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Birth of a Colony North Carolina Guide for Educators Act IV—A New Voyage to Carolina, 1650–1710
Birth of a Colony North Carolina Guide for Educators Act IV—A New Voyage to Carolina, 1650–1710 Birth of a Colony Guide for Educators Birth of a Colony explores the history of North Carolina from the time of European exploration through the Tuscarora War. Presented in five acts, the video combines primary sources and expert commentary to bring this period of our history to life. Use this study guide to enhance students’ understanding of the ideas and information presented in the video. The guide is organized according to five acts. Included for each act are a synopsis, a vocabulary list, discussion questions, and lesson plans. Going over the vocabulary with students before watching the video will help them better understand the film’s content. Discussion questions will encourage students to think critically about what they have viewed. Lesson plans extend the subject matter, providing more information or opportunity for reflection. The lesson plans follow the new Standard Course of Study framework that takes effect with the 2012–2013 school year. With some adjustments, most of the questions and activities can be adapted for the viewing audience. Birth of a Colony was developed by the North Carolina Department of Cultural Resources, in collaboration with UNC-TV and Horizon Productions. More resources are available at the website http://www.unctv.org/birthofacolony/index.php. 2 Act IV—A New Voyage to Carolina, 1650–1710 Act IV of Birth of a Colony is divided into three parts. The first part explores the development of permanent English settlements in North Carolina. For nearly 70 years after the mysterious disappearance of the Lost Colony, North Carolina remained void of European settlement. -
Colonial Office
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Charter Constitutionalism: the Myth of Edward Coke and the Virginia Charter*
Boston College Law School Digital Commons @ Boston College Law School Boston College Law School Faculty Papers 7-2016 Charter Constitutionalism: The yM th of Edward Coke and the Virginia Charter Mary Sarah Bilder Boston College Law School, [email protected] Follow this and additional works at: https://lawdigitalcommons.bc.edu/lsfp Part of the Constitutional Law Commons, Legal History Commons, and the State and Local Government Law Commons Recommended Citation Mary Sarah Bilder. "Charter Constitutionalism: The yM th of Edward Coke and the Virginia Charter." North Carolina Law Review 94, no.5 (2016): 1545-1598. This Article is brought to you for free and open access by Digital Commons @ Boston College Law School. It has been accepted for inclusion in Boston College Law School Faculty Papers by an authorized administrator of Digital Commons @ Boston College Law School. For more information, please contact [email protected]. 94 N.C. L. REV. 1545 (2016) CHARTER CONSTITUTIONALISM: THE MYTH OF EDWARD COKE AND THE VIRGINIA CHARTER* MARY SARAH BILDER** [A]ll and every the persons being our subjects . and every of their children, which shall happen to be born within . the said several colonies . shall have and enjoy all liberties, franchises and immunities . as if they had been abiding and born, within this our realm of England . .—Virginia Charter (1606)1 Magna Carta’s connection to the American constitutional tradition has been traced to Edward Coke’s insertion of English liberties in the 1606 Virginia Charter. This account curiously turns out to be unsupported by direct evidence. This Article recounts an alternative history of the origins of English liberties in American constitutionalism. -
Little Pee Dee-Lumber Focus Area Conservation Plan
Little Pee Dee-Lumber Focus Area Conservation Plan South Carolina Department of Natural Resources February 2017 Little Pee Dee-Lumber Focus Area Conservation Plan Prepared by Lorianne Riggin and Bob Perry1, and Dr. Scott Howard2 February 2017 Acknowledgements The preparers thank the following South Carolina Department of Natural Resources staff for their special expertise and contributions toward the completion of this report: Heritage Trust data base manager Julie Holling; GIS applications manager Tyler Brown for mapping and listing of protected properties; archeologist Sean Taylor for information on cultural resources; fisheries biologists Kevin Kubach, Jason Marsik, and Robert Stroud for information regarding aquatic resources; hydrologist Andy Wachob for information on hydrologic resources; and wildlife biologists James Fowler, Dean Harrigal, Sam Stokes, Jr. and Amy Tegler for information regarding wildlife resources. 1 South Carolina Department of Natural Resources, Office of Environmental Programs. 2 South Carolina Department of Natural Resources, Geological Survey. i Little Pee Dee-Lumber Focus Area Conservation Plan The goal of this conservation plan is to provide science-based guidance for future decisions to protect natural resource, riparian corridors and traditional landscape uses such as fish and wildlife management, hunting, fishing, agriculture and forestry. Such planning is valuable in the context of protecting Waters of the United States in accordance with the Clean Water Act, particularly when the interests of economic development and protection of natural and cultural resources collide. Such planning is vital in the absence of specific watershed planning. As additional information is gathered by the focus area partners, and as further landscape-scale conservation goals are achieved, this plan will be updated accordingly. -
Colonial Failure in the Anglo-North Atlantic World, 1570-1640 (2015)
FINDLEY JR, JAMES WALTER, Ph.D. “Went to Build Castles in the Aire:” Colonial Failure in the Anglo-North Atlantic World, 1570-1640 (2015). Directed by Dr. Phyllis Whitman Hunter. 266pp. This study examines the early phases of Anglo-North American colonization from 1570 to 1640 by employing the lenses of imagination and failure. I argue that English colonial projectors envisioned a North America that existed primarily in their minds – a place filled with marketable and profitable commodities waiting to be extracted. I historicize the imagined profitability of commodities like fish and sassafras, and use the extreme example of the unicorn to highlight and contextualize the unlimited potential that America held in the minds of early-modern projectors. My research on colonial failure encompasses the failure of not just physical colonies, but also the failure to pursue profitable commodities, and the failure to develop successful theories of colonization. After roughly seventy years of experience in America, Anglo projectors reevaluated their modus operandi by studying and drawing lessons from past colonial failure. Projectors learned slowly and marginally, and in some cases, did not seem to learn anything at all. However, the lack of learning the right lessons did not diminish the importance of this early phase of colonization. By exploring the variety, impracticability, and failure of plans for early settlement, this study investigates the persistent search for usefulness of America by Anglo colonial projectors in the face of high rate of -
Early Puritanism in the Southern and Island Colonies
Early Puritanism in the Southern and Island Colonies BY BABETTE M. LEVY Preface NE of the pleasant by-products of doing research O work is the realization of how generously help has been given when it was needed. The author owes much to many people who proved their interest in this attempt to see America's past a little more clearly. The Institute of Early American History and Culture gave two grants that enabled me to devote a sabbatical leave and a summer to direct searching of colony and church records. Librarians and archivists have been cooperative beyond the call of regular duty. Not a few scholars have read the study in whole or part to give me the benefit of their knowledge and judgment. I must mention among them Professor Josephine W, Bennett of the Hunter College English Department; Miss Madge McLain, formerly of the Hunter College Classics Department; the late Dr. William W. Rockwell, Librarian Emeritus of Union Theological Seminary, whose vast scholarship and his willingness to share it will remain with all who knew him as long as they have memories; Professor Matthew Spinka of the Hartford Theological Sem- inary; and my mother, who did not allow illness to keep her from listening attentively and critically as I read to her chapter after chapter. All students who are interested 7O AMERICAN ANTIQUARIAN SOCIETY in problems concerning the early churches along the Atlantic seaboard and the occupants of their pulpits are indebted to the labors of Dr. Frederick Lewis Weis and his invaluable compendiums on the clergymen and parishes of the various colonies. -
Pirates of the Carolinas!
Pirates of the Carolinas! Standards Addressed: Social Studies 3-2.6: Summarize the contributions of settlers in South Carolina under the Lords Proprietors and the Royal Colonial government, including the English from Barbados and other groups who made up the diverse population of early South Carolina English Language Arts 3-1.7: Create responses to literary texts through a variety of methods such as writing, creative dramatics, and the visual and performing arts. Performing and Visual Arts II-Acting: Acting by developing basic acting skills to portray characters who interact in improvised and scripted scenes. Objective: 1. Students will create a newspaper article that summarizes the story of either Stede Bonnet or Blackbeard, and their interaction with the city of Charleston. Materials: • “Stede Bonnet, The ‘Gentleman’ Pirate: A Play on the High Seas” • “Blackbeard: The life of a Pirate” • “Pirate ‘Arrgh!-ticle’” • “Pirate Vocabulary Extension Activity” • “Pirate Vocabulary” • The South Carolina Adventure: Problems with Pirates, pages 92-93. Procedures: 1. Begin the lesson by having a short class discussion on pirates. Using a K-W-L chart, ask the students to tell what they know about pirates; record their answers on the chart. 2. Have students read the handout “Stede Bonnet, The ‘Gentleman’ Pirate: A Play on the High Seas” as a class. Assign each of the students a part to read. Do the same with the play “Blackbeard: The Life of a Pirate.” 3. Have students create a newspaper article or story, using the “Pirate ‘Arrgh!-ticle’” form, that tells the story of either Stede Bonnet or Blackbeard and what he did in Charleston. -
The Yamasee War: 1715 - 1717
University of South Carolina Scholar Commons Archaeology and Anthropology, South Carolina Archaeology Month Posters Institute of 10-2015 The aY masee War: 1715 - 1717 South Carolina Institute of Archaeology and Anthropology--University of South Carolina Follow this and additional works at: https://scholarcommons.sc.edu/archmonth_poster Part of the Anthropology Commons Publication Info Published in 2015. South Carolina Institute of Archaeology and Anthropology--University of South Carolina. Archaeology Month Poster - The aY masee War: 1715 - 1717, 2015. Columbia, SC: University of South Carolina, South Carolina Institute of Archaeology and Anthropology, 2015. http://artsandsciences.sc.edu/sciaa/ © 2015 by University of South Carolina, South Carolina Institute of Archaeology and Anthropology This Poster is brought to you by the Archaeology and Anthropology, South Carolina Institute of at Scholar Commons. It has been accepted for inclusion in Archaeology Month Posters by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. THE YAMASEE WAR: 1715 - 1717 Thomas Nairne, “A map of South Carolina shewing the settlements of the English, French, & Indian nations from Charles Town to the River Missisipi [sic].” 1711. From Edward Crisp, “A compleat description of the province of Carolina in 3 parts.” Photo courtesy of Library of Congress 24th Annual South Carolina Archaeology Month October 2015 USC • South Carolina Institute of Archaeology and Anthropology • 1321 Pendleton Street • Columbia S -
East Branch of the Cooper River, 1780-1820: Panopticism and Mobility Lisa Briggitte Randle University of South Carolina
University of South Carolina Scholar Commons Theses and Dissertations 2018 East Branch of the Cooper River, 1780-1820: Panopticism and Mobility Lisa Briggitte Randle University of South Carolina Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the Anthropology Commons Recommended Citation Randle, L.(2018). East Branch of the Cooper River, 1780-1820: Panopticism and Mobility. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/4962 This Open Access Dissertation is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. East Branch of the Cooper River, 1780-1820: Panopticism and Mobility By Lisa Briggitte Randle Bachelor of Arts University of South Carolina, 1979 Master of Arts University of South Carolina, 1990 Master of Arts University of South Carolina, 2009 Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy in Anthropology College of Arts and Sciences University of South Carolina 2018 Accepted by: Kenneth G. Kelly, Major Professor Leland Ferguson, Committee Member Michael E. Hodgson, Committee Member Kimberly Simmons, Committee Member Terrance Weik, Committee Member Cheryl L. Addy, Vice Provost and Dean of the Graduate School © Copyright by Lisa Briggitte Randle, 2018 All Rights Reserved. ii DEDICATION I am honored to dedicate this dissertation to my friend and mentor, Dr. Leland G. Ferguson, for initiating the East Branch of the Cooper River Project and for his wise words of support when the completion of this dissertation seemed overwhelming. iii ACKNOWLEDGEMENTS This dissertation would not have been possible without the financial support of the University of South Carolina’s African American Professorial Program, the Anthropology Department’s Dorothy O’Dell Travel Grant, and a grant from the Archaeological Society of South Carolina. -
Tales of the Taino
A ROCK ART REVOLUTION • SEARCHING FOR PIRATES • SUMMER TRAVEL SPECIAL american archaeologySUMMER 2007 a quarterly publication of The Archaeological Conservancy Vol. 11 No. 2 Tales of the Taino: ArArchaeologistschaeologists areare searsearchingching land and sea for evidence of the $3.95 people who first met Columbus. american archaeology a quarterly publication of The Archaeological Conservancy Vol. 11 No. 2 summer 2007 COVER FEATURE 31 BEFORE AND AFTER COLUMBUS BY MIKE TONER The Taino were the first Native Americans Columbus encountered in the New World. Who were these Y people and how were they affected by contact? 12 UNCOVERING BASQUES IN CANADA BY DAVID MALAKOFF It was known that the Basques hunted whales in northeast Canada in the early 1500s. But archaeologists are learning that they stayed longer and engaged in more activities than was previously thought. 18 SEARCHING FOR PIRATES 31 FLORIDA MUSEUM OF NATURAL HISTOR BY TONY REICHHARDT Investigations at several sites are informing 24 archaeologists about the life of pirates. 24 A ROCK ART REVOLUTION BY TAMARA STEWART Rock art research has existed on the fringe of mainstream archaeology. But due to advances in dating, new interpretations, and other factors, its value is increasing. T 37 THE HISTORY AND BEAUTY OF THE PACIFIC NORTHWEST BY DOUGLAS GANTENBEIN Our summer tour takes you to this fascinating region. GEOFF STEWAR 44 new acquisition 2 Lay of the Land THE LEGACY OF THE KANSA 3 Letters A 19th-century village was home to hundreds of people. 5 Events 45 new acquisition 7 In the News OUT OF HARM’S WAY Evidence of Ancient Farming The Horn Mound is donated to the Conservancy. -
JP Mayer ARCH 0676 December 16, 2016 the People's Pirate: Samuel Bellamy's Role As a Social Bandit in the Golden Age of Pira
JP Mayer ARCH 0676 December 16, 2016 The People’s Pirate: Samuel Bellamy’s Role as a Social Bandit in the Golden Age of Piracy In his book Bandits, historian Eric Hobsbawm discusses the notion of social banditry. In many cases, Hobsbawm explains, bandits and thieves who arise out of poverty are not motivated by greed or by any desire to provoke violence, but are, instead, “peasant outlaws whom the lord and state regard as criminals, but who remain within peasant society, and are considered by their people as heroes, as champions, [and as] avengers” (Hobsbawm 2000: 20). Social bandits, as Hobsbawm defines them, are thus rebels against an unjust upper class, fighting to right perceived wrongs committed by those in power. By examining both historical record and archaeological evidence, this paper will aim to demonstrate that one of the most notorious pirate fleets of the Golden Age, namely that of Captain Samuel Bellamy and his crew, was indeed comprised of social bandits. Though they were branded as criminals by the law, Bellamy and his crew nevertheless acted primarily as rebels against the perceived tyranny of 18th century elites, and formed a better, more egalitarian community of their own aboard their Atlantic fleet. One of the first accounts of Samuel Bellamy’s life and exploits comes, as is the case with many of the earliest biographies of Golden Age pirates, from Charles Johnson’s A General History of the Pyrates. Though his chapter on Bellamy is but a few pages long, and many of the details concerning Bellamy’s youth and origins, as Johnson himself notes, cannot be determined with any certainty, Johnson nevertheless illustrates that the motives behind Bellamy’s acts of piracy were indeed influenced by some notion of social banditry (Schonhorn 1999: 585). -
Shipwreck Center Whydah Pirate Museum History Curriculum And
Shipwreck Center Whydah Pirate Museum History Curriculum and Education Guide Overview 311 Stony Brook Road Brewster, MA 02631 shipwreckcenter.org (508) 896-5110 ©2020 SHIPWRECK CENTER | 311 Stony Brook Road Brewster, MA 02631 | www.shipwreckcenter.org INTRODUCTION The Center for Historic Shipwreck Preservation presents students and educators with a firsthand opportunity to discover the colonial world of the early 18th century—a turbulent yet formative period marked by sailing ships, European expansion, human exploitation, and of course, a surge of piratical activity known as the "Golden Age of Piracy." Until recently, serious scholarship had largely ignored the "Golden Age," leaving the subject to be romanticized or demonized by storybook novels and fantasy movies. As Ken Kinkor, the museum's late project historian and director of research, argued in his essay, Black Men under the Black Flag: "The portrayal of pirates as aberrant and predatory individuals prompted by greed, adventurism, and/or simple perversity also safely insulates audiences from the broader socioeconomic implications of piracy. That pirates and other social bandits might have been a logical byproduct of seventeenth- and eighteenth-century European 'progress' is… less than edifying to juvenile [1] readers." One of the Center's primary goals is to transport visitors back to the pirate's world—to limit judgments about the pirates' character and instead examine the circumstances of their era. For instance, the end of the War of Spanish Succession in 1714 led to a significant decline in both annual wages and available employment for European and colonial sailors. Those who could find work still risked life and limb at sea for a few meager pounds, while ship owners raked in massive profits from the comfort of a London office.