War in History
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“Extracts from Some Rebel Papers”: Patriots, Loyalists, and the Perils of Wartime Printing
1 “Extracts from some Rebel Papers”: Patriots, Loyalists, and the Perils of Wartime Printing Joseph M. Adelman National Endowment for the Humanities Fellow American Antiquarian Society Presented to the Joint Seminar of the McNeil Center for Early American Studies And the Program in Early American Economy and Society, LCP Library Company of Philadelphia, 1314 Locust Street, Philadelphia 24 February 2012 3-5 p.m. *** DRAFT: Please do not cite, quote, or distribute without permission of the author. *** 2 The eight years of the Revolutionary War were difficult for the printing trade. After over a decade of growth and increasing entanglement among printers as their networks evolved from commercial lifelines to the pathways of political protest, the fissures of the war dispersed printers geographically and cut them off from their peers. Maintaining commercial success became increasingly complicated as demand for printed matter dropped, except for government printing, and supply shortages crippled communications networks and hampered printers’ ability to produce and distribute anything that came off their presses. Yet even in their diminished state, printers and their networks remained central not only to keeping open lines of communication among governments, armies, and civilians, but also in shaping public opinion about the central ideological issues of the war, the outcomes of battles, and the meaning of events affecting the war in North America and throughout the Atlantic world. What happened to printers and their networks is of vital importance for understanding the Revolution. The texts that historians rely on, from Common Sense and The Crisis to rural newspapers, almanacs, and even diaries and correspondence, were shaped by the commercial and political forces that printers navigated as they produced printed matter that defined the scope of debate and the nature of the discussion about the war. -
Naval Documents of the American Revolution, Volume 1, Part 8
Naval Documents of The American Revolution Volume 1 AMERICAN THEATRE: Dec. 1, 1774–Sept. 2, 1775 EUROPEAN THEATRE: Dec. 6, 1774–Aug. 9, 1775 Part 8 of 8 United States Government Printing Office Washington, 1964 Electronically published by American Naval Records Society Bolton Landing, New York 2012 AS A WORK OF THE UNITED STATES FEDERAL GOVERNMENT THIS PUBLICATION IS IN THE PUBLIC DOMAIN. EUROPEAN THEATRE From June 29, 1775, to Aug. 9, 1775 EUROPEAN THEATRE From June 29, 1775, to August 9, 1775 SUMMARY Even the news of Lexington had not aroused George I11 or his Ministers to the seriousness of the revolt in the American colonies. Were not three major generals and three more regiments of infantry already on the high seas to rein- force Thomas Gage's force? And had not the Admiralty been ordered to aug- ment Samuel Graves's squadron by such a number of frigates as would suffice to secure obedience to the Restrictive Acts recently enacted, and prevent succour from the southern colonies reaching New England? Hhere seemed little doubt in the British mind that with "One tolerable Drubbing," rebel resistance would collapse. Warnings from Whig leaders that conquest would not be so simple, and that possible loss of the American colonies would leave the Empire an easy prey to revengeful France, were discounted as political clap-trap. France was in no position to capitalize upon the American troubles, and her partner, Spain, engrossed in the Mediterranean, could be discounted entirely. So thought the Ministry. As far as concerned Spain, this conclusion was justified. -
Fourth of July (1976) - Monticello, 7/5/76” of the John Marsh Files at the Gerald R
The original documents are located in Box 68, folder “Fourth of July (1976) - Monticello, 7/5/76” of the John Marsh Files at the Gerald R. Ford Presidential Library. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Gerald R. Ford donated to the United States of America his copyrights in all of his unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library. Digitized from Box 68 of The John Marsh Files at the Gerald R. Ford Presidential Library 6/21/76 11:00 am PROPCSED SCHEDULE THE PR MONTlCELLC, VIRGINIA Monday, July 5, 1976 9:40 am The President boards Marine One on South Lawn. MJ\RI?\E C"',~:S DEPARTS South La\vn C!l route Monticello, Virginia. [Flying time: 55 minutes] 10:35 am W...ARINE Cl'~E ARRIVES Curator's area, Monticello. PRESS PCOL COVERAGE CLOSED ARRIVAL The President will be met by: Mr. NoUing, Thomas Jefferson Memoric:.l Foundation Chairman Governor Mills Godwin {R- Va) The President, escorted by Gov. Godwin & Mr. Nolting, proceeds to motorcade for boarding. 10:40 am MOTORCADE DEPARTS Curator's area en route Monticello Proper. [Driving time: 2 minutes] 10:42 am MOTORCADE ARRIVES Monticello Proper. -
Commodore John Barry
Commodore John Barry Day, 13th September Commodore John Barry (1745-1803) a native of County Wexford, Ireland was a Continental Navy hero of the American War for Independence. Barry’s many victories at sea during the Revolution were important to the morale of the Patriots as well as to the successful prosecution of the War. When the First Congress, acting under the new Constitution of the United States, authorized the raising and construction of the United States Navy, President George Washington turned to Barry to build and lead the nation’s new US Navy, the successor to the Continental Navy. On 22 February 1797, President Washington conferred upon Barry, with the advice and consent of the Senate, the rank of Captain with “Commission No. 1,” United States Navy, effective 7 June 1794. Barry supervised the construction of his own flagship, the USS UNITED STATES. As commander of the first United States naval squadron under the Constitution, which included the USS CONSTITUTION (“Old Ironsides”), Barry was a Commodore with the right to fly a broad pennant, which made him a flag officer. Commodore John Barry By Gilbert Stuart (1801) John Barry served as the senior officer of the United States Navy, with the title of “Commodore” (in official correspondence) under Presidents George Washington, John Adams and Thomas Jefferson. The ships built by Barry, and the captains selected, as well as the officers trained, by him, constituted the United States Navy that performed outstanding service in the “Quasi-War” with France, in battles with the Barbary Pirates and in America’s Second War for Independence (the War of 1812). -
Erik Linstrum
ERIK LINSTRUM Department of History P.O. Box 400180 University of Virginia Charlottesville, VA 22904 (434) 924-7147 [email protected] FACULTY APPOINTMENTS Associate Professor of History, University of Virginia, August 2018-. Assistant Professor of History, University of Virginia, January 2015-August 2018. Assistant Professor of History and Postdoctoral Fellow, Society of Fellows, University of Michigan, September 2012-December 2014. EDUCATION Ph.D. in History, Harvard University, November 2012. Dissertation: “Making Minds Modern: The Politics of Psychology in the British Empire, 1898-1970.” Committee: Maya Jasanoff (chair), David Blackbourn, Caroline Elkins, and Erez Manela. Winner, Harold K. Gross Prize, Department of History, Harvard University. A.M. in History, Harvard University, June 2009. Exam fields: Britain and its empire since 1750, Germany since 1750, cultural and intellectual history of early modern Europe, history of psychology in modern Europe and its empires. A.B. in History, Princeton University, summa cum laude, June 2006. BOOKS What They Knew: Living with Violence at the End of Empire (manuscript in progress). Ruling Minds: Psychology in the British Empire (Harvard University Press, 2016). Winner, George Louis Beer Prize, American Historical Association. 1 ARTICLES AND CHAPTERS “Political Reporting,” in A Companion to the History of Information, edited by Anthony Grafton, Ann Blair, Paul Duguid, and Anja Goeing (Princeton University Press, submitted). * “Domesticating Chemical Weapons: Tear Gas and the Militarization of Policing in the British Imperial World, 1919-1981,” Journal of Modern History (forthcoming September 2019). * “The Case Study in the Colonies,” History of the Human Sciences, special issue on John Forrester’s Thinking in Cases (forthcoming 2019). -
THE DECLARATION of INDEPENDENCE Biographies, Discussion Questions, Suggested Activities and More INDEPENDENCE
THIS DAY IN HISTORY STUDY GUIDE JUL. 4, 1776: THE DECLARATION OF INDEPENDENCE Biographies, discussion questions, suggested activities and more INDEPENDENCE Setting the Stage Even after the initial battles of what would become the Revolutionary War broke out, few colonists desired complete independence from Great Britain, and those who did–like John Adams–were considered radical. Things changed over the course of the next year, however, as Britain attempted to crush the rebels with all the force of its great army. In his message to Parliament in Oc- tober 1775, King George III railed against the rebellious colonies and ordered the enlargement of the royal army and navy. News of this reached America in January 1776, strengthening the radicals’ cause and leading many conserva- tives to abandon their hopes of reconciliation. That same month, the recent British immigrant Thomas Paine published “Common Sense,” in which he ar- gued that independence was a “natural right” and the only possible course for the colonies; the pamphlet sold more than 150,000 copies in its fi rst few weeks in publication. In March 1776, North Carolina’s revolutionary convention became the fi rst to vote in favor of independence; seven other colonies had followed suit by mid-May. On June 7, the Virginia delegate Richard Henry Lee introduced a motion calling for the colonies’ independence before the Continental Con- gress when it met at the Pennsylvania State House (later Independence Hall) in Philadelphia. Amid heated debate, Congress postponed the vote on Lee’s resolution and called a recess for several weeks. Before departing, howev- er, the delegates also appointed a fi ve-man committee–including Thomas Jeff erson of Virginia; John Adams of Massachusetts; Roger Sherman of Con- necticut; Benjamin Franklin of Pennsylvania; and Robert R. -
Loyalists and Patriots
Loyalists and Patriots Overview In this lesson, students will explore the personalities of the Revolutionary War’s Patriots and Loyalists by participating in a character role play. The lesson will culminate with students researching and writing a character sketch of a key Revolutionary figure of their choice and participating in a Colonial Town Hall & Debate. Grades 5, 8, 10 Essential Questions • How do Patriots and Loyalists compare and contrast to one another? • What events intensified Patriot feelings of revolution and lead to the outbreak of war? • Who were the key Patriots and Loyalists of the period, and what contributions did they make? • What was the purpose of Patrick Henry’s speech to the Virginia Convention and Benjamin Franklin’s Albany Plan of Union? Materials • Engraving by Paul Revere, attached • ”Give me liberty or give me death,” image and excerpt attached • Join, or Die Political Cartoon, attached • Loyalist and Patriot Roles, attached • Active Citizens in Revolutionary Times, optional assignment, attached Duration 60-70 minutes (additional time will be needed if completing “Active Citizens in Revolutionary Times”) Procedure Comparing and Contrasting Loyalists and Patriots 1. As a warm-up, project the attached Engraving by Paul Revere. Ask students to discuss, either in writing or out loud: • What do you see here? (Students should simply point out all symbols, characters, objects, text, etc. that they notice. Try to keep them from jumping to interpretation until all pieces of the engraving are pointed out.) • What do -
January 28, 17838 Sir
The Journal of the Southern Campaigns of the American Revolution Vol. 11, No. 5 November 2016 Gen. Andrew Williamson’s Self Defense This amazing letter was first located by Will Graves, annotated and published in SCAR in May of 2005.1 Since we have learned so much about the geography of the Southern Campaigns and the particulars of the people in the last ten years, I thought it worthy of revisiting, updating the annotations, and slightly expanding. This letter was written to Gen. Nathanael Greene by Gen. Andrew Williamson who surrendered himself with many of the western South Carolina backcountry militia leaders to the British after the fall of Charlestown in May 1780. Thereafter, Williamson was courted by the British, no doubt offered money, property, and position to take an active leadership role for the British in South Carolina, and was considered by many contemporaries as colluding with the Enemy. Some later writers have dramatically labeled him as the “Benedict Arnold of the South” though that tag is in no way deserved.2 In the latter stages of the Revolution, the State of South Carolina reconvened its representative government and began to wrestle with the problem of how to treat her Loyalists, those who accepted British protection, and those who actively supported the Crown.3 Williamson was initially named on the lists of “Obnoxious Persons” whose lands were to be confiscated by the SC General Assembly. This letter is one in which he struggled to prove that the rumors of his collaboration with the British, starting in 1779, were not true.4 In a very unusual move, Gen. -
Letter in Support of Professor Audrey Truschke
March 17, 2021 To the Rutgers community, We write, as faculty of South Asian origin at Rutgers, with colleagues at other universities co-signing, to add our voices to that of Rutgers administrators in unreserved support of our colleague Dr. Audrey Truschke. We are encouraged by their defense of the principle of academic freedom and the practice of critical inquiry, which are essential to the work that we do both as scholars and teachers and should be guarded against political pressure. We also echo their call for the threats against Dr. Truschke and her family and the attacks that have targeted her on the basis of race and gender, often viciously and hatefully, to stop. As scholars from a wide range of faith backgrounds, including Hinduism, we understand in deep and personal ways what it means to occupy the position of minority in the United States. Many of us are also immigrants or the children of immigrants as well as racialized minorities. We will fight staunchly for safe spaces for all of our students to express their faiths and identities. It is part of our calling. It is also part of our calling to examine critically the social and political forces shaping our globe and to provide students with the analytical tools to do the same, as they see fit. The two missions are reconcilable: students can be safe and supported in their identities and intellectually challenged at the same time. We insist that a critical examination of Hindutva, a political ideology, is not the same thing as Hinduphobia. Dr. -
Mountaintopmomentschaptersa
CONTENTS Base Camp ................................................................................................. 9 1. Moriah: Mount of Provision..........................................................13 Peak Perspectives: Ararat ............................................................28 2. Sinai: Mount of God’s Law ...........................................................31 Peak Perspectives: Nebo .............................................................47 3. Carmel: Mount of Decision ..........................................................51 Peak Perspectives: Masada .........................................................69 4. Beatitudes: Mount of Blessings ................................................ 73 Peak Perspectives: Olivet ............................................................87 5. Tabor: Mount of Transfiguration ................................................91 Peak Perspectives: Calvary .......................................................109 6. Zion: Mount of God’s Presence .................................................113 Peak Perspectives: Hermon .......................................................132 Acknowledgments ...............................................................................137 Notes ........................................................................................................ 139 Copyright © by Abingdon Press. All rights reserved. 9781501884016_INT_layout.indd 7 6/5/19 7:11 AM BASE CAMP Listen, my children, and you shall hear Of the midnight ride of Paul -
NEH Grant Awards and Offers, August 2021 2.Pdf
NATIONAL ENDOWMENT FOR THE HUMANITIES GRANT AWARDS AND OFFERS, AUGUST 2021 ALABAMA (1) $189,837 Auburn Auburn University Outright: $189,837 [Landmarks of American History] Project Director: Elijah Gaddis; Keith Hebert (co-project director) Project Title: Bloody Sunday, Selma, and the Long Civil Rights Movement Project Description: Two one-week workshops for 72 educators on the significance of Selma, Alabama, within the long civil rights movement. ALASKA (1) $10,000 Juneau Huna Heritage Foundation Outright: $10,000 [Preservation Assistance Grants] Project Director: Amelia Wilson Project Title: Collections Care Guidance and Support* Project Description: A preservation needs assessment and community training workshop focusing on a collection of books, documents, audiovisual assets, and photographs documenting Tlingit culture, history, and language. Examples of the collection include recordings of ku.eex, a Tlingit potlatch and traditional ceremony that serves as a memorial for clan members; Tlingit language and song; veterans’ histories; cultural protocols and ways of knowing; and guidance on traditional hunting and gathering. ARIZONA (2) $533,812 Flagstaff Museum of Northern Arizona, Inc. Outright: $343,812 [Sustaining Cultural Heritage Collections] Project Director: Elaine Hughes Project Title: Preservation of Works of Art on Paper and Other Works in MNA’s Fine Arts Collection in the Easton Collections Center Project Description: A project to rehouse 2,202 works of art on paper from the fine arts collection, many of them by Native American artists, in acid-free presentation mats and in new storage furniture, and to make them available through the museum’s online collections portal. Tucson University of Arizona Outright: $190,000 [Landmarks of American History] Project Director: Jeffrey Banister; Jennifer Jenkins (co-project director) Project Title: Arizona-Sonora Borderlands, Palimpsest of Cultures Project Description: Two one-week workshops for 72 educators on the history, ecology, and cultures of the Arizona-Sonora borderland region. -
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f International Journal of Applied Linguistics & English Literature ISSN 2200-3592 (Print), ISSN 2200-3452 (Online) Vol. 6 No. 4; July 2017 Flourishing Creativity & Literacy Australian International Academic Centre, Australia Sir Richard Burton as Totemic Pantomime Demon in Postcolonial Theory John Wallen University of Sharjah, Unite Arab Emirates E-mail: [email protected] Received: 24-12-2016 Accepted: 28-03-2017 Advance Access Published: April 2017 Published: 01-07-2017 doi:10.7575/aiac.ijalel.v.6n.4p.255 URL: http://dx.doi.org/10.7575/aiac.ijalel.v.6n.4p.255 Abstract The present article examines the ways in which the travels and journeys in Arabia and other Muslim lands of Richard Francis Burton, the nineteenth-century explorer and writer have, since the influential work of EdwardW. Said on Orientalism, been somewhat undervalued by contemporaries. It aims to offer a re-evaluation of those works and their contribution to Victorian knowledge. It will also offer a challenge to Said’s account of Burton and, particularly in the second part, look at ways in which Burton has been viewed more generally by post-colonial theorists since Said’s influential work. Keywords: Richard Burton, Edward Said, Postcolonialism, Orientalism, Victorian explorers, Victorian science 1. Introduction The present article examines the ways in which the travels and journeys in Arabia and other Muslim lands of Richard Francis Burton, the nineteenth-century explorer and writer have, since the influential work of Edward W. Said on Orientalism, been somewhat undervalued by contemporaries. It aims to offer a re-evaluation of those works and their contribution to Victorian knowledge.