Roles of Colonial Militia and Continental Army in Winning the Revolutionary War
When the fighting at Lexington and Concord broke out in 1775, the conflict unleashed a flood of resentment that had been building over the right of the colonies to govern themselves. This conflict became a symbol of the American fight for "life, liberty, and the pursuit of happiness." As James Kirby Martin and Mark Edward Lender argue in A Respectable Army: The Military Origins of the Republic, 1763-1789, the patriotic mythology of a united people fighting the tyrannical British oppressors for basic human rights permeated historical thought about the American Revolution until recently and obscured the inner conflicts that nearly destroyed the rebel effort (4). Martin and Lender maintain that the colonists did not develop a sense of national identity until after the Revolutionary War and that the lack of interest among the colonists in fighting for their cause prompted the use of the Continental Army to win the war. The authors also clearly regard the colonial militia with a great deal of contempt and spend a considerable amount of time discrediting them as an effective fighting force. There seems to be a fair amount of evidence, however, to indicate that some sense of nationhood existed prior to the Revolution, gaining momentum throughout the war but not firmly taking hold until after the war was over, and it was, in fact, the colonial militia that best exemplified that sense of nationalism.
When the first settlers arrived in the New World, they attempted to transplant the European societal practices to which they were accustomed, but learned quickly that the wilderness of North America did not accommodate them. What resulted was the formati...
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...had everything to lose and fought anyway better represented the national ideals for which they were fighting and it was for that reason that the public embraced them.
The argument as to whether the colonial militia or the Continental Army deserves the most recognition in the war effort might never be settled. In some ways, the debate seems unnecessary. Winning the war combined more than just those two elements. If the French had not started a power struggle in Europe, the results would have been vastly different. If either the militia or the regulars had to fight the war alone, the results would have been vastly different. The laurels belong to no single group and should not be argued otherwise.
Works Cited
Martin, James Kirby, and Mark Edward Lender. A Respectable Army: The Military
Origins of the Republic, 1763-1789. Wheeling, IL: Harlan Davidson, 1982.
Revolutionary War: The Battles of Lexington and Concord The battles of Lexington and Concord were neccessary battles to the American Revolutionary War because they started the very thing that made our country free. Many people have always wondered how the historic American Revolutionary War got started. Sure, they have heard the stories of Paul Revere and the Midnight Ride: There was even a poem written about his ride, but Paul Revere didn’t start the war.
The author starts the chapter by briefly introducing the source in which this chapter is based. He makes the introduction about the essay he wrote for the conference given in at Vanderbilt University. This essay is based about the events and problems both Native Americans and Europeans had to encounter and lived since the discovery of America.
In the world’s lens during the 1760s, the British empire had a clear and prominent control over the colonies. However, by the mid-1770s the Americans became enraged enough to declare war against the British for independence. Due to Britain’s massive imperial presence around the globe, the British civilians had a strong inclination for a successful outcome. Instead, the colonists pulled a surprising victory from what should have been a swift defeat. While the British had an abundance of advantages, they lost the Revolutionary War because the British army underestimated the colonists’ perseverance for freedom.
"Tinker V. Des Moines Independent Community School District (No. 21)." Legal Information Institute. Cornell University Law School, 24 Feb. 1969. Web. 28 Oct. 2013. .
It was a 1986 case involving a seniors, Matthew Fraser, campaign speech at school that used “sexually suggestive comments and gestures” which created an uproar in the audience (Lusted, Marcia Amidon, and Gerald T. Thain 126). Fraser was suspended for several days and was not allowed to speak at commencement therefore he made the decision to sue the school district since he felt his First Amendment was violated (Lusted, Marcia Amidon, and Gerald T. Thain 126). He was voted against seven to two because he used vulgar language which is not allowed in schools (Lusted, Marcia Amidon, and Gerald T. Thain 126). Because Fraser was not peaceful or non-vulgar like the Tinker case, he was not able to win the case against the Bethel School
“Is there a single trait of resemblance between those few towns and a great and growing people spread over a vast quarter of the globe, separated by a mighty ocean?” This question posed by Edmund Burke was in the hearts of nearly every colonist before the colonies gained their independence from Britain. The colonists’ heritage was largely British, as was their outlook on a great array of subjects; however, the position and prejudices they held concerning their independence were comprised entirely from American ingenuity. This identity crisis of these “British Americans” played an enormous role in the colonists’ battle for independence, and paved the road to revolution.
Kelly, Martin. "Tinker v. Des Moines." About.com American History. American History, 7 Apr. 2014. Web. 11 Apr. 2014.
The Revolutionary War was a war between the Thirteen Colonies and Great Britain from 1775-1783 during the American Revolution. The American colonists fought the British in hope of freedom and separation from Great Britain. “This was the completion stage of the political American Revolution whereas the colonists had denied the rights of the Parliament of Great Britain in governing them without any representation,” ("American Revolutionary War."). The Revolutionary War consisted of many different bloody battles on American soil. The war resulted in an American victory because of many historical reasons. The factors that contributed to an American victory of the Revolutionary War are British debt, distance between America and Great Britain, war tactics, French involvement, and important battles.
As proclaimed in the “Declaration of the Causes and Necessity of Taking Up Arms,” we agreed that the British government had left the people with only two options, “unconditional submission to the tyranny of irritated ministers or resistance by force.” Thus, in the early months of the dreadfully long year of 1775, we began our resistance. As the war progressed, the Americans, the underdogs, shockingly began winning battles against the greatly superior mother country of England. Actually, as seen in the battle of Bunker Hill, not only were they winning, they were annihilating hundreds of their resilient opponents. Countless questions arose before and during the War of Independence. Problems like: social equality, slavery, women’s rights, and the struggle of land claims against Native Americans were suddenly being presented in new and influencing ways to our pristine leaders. Some historians believe that while the Revolutionary War was crucial for our independence, these causes were not affected; thus, the war was not truly a revolution. Still, being specified in the Background Essay, several see the war as more radical, claiming it produced major changes above and beyond our independence.
Public Law 94-142: The Education for All Handicapped Children Act of 1975, now called Individuals with Disabilities Education Act (IDEA), requires states to provide free, appropriate public education (FAPE) for every child regardless of disability. This federal law was the first to clearly define the rights of disabled children to receive special education services if their disability affects their educational performance. A parent of a special education student also has basic rights under IDEA including the right to have their child evaluated by the school district and to be included when the school district meets about the child or makes decisions about his or her education. If a child is identified as in need of special education services, the school district must devise a written individual education program (IEP) for the child, which includes related services. An IEP is a statement of a student’s special education and related services including speech services, psychological services, physical and occupational therapy, counseling and assistive technology and transportation. In addition, this legally binding, individualized plan outlines reasonable educational goals for the student and is reviewed and updated yearly.
Most parents know, or at least have a general understanding of the environment or atmosphere that their student needs be in to succeed. The district encourages that parental input be given to the IEP team during a multi-disciplinary meetings, and always tries to take that input into consideration. However, sometimes what the parent wants is not always in line with the student’s ability level, and the IEP team will try to find a compromise, or even offer trial periods to evaluate progress and behavior (S. Cummings, personal communication, November 12th, 2015).
The role of the father, a male figure in a child’s life is a very crucial role that has been diminishing over the years. An absent father can be defined in two ways; the father is physically not present, or the father is physically present, but emotionally present. To an adolescent, a father is an idolized figure, someone they look up to (Feud, 1921), thus when such a figure is an absent one, it can and will negatively affect a child’s development. Many of the problems we face in society today, such as crime and delinquency, poor academic achievement, divorce, drug use, early pregnancy and sexual activity can be attributed to fathers being absent during adolescent development (Popenoe, 1996; Whitehead, 1993). The percentage of adolescents growing up fatherless has risen from 17% to 36% in just three decades between 1960 and 1990 (Popenoe, 1996). Dr. Popenoe estimates this number will increase to approximately 50% by the turn of the century (Popenoe, 1996). The US Census Bureau reported out of population of 24 million children, 1 out 3 live in a home without a father (US Census Bureau, 2009).
Dr. Haim Ginott, a renowned Psychologist, mentor and a teacher once remarked, “Children are like wet cement; whatever falls on them makes an impression.” Thus, the effects of absent fathers on children may in fact, shape their perception of the world around them. Even though developing a stronger relationship with one parent is an effect of absenteeism fathers, it also comes with the challenges of engaging in early sexual activities, diminished cognitive development and poor school performance, which are effects exhibited by many daughters.
In all fairness, however, meaningful parent involvement can be tough. Schools are faced with federal regulations that require it (Title I, Individuals with Disabilities Education Act); there is solid evidence that when parents are involved there is a strong, lasting connection to academic achievement, and particularly for children at high risk. Many of these children have parents who themselves were unsuccessful in school; for these children, parent engagement is a real challenge.
If there are more people, more, density, and a good mixture of uses, it will be a safer city... You cannot find a single city that does not wish to make the city center more vibrant or livelier.” This quote from Jan Gehl, the principal of Gehl Architects, illustrates the importance of having a sustainable city. The Central Park project has showcased to the world on how the landscape we design or occupy, can affect our daily activities and surrounding neighborhood. It sets an example of how design must be appreciated as a crucial factor in sustainability and emphasized on the fact the connection of people and nature should not be ignored. All in all, landscape architects are the ones to determine the physical characteristics of the public realm environment, to decide whether a city is attractive to people and whether people will choose to live in the city in the long