02: Revolutionary America

02: Revolutionary America

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Successful Colonies in the New World – Lesson Plan
Successful Colonies in the New World – Lesson Plan
Why did some European colonies thrive while others failed? Through the cooperation and mercy of the Native Americans. This lesson uses two documents, both from the European colonists’ point of view and rife with European biases. These texts work as both a source of 17th-century American history and a provide a lens through which to study the impact of essentializing racial identities.
·americainclass.org·
Successful Colonies in the New World – Lesson Plan
MHS Collections Online: Sarah Winslow Deming journal, 1775
MHS Collections Online: Sarah Winslow Deming journal, 1775

Within this 12-page letter written in the form of journal entries from 15-26 April 1775 Sarah Winslow Deming transmits news of Lexington and Concord and the first few days of the Siege including the unpleasant conditions in the town until her difficult departure from Boston on 20 April 1775. Deming, the wife of Captain John Deming, describes various locations in Boston: Charlestown Ferry, Bartons Point, Boston Common, Boston Neck, as well as outside of the town in Jamaica Plain, Roxbury Hill, Dedham, Attleborough, and Providence. Students can read the transcription to get a contextual sense of the period outside of the textbook narrative canon.

·masshist.org·
MHS Collections Online: Sarah Winslow Deming journal, 1775
America's 100 Other Declarations of Independence - POLITICO Magazine
America's 100 Other Declarations of Independence - POLITICO Magazine
Teachers may, at first, dismiss this article becuase it is published by Politico. But they should look more closely to see that it was written by Rutgers Professor. The article can provide teachers with a much more nuanced understanding of the drafting of the Declaration of Independence. Short of reading miller's book, this is the next best thing.
In place of Paine’s sweeping calls for a new age of mankind, colonists offered detailed, particular, pragmatic reasons for severing their bonds with Britain. The “declaration” was a familiar form, a genre, with roots in British politics, and colonists emulated past declarations, especially the English Declaration of Rights of 1689, which had justified the deposition of King James II. Following this form, colonists enumerated the specific wrongs committed by King George, citing mainly the offenses of the last two years—especially the Prohibitory Act of 1775, which blockaded American ports—and not the longer train of incidents dating to the 1760s. Also common to most of these documents was the claim that the call for separation was a last resort—a step taken only because the king had rejected their previous entreaties and no alternatives remained.
Pauline Maier’s history of the Declaration elevates the role of “the people” in revolutionary history. She belonged to a generation of historians who tried to expand the study of the past beyond “great men” to focus on regular citizens
·politico.com·
America's 100 Other Declarations of Independence - POLITICO Magazine
Was the Declaration of Independence Signed on July 4? How Memory Plays Tricks with History - Journal of the American Revolution
Was the Declaration of Independence Signed on July 4? How Memory Plays Tricks with History - Journal of the American Revolution
Teachers can use the information in this article to show students that primary sources can be just as slippery as secondary sources. For those who want to understand what the AMA's Tuning Project means by the "provisional nature of knowledge" - this is it.
What are we to think of history? when in less than 40 years, such diversities appear in the memories of living persons, who were witnesses?”<a href="#_edn2" name="_ednref2">[2]</a>
Primary documents are simply not more trustworthy that secondary sources
·allthingsliberty.com·
Was the Declaration of Independence Signed on July 4? How Memory Plays Tricks with History - Journal of the American Revolution
The Connecticut Captivity of William Franklin, Loyalist - Journal of the American Revolution
The Connecticut Captivity of William Franklin, Loyalist - Journal of the American Revolution
Loyalists (Tories) were often treated more like common criminals than POWs, depending on the state or township. The members of each colony intensely debated whether Loyalists should be treated as enemy soldiers or treasonous citizens.A poignant example of ill treatment of Loyalists by the Rebel government is that of William Franklin. This is an article for all teachers and perhaps High School students as a supplement
·allthingsliberty.com·
The Connecticut Captivity of William Franklin, Loyalist - Journal of the American Revolution
Paul Revere's Boston Massacre print was copied from Henry Pelham's Print
Paul Revere's Boston Massacre print was copied from Henry Pelham's Print
This a great way to show students that plagiarism is not just a school issue. The most popular depiction of the Boston Massacre is attributed to Paul Revere and used teachers across the country. There's a good chance that Paul Revere stole that image and got away with it.
·pbs.org·
Paul Revere's Boston Massacre print was copied from Henry Pelham's Print
Brendan McConville, "The Great Cycle: The Professional Study of the American Revolution, 1960-2015" - YouTube
Brendan McConville, "The Great Cycle: The Professional Study of the American Revolution, 1960-2015" - YouTube
60 minute talk on the history of history - the development of different understandings of the American Revolution over the last 50+ years. The taught narrative canon of survey courses in US History ignores this debate's very existence. Only the most committed history nerds should spend any time with this video, but the teachers who ignore this debate are missing an opportunity to teach one of the most basic foundations of the discipline they pretend to teach.
·youtube.com·
Brendan McConville, "The Great Cycle: The Professional Study of the American Revolution, 1960-2015" - YouTube
JOIN, OR DIE: Political and Religious Controversy Over Franklin's Snake Cartoon - Journal of the American Revolution
JOIN, OR DIE: Political and Religious Controversy Over Franklin's Snake Cartoon - Journal of the American Revolution
An article for history nerds and interested teachers who want to dig deeper into the materials they use in class. Many, many teachers use this cartoon as the basis for a full lesson or include it in the presentation of content. Teachers should read or even just skim through this article to recognize the vast depth of historical inquiry that lies beneath even the most commonplace elements of their instruction.
May 9, 1754, Franklin published a political cartoon depicting a rattlesnake with the admonishing title, “JOIN, or DIE.”
To Loyalists, the serpent represented Satan, deception, and the spiritual fall of man, proving the treachery of revolutionary thought. To Patriots however, the snake depicted wisdom, vigor, and cohesiveness, especially when the colonies united for a common purpose
. Franklin’s cartoon was resurrected as a potent call for colonial unity against Great Britain, ultimately giving momentum to the religious controversy that would soon follow when Loyalists and Patriots began writing their opinions on what the snake symbolized.
·allthingsliberty.com·
JOIN, OR DIE: Political and Religious Controversy Over Franklin's Snake Cartoon - Journal of the American Revolution
George Washington's Maryland Gazette Runaway Slave Advertisement, August 20, 1761 ·
George Washington's Maryland Gazette Runaway Slave Advertisement, August 20, 1761 ·
Peros, Jack and Neptune sound like names from an animated Disney movie. Yet they were three slaves who escaped enslavement from George Washington. This is the runaway advertisement published by Washington and his offer of 60 shillings for the capture and return of his slaves
·mountvernon.org·
George Washington's Maryland Gazette Runaway Slave Advertisement, August 20, 1761 ·
Agreement of Joseph Warren with Joshua Green regarding payment for a slave, 28 June 1770
Agreement of Joseph Warren with Joshua Green regarding payment for a slave, 28 June 1770
Despite John Trumball's iconic painting of Warren's death on Bunker HIll, Joseph Warren is one of the greatest "unsung" leaders of the patriot cause. Teachers can craft a lesson that follows that path of thought - how Warren should be as well known as the other "founding fathers" than throw in this document - how should slavery fit into the Revolutionary War's narrative canon?
·masshist.org·
Agreement of Joseph Warren with Joshua Green regarding payment for a slave, 28 June 1770
BBC Rebels and Redcoats Episode 1: The Shot Heard Around The World - Lexington and Concord section
BBC Rebels and Redcoats Episode 1: The Shot Heard Around The World - Lexington and Concord section
This is the BBC's take on the first shots of the American Revolution, referred to them as a "Civil War". A few minutes of the video can expand students perspective beyond the simply the colonial view of the War for Independence
·youtube.com·
BBC Rebels and Redcoats Episode 1: The Shot Heard Around The World - Lexington and Concord section
Heroes, Villains, and People Like Us: Teaching the History of the American Revolution Today – The Panorama
Heroes, Villains, and People Like Us: Teaching the History of the American Revolution Today – The Panorama
A college professor explains the choices in made in including historical figures and their actions in his narrative of the American Revolution while teaching a survey course in American history. College professors may be more aware of their discretion than high school teachers - but both can tell students that the history they are learning is a designed understanding of the past - not the past itself
As every teacher knows, one of the central challenges with any survey is negotiating the gap between how professional historians understand historical events and how those events are perceived in the media and popular press
In an age of fake news and alternative facts, the history that we convey to our students will, in more cases than we may care to admit, be the sum total of the history that they know.
More than anything else, though, I ask students to accept that despite the vast differences between then and now, early Americans, regardless of their race, gender or creed, were in one very important respect just like Americans today: They were complicated, multifaceted human beings, who routinely thought and behaved in inconsistent, often contradictory ways.
·thepanorama.shear.org·
Heroes, Villains, and People Like Us: Teaching the History of the American Revolution Today – The Panorama
1861 Japanese Illustrated History of the American Revolution (Book)
1861 Japanese Illustrated History of the American Revolution (Book)
Teachers and students who want to know how the American Revolution story is interpreted in different countries will be surprised by this.The author, Kanagaki Robun, and the artist , Utagawa Yoshitora created this book entitled Osanaetoki Bankokubanashi.
·archive.wul.waseda.ac.jp·
1861 Japanese Illustrated History of the American Revolution (Book)
From Benjamin Franklin to Jane Mecom, 1 March 1766
From Benjamin Franklin to Jane Mecom, 1 March 1766
Ben Franklin's advice to his little sister is good advice for all of us
It sometimes is cloudy, it rains, it hails; again ’tis clear and pleasant, and the Sun shines on us. Take one thing with another, and the World is a pretty good sort of a World; and ’tis our Duty to make the best of it and be thankful. One’s true Happiness depends more upon one’s own Judgement of one’s self, on a Consciousness of Rectitude in Action and Intention, and in the Approbation of those few who judge impartially, than upon the Applause of the unthinking undiscerning Multitude, who are apt to cry Hosanna today, and tomorrow, Crucify him.
These are the Operations of Nature. It sometimes is cloudy, it rains, it hails; again ’tis clear and pleasant, and the Sun shines on us. Take one thing with another, and the World is a pretty good sort of a World; and ’tis our Duty to make the best of it and be thankful.
·founders.archives.gov·
From Benjamin Franklin to Jane Mecom, 1 March 1766
Humphrey Ploughjogger to the Boston Gazette - October 1765
Humphrey Ploughjogger to the Boston Gazette - October 1765
John Adams wrote several letters protesting the Stamp Tax to the editor of the Boston Gazette protesting under a pseudonym. In this one he explains how the colonists will never be the "negroes" of the British.
Our fore fathers came over here for liberty of conscience, and we have been nothing better than servants to 'em all along this 100 years, and got just enough to keep soul and body together, and buy their goods to keep us from freezing to death, and we won't be their negroes. Providence never designed us for negroes, I know, for if it had it wou'd have given us black hides, and thick lips, and flat noses, and short woolly hair, which it han't done, and therefore never intended us for slaves. This I know is good a sillogissim as any at colledge, I say we are as handsome as old England folks, and so should be as free
Our fore fathers came over here for liberty of conscience, and we have been nothing better than servants to 'em all along this 100 years, and got just enough to keep soul and body together, and buy their goods to keep us from freezing to death, and we won't be their negroes. Providence never designed us for negroes, I know, for if it had it wou'd have given us black hides, and thick lips, and flat noses, and short woolly hair, which it han't done, and therefore never intended us for slaves. This I know is good a sillogissim as any at colledge, I say we are as handsome as old England folks, and so should be as free.
·masshist.org·
Humphrey Ploughjogger to the Boston Gazette - October 1765
African Americans & the Revolution | NCpedia
African Americans & the Revolution | NCpedia
Concise article for teachers interested in a vital episode in the American Revolution that is entirely absent from the taught narrative canon.
<p>As many as 5,000 blacks sailed with the British from Charleston in late 1782. In New York, the commander of the British army took the position that any black who was with the British army before November 30, 1782, would be considered free. American slaveholders tried to reclaim their slave property but had little success. Boston King, a black Baptist preacher, recalled, “This dreadful rumour [re-enslavement] filled us with inexpressible anguish and terror, especially when we saw our old masters, coming from Virginia, North-Carolina, and other parts, and seizing upon their slaves in the streets of New-York, or even dragging them out of their beds.”</p> <p>In the end more than 3,000 blacks left from New York with the British, most bound for Nova Scotia in Canada. At least 8,300 blacks were taken to East Florida from Savannah and Charleston. Of course many remained in a state of slavery to loyalists who had fled. But many had earned their freedom during the war.</p>
·ncpedia.org·
African Americans & the Revolution | NCpedia
A British view of rebellious Boston, 1774 - Bostonians Paying the Excise Man - cartoon
A British view of rebellious Boston, 1774 - Bostonians Paying the Excise Man - cartoon
This cartoon is often used by teachers, but there is a back story to it that may change our understanding. Although it shows British impression of the lawlessness of patriots, a student's view of it, without the backstory that is depicts an actual event, may lead them to believe that the British were unjustified in depicting the Patriots this way. How about a compare contract between this and Revere's Boston Massacre woodcut - which is more accurate?
·gilderlehrman.org·
A British view of rebellious Boston, 1774 - Bostonians Paying the Excise Man - cartoon
Boston 1775: Checking John Adams's Numbers
Boston 1775: Checking John Adams's Numbers
This article exposes a distinction between different classes of primary sources we seldom contemplate - the contemporaneous sources written at the time of the event, and those written years later. US History students should read this article for insight into what we know about the Boston Massacre and how do we know it.
·boston1775.blogspot.com·
Boston 1775: Checking John Adams's Numbers
The Declaration of Independence: Compare Versions
The Declaration of Independence: Compare Versions
It's always a good idea to remind students that writing is never donw, you just rin out of drafts. This shows comparisons of different drafts of the Declaration of Independence. There are other versions of this available but this shows the phrasing of the slavery cause, and recognizes it's absence from the final version. This can be the base a longer exercise or simply a "do now" lesson introduction that puts the three instances of slavery up on the screen with the blank final version - what does this say about slavery in the colonies before the Revolution itself?
·ushistory.org·
The Declaration of Independence: Compare Versions
The American Scholar: Black Lives and the Boston Massacre - Farah Peterson
The American Scholar: Black Lives and the Boston Massacre - Farah Peterson
Great writing that every history teacher should read before tackling any Boston Massacre lesson. This demonstrates the nature of some histories to dig into the record of the past and illuminate that which previous generations ignored, never thought about or couldn't understand.
A critical part of Adams’s strategy was to convince the jury that his clients had only killed a black man and his cronies and that they didn’t deserve to hang for it.
In “plain English,” this was “most probably a motley rabble of saucy boys, negroes and molattoes, Irish teagues and outlandish jack tars. — And why we should scruple to call such a set of people a mob, I can’t conceive, unless the name is too respectable for them.” And then Adams likely drew a laugh by observing, “The sun is not about to stand still or go out, nor the rivers to dry up because there was a mob in Boston on the 5th of March that attacked a party of soldiers.” Here is one under-celebrated aspect of Adams’s genius on display: he transformed the crowd into outside agitators, and then he tried to make the jurors laugh. He created the intimacy of the inside joke, the coziness of a dinner table conversation among the like-minded. In doing so, he gave the jury permission to despise the victims.
Pause here, and note the echo across the ages to Ferguson, Missouri, in 2014, when Michael Brown’s killer described how he had to shoot the unarmed teen because he was terrified when Brown came charging toward him with “looks like a demon.”
From Crispus Attucks to Michael Brown
the victims were just a “a rabble of Negroes, &amp;c.”
As a moral fable about the rule of law, the Boston Massacre trial is a story in need of revision.
·theamericanscholar.org·
The American Scholar: Black Lives and the Boston Massacre - Farah Peterson
Letter to Henry Lee | Teaching American History
Letter to Henry Lee | Teaching American History
Look how Jefferson explains the writing in the Declaration of Independence decades after he wrote it. Teachers can share this with students, it helps them understand the purpose of writing
to place before mankind the common sense of the subject, in terms so plain and firm as to command their assent,
·teachingamericanhistory.org·
Letter to Henry Lee | Teaching American History