the United States, Weas and Kickapoos signing of a peace treaty at Fort Harrison, Indiana, June 4, 1816. While the chronology includes items such as treaties, embargos and political events, the focus is on military engagements, both land and sea. It is believed this chronology is the most holistic inventory of War of 1812 military engagements ever assembled into a chronological listing. Don Hickey, in his War of 1812 Chronology, comments that chronologies are marred by errors partly because they draw on faulty sources and because secondary and even primary sources are not always dependable.1 For example, opposing commanders might give different dates for a military action, and occasionally the same commander might even present conflicting data. Jerry Roberts in his book on the British raid on Essex, Connecticut, points out that in a copy of Captain Coot’s report in the Admiralty and Secretariat Papers the date given for the raid is off by one day.2 Similarly, during the bombardment of Fort McHenry a British bomb vessel's log entry date is off by one day.3 Hickey points out that reports compiled by officers at sea or in remote parts of the theaters of war seem to be especially prone to ambiguity and error. -
A Thesis Entitled a History of Fort Meigs
A Thesis entitled A History of Fort Meigs: The Fort‘s Reconstruction as Reflection of Sense of Place to Northwest Ohio by Ashley A. Johnson Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Arts Degree in History ________________________________________________ Dr .Diane Britton, Committee Chair ________________________________________________ Dr. Michael Jakobson, Committee Member ________________________________________________ Professor Barbara Floyd, Committee Member ________________________________________________ Dr. Patricia R. Komuniecki, Dean College of Graduate Studies The University of Toledo May 2011 Copyright 2011, Ashley A. Johnson This document is copyrighted material. Under copyright law, no part of this document may be reproduced without the expressed permission of the author. An abstract of A History of Fort Meigs: The Fort‘s Reconstruction as Reflection of Sense of Place to Northwest Ohio by Ashley A. Johnson Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Arts Degree in History The University of Toledo May 2011 Fort Meigs has endured for nearly 200 years due to its sense of place it offers to northwest Ohio. A sense of place consists of an area that offers locals an anchor of identity and explanation to understand their place and existence in time and space. In 1813, Fort Meigs first served northwest Ohio through the War of 1812 campaigns after the disastrous River Raisin Massacre and other repeated American losses; the two campaigns at the fort helped to turn the war in America‘s favor. Following the war period, the fort continued to serve the area by providing a space and backdrop for such things as political campaigns, memorial grounds for soldiers, celebrations of American war victories, and as a recreational area. -
Some Incidents and Circumstances Written by William F. Haile in the Course of His Life, 1859 Creator: Haile, William F
Title: Some Incidents and Circumstances Written by William F. Haile in the Course of his Life, 1859 Creator: Haile, William F. Dates of 1859 Record Group RG 557 Material: Number: Summary of Contents: - The first part of the document traces Mr. Haile’s lineage. His father, James Haile was a farmer. His grandfather, Amos Haile was a sailor for the early part of his life. He was placed on a British man-of- war in about 1758. He escaped and settled in Putney. (p.1) - His father’s mother’s maiden name was Parker. His mother’s maiden name was Campbell. Her father was a captain in the Revolutionary Army. (p.2) - His earliest memories revolve around the death of his aunt and the funeral of General Washington (although he did not witness this). At the time, his father was a Lieutenant in a regiment militia of Light Dragoons who wore red coats. (p.3) - In 1804, an addition was added to the Haile house which necessitated that William was to stay home to help with the building. He continued to study and read on his own. He was particularly interested in Napoleon Bonaparte’s victories. In that same year he was sent to Fairfield Academy where Reverend Caleb Alexander was the principal. (p.4) - On June 1, 1812, William was appointed as an Ensign in the Infantry of the Army of the United States. He was put into the recruiting service at Nassau (20 miles east of Albany) where he remained until September. (p.4) - He was assigned to the 11th Regiment of the W.S. -
Soldier Illness and Environment in the War of 1812
The University of Maine DigitalCommons@UMaine Electronic Theses and Dissertations Fogler Library Spring 5-8-2020 "The Men Were Sick of the Place" : Soldier Illness and Environment in the War of 1812 Joseph R. Miller University of Maine, [email protected] Follow this and additional works at: https://digitalcommons.library.umaine.edu/etd Part of the Canadian History Commons, Military History Commons, and the United States History Commons Recommended Citation Miller, Joseph R., ""The Men Were Sick of the Place" : Soldier Illness and Environment in the War of 1812" (2020). Electronic Theses and Dissertations. 3208. https://digitalcommons.library.umaine.edu/etd/3208 This Open-Access Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. “THE MEN WERE SICK OF THE PLACE”: SOLDIER ILLNESS AND ENVIRONMENT IN THE WAR OF 1812 By Joseph R. Miller B.A. North Georgia University, 2003 M.A. University of Maine, 2012 A DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy (in History) The Graduate School The University of Maine May 2020 Advisory Committee: Scott W. See, Professor Emeritus of History, Co-advisor Jacques Ferland, Associate Professor of History, Co-advisor Liam Riordan, Professor of History Kathryn Shively, Associate Professor of History, Virginia Commonwealth University James Campbell, Professor of Joint, Air War College, Brigadier General (ret) Michael Robbins, Associate Research Professor of Psychology Copyright 2020 Joseph R. -
Laura Secord
THE CANADIAN ATLAS ONLINE NUNAVUT – GRADE 9 www.canadiangeographic.ca/atlas The Role of Women in the War of 1812: Laura Secord Lesson Overview In this lesson, students will investigate the role of Laura Secord in the War of 1812. They will explore the vital roles women played on the battlefields and assess the ways in which female participants have been compensated and remembered. Grade Level Grade 9 (can be modified for higher grades) Time Required Teachers should be able to conduct the lesson in one class. Curriculum Connection (Province/Territory and course) Nunavut -- Social Studies: Grade 9 • Students will demonstrate knowledge of the names of various British and French colonies and the conflicts between them. • Students will demonstrate knowledge of the essence of conflicts between colonial people and the British government. Additional Resources, Materials and Equipment Required • Access to a blackboard/whiteboard, data projector or chart paper and markers • Appendix A: Women and War (attached) • Appendix B: Laura Secord (attached) • Canadian Geographic War of 1812 poster-map • Access to the internet Websites: Historica Minute: Laura Secord http://www.histori.ca/minutes/minute.do?id=10118 Main Objective Students will understand the vital role that women played in the campaigns of the War of 1812. They will realize that victory would not have been possible without the women who worked behind the scenes. Learning Outcomes By the end of the lesson, students will be able to: • recognize and value the role of women in the War of 1812; • understand the lack of recognition and compensation many female participants encountered; • characterize and define the word ‘hero’; • indicate and locate the geographic area of the War of 1812.