02: Revolutionary America

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New Jersey in the American Revolution, 1763-1783: A Documentary History | New Jersey State Library

This collection of NJ primary source documents could be reviewed by teachers for an up close and personal view of the Revolution for New Jersey students

New Jersey in the American Revolution, 1763-1783: A Documentary History | New Jersey State Library

Conceived in Liberty: How William Livingston gave the American Revolution its rationale | City Journal

This article couldn't serve an instructional purpose with students, but for teachers it raises an important question for anyone who uses the term "the founders" with an implicit meaning that the list of those founders is finite and incontestable. Does William Livingston belong on the list? (Teachers could take the examples of violence out of this article for a more complete understanding of resistance during the Revolution)

Conceived in Liberty: How William Livingston gave the American Revolution its rationale | City Journal

American Revolution in the Newspapers - PBS Newshour Extra Lesson

How did a news editor’s or publisher’s point of view affect news reports during the American Revolution and early republic? Primary documents and historical explanation in this lesson

American Revolution in the Newspapers - PBS Newshour Extra Lesson

General Henry Knox | Knox Museum

Well crafted site with presentation of the basic facts about Henry Knox and his wife, Lucy. His contributions to the American Revolution are often relegated to the second- or third-tier of founding fathers

General Henry Knox | Knox Museum

1774: Summary View of the Rights of British America - Thomas Jefferson

Written two years before the Declaration of Independence, Jefferson is setting forth many of his arguments for independence. It includes blame of the King for preventing the colonies from ending slavery

1774: Summary View of the Rights of British America - Thomas Jefferson

Appeals for abolition, 1773-1783, excerpts

Primary source collection, already edited and organized for us in class, but teachers should know that greater lesson would require more research. These should not be presented to students without the replies of others justifying slavery. Or perhaps after reading these and completing the assignment, present the opposite view and ask students if they have been tricked by their teachers

Appeals for abolition, 1773-1783, excerpts

Personal slavery established by the suffrages of custom and right reason : being a full answer to the gloomy and visionary reveries, of all the fanatical and enthusiastical writers on that subject : Dunlap, John, 1747-1812, printer : Free Download, Borrow

This defense of slavery in 1774 pushes the "positive good" argument back before the Revolution. This was written by an anonymous author in response to Benjamin Rush's attack on slavery

Montesquieu, ‘On the Enslavement of Negroes’, from The Spirit of the Laws

Of the many examples of the arbitrary nature of the taught narrative canon, Montesquieu's "Balance of Powers" point which shows up in almost every student's enlightenment notes is there because it was chosen to be taught. Montesquieu's racism is simply ignored, so well that very few teachers are aware of it themselves. Both facts exist in the past - a view of political science and purely despicable racism - yet one is taught and tested and the other is ignored

Montesquieu, ‘On the Enslavement of Negroes’, from The Spirit of the Laws

An address to the inhabitants of the British settlements in America, upon slave-keeping :Benjamin Rush 1773

The Epic Tarring and Feathering of John Malcom | Emerging Revolutionary War Era

A ground-level reading on the events in Boston in last December 1774 and early 1775 - right between the Boston Tea Party and the Tarring and Feathering of John Malcolm

The Epic Tarring and Feathering of John Malcom | Emerging Revolutionary War Era

The American Revolution - OverSimplified (Part 1) - YouTube

15 minutes long, irreverent and punctuated by a 2 minute commercial in the middle, this approach to telling the story of American Revolution in such a way that students can follow the story - leaving it to the teacher to implement lessons that dig into the history itself. If you're using Crash Course, consider this instead.

The American Revolution - OverSimplified (Part 1) - YouTube

The History of Political Parties in the Province of New York, 1760-1776 : Carl Lotus Becker

Carl Becker's Doctoral Dissertation shows was a Progressive Era historian views the revolution

The History of Political Parties in the Province of New York, 1760-1776 : Carl Lotus Becker

The Stamp Act: The Lowest Of The Mob - YouTube

One hour video lecture for teachers to know more about colonial resistance to the Stamp Act in the summer and early fall of 1765. Molly Fitzgerald Perry, Lecturer at Christopher Newport University, will analyze the descriptions of Jack Tar sailors alongside those of free and enslaved people of color, highlighting questions of these individuals as both social actors and political icons. Tracing the spread of news and heated debates between residents of New England port towns and plantation ports across the Lower South and West Indies, Ms. Perry will recreate the central role played by mariners and African Americans during this moment of imperial disruption.

The Stamp Act: The Lowest Of The Mob - YouTube

The Tombstone Edition: Pennsylvania Journal, October 31, 1765 - Journal of the American Revolution

Images of the Pennsylvania Journal protesting the Stamp Act which threatened to destroy the newspaper - or at least that is what the publishers were claiming. Objections to the Stamp Act were based on taxation AND free speech

The Tombstone Edition: Pennsylvania Journal, October 31, 1765 - Journal of the American Revolution

Chernow Gonna Chernow - Study Marry Kill

Ron Chernow's Pulitzer prizes and his biographies of Hamilton and Washington make him a "heavyweight" in the history world. Yet that history world is changing with easier access to primary source documents and young scholars searching for a more complete story of the United States. This is a thoroughly readable account of how one interpreter at the Schulyer Museum in New York, 27 year-old Jessie Serfilippi discovered evidence of Hamilton's ownership of enslaved people an upset the Chernow's narrative and how he went after her in the press, but didn't offer counter evidence. Teachers and students should know how history is changing.

Chernow Gonna Chernow - Study Marry Kill

Declaration Resources Project

African American Soldiers in the Continental Army - YouTube

3 minute video from the Museum of the American Revolution featuring descriptions of two documents which provide evidence of African-Americans fighting with the Continental Army. This is worthwhile to show to students because it highlights the importance of primary source documents, evidence in the practice of history. It also shows that the American Revolution was the last time the US had integrated units until the Korean War

African American Soldiers in the Continental Army - YouTube

Object Highlight: Abigail Adams's "Remember the Ladies" Letter - YouTube

3 minute video highlighting the letter from the Museum of American Revolution. This provides and important insight into the personal experience in the Revolution but highlights the value of primary source evidence in the practice of history

Object Highlight: Abigail Adams's "Remember the Ladies" Letter - YouTube

Constitution of Maryland - November 11, 1776

Note the property qualifications necessary to serve in the Maryland House of Delegates, Senate, or as governor.

Constitution of Maryland - November 11, 1776

The Albany Plan of Union, 1754

Details of the plan - how many teachers know that it looks like the Constitution in some ways - more formal than the taught narrative canon would have us believe

The Albany Plan of Union, 1754

Deborah Sampson · George Washington's Mount Vernon

Deborah Sampson's name appears in the "Reading Further" section of the textbook. Teachers might want to share the rest of the story which appears here. Deborah's life story would make a great movie - don't you think?

Deborah Sampson · George Washington's Mount Vernon

Women in the American Revolution Live Lecture - YouTube

This hour long video can help teachers looking for background information regarding women in the Revolution. The real value in this presentation is that is discusses the women as individuals as much as they are historical figures. It also shows how practitioners, museum curators and public historians talk about how they do what they do, which is practicing the discipline of history

Women in the American Revolution Live Lecture - YouTube

Adams’ Argument for the Defense: 3–4 December 1770

This is the John Adams defense of the soldiers responsible for what has been called the "Boston Massacre". "The plain English is gentlemen, most probably a motley rabble of saucy boys, negroes and molattoes, Irish teagues49 and out landish jack tarrs.—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: —

Adams’ Argument for the Defense: 3–4 December 1770

1775: Henry Pelham Complains to Paul Revere about stealing his image of the Boston Massacre

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.

1775: Henry Pelham Complains to Paul Revere about stealing his image of the Boston Massacre

250th Updates | Crossroads of the American Revolution

The Worst Parade to Ever Hit the Streets of Boston | History | Smithsonian Magazine

This article provides students with an insight into Boston in the 1770s that is "one layer deeper" than most of the textbook-type history they are presented with. This could be an effective supplement to basic notes.

The Worst Parade to Ever Hit the Streets of Boston | History | Smithsonian Magazine

The silence of the ellipses: Why history can’t be about telling our children lies - kappanonline.org

Hutchinson Letters Affair - Wikipedia

The theft and publications of letters of the Governor and Lieutenant Governor of Massachusetts in 1773 are the 18th century version of wikileaks or Ed Snowden, but don't appear anywhere in the taught narrative canon

Hutchinson Letters Affair - Wikipedia

Letters of John Andrews, esq., of Boston, 1772-1776 : Andrews, John, 1743-1822

The author Nathaniel Philbrick claims that the letters of John Andres provides a "rich and detailed" description of a city under siege - Boston in the 1770s. This is a searchable collection of those letters. Why not have students search terms like "massacre", or "tea" or "non-importation" and see what they find?

Letters of John Andrews, esq., of Boston, 1772-1776 : Andrews, John, 1743-1822

Boston 1775: The Continental Officers Inoculated in May 1776