A Sailor's Life for Me! aharmon Thu, 01/05/2012 - 21:09
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Illustration, Do you suffer from scurvey, rickets. . . , A Sailor's Life for Me!
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A Sailor's Life for Me! is a superb example of how the web can bring history alive for young students.

The website presents an idea of what daily life would have been like aboard the famed USS Constitution, which actively fought in the Quasi War with France, the Barbary Wars, and the War of 1812. Its ability to withstand enemy fire eventually gained it the moniker of "Old Ironsides."

There are three main sections to the site, as well as supplementary materials. The primary sections are a "life of" game, an exploration of the areas aboard the vessel, and an introduction to the men who would have sailed aboard her.

Explore Old Ironsides is perhaps the most informative section. Here, the ship is divided into 24 interactive scenes which introduce shipboard activities—from battle roles, flogging, and burial to the more common activities of dining, holystoning (deck maintenance), and what sailors did with their moments of free time. Each section can be explored clicking on people and items. Clicking provides commentary from fictional sailors (complete with highlighted vocabulary terms), actions and sound effects that bring the scene to life, short biographies of historical USS Constitution sailors, and information on tasks and objects in the scenes. Life stories of the real sailors range from fairly typical naval experiences to an unfortunate sailor who wounded himself by rolling out of his hammock and down a hatch. Two remaining scenes give an idea of where and why people would sign up for voyages and the triumphant return of Old Ironsides.

These scenes provide a strong introduction to shipboard life, covering the basics in an approachable picture-book-like format. The downside is that there is enough information and detail that this portion of the site takes some time to cover in its entirety. Educators may wish to peruse the vessel sections, and select a few scenes that they feel are most important to the topic at hand. There is a seek-and-find incentive for students interested in exploring the entire ship, however, as the ship's dog, Guerriere (also the name of the most famed enemy vessel confronted by the USS Constitution) is located in 11 of the scenes.

Meet Your Shipmates introduces the crew by job and number. For example, the page shows the rank system aboard the vessel as well as how many individuals fit within each rank—from the one captain to the 276 able seamen, 55 ordinary seamen, and 12 boys. Additional roles include quartermasters, boatswain's mates, gunner's mates, the carpenter's mate, the carpenter's yeoman, the sailmaker's mate, the coxwain, the cook, the midshipmen, master's mates, the sailmaker, the carpenter, the gunner, surgeon's maters, the sailing-master, the surgeon, the chaplain, the purser, and lieutenants. Each of these sections can be clicked on for a brief description of the role of the individual(s) in question. Some roles even include a short "diary" of someone known to have served aboard the vessel—including David Debias, a free-born African American ship's boy who tragically crossed into Mississippi and was mistaken for an escaped slave.

The final main section of the site is the interactive game—the site's centerpiece. You begin the game preparing for life as a ship's boy. If students are interested in rising in the ranks, they will want to login to save their progress. Otherwise, the game can be played without registering. As a boy, you engage in tasks such as holystoning the deck, carrying powder for gun drill, and carrying slops without tripping. You are periodically confronted by superiors who ask questions that will increase and decrease your likelihood of promotion, health and happiness, spending money, and popularity with the crew. The game can be repetitive (not unlike life at sea), but may engage students who would otherwise be uninterested in the topic.

If all of the above isn't impressive enough, the site also offers family activities such as baking ship's biscuits, learning about signal flags, and testing buoyancy, as well as educator's resources. Annotated Scenes takes each of the interactive scenes discussed earlier; and provides related primary sources, artifacts, activities, videos, interactive games, and lesson plans. Classroom integration discusses how best teachers may be able to include the website content in their classroom, and explains its correlation to national standards. Lesson Plans let you search activities, lesson plans, artifacts, primary sources, games, and sailors' stories by grade level, content area, and type of resource. Selecting "Social Studies" alone provides 269 options. War of 1812 Resources discusses how to teach the war in different classroom time allotments, an overview, a timeline, a brief section on African Americans aboard the USS Constitution, and related links and suggested reading.

The only fault of this website is that its content may be a bit overwhelming. However, educators can select what is most appropriate for their students from a wealth of knowledge which often goes uncovered in history classrooms.

The Bicentennial of 1812 Anonymous (not verified) Tue, 12/20/2011 - 11:50
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Print, British valour and Yankee boasting, 1813, George Cruikshank, LoC
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How much do your students know about the War of 1812? Why was the war fought? Where did the battles take place? Who won? This year marks the bicentennial of this often-overlooked war, which helped shape the identities and boundaries of North American nations in the early years of U.S. independence from Great Britain. To commemorate the bicentennial and raise awareness of this period in U.S. (and Canadian) history, organizations across the country (and across the northern border) are creating teaching resources and planning events for 2012.

Interested in exploring maritime history with your students? The fledgling U.S. Navy played an important role in this war. Visit Ourflagwasstillthere.org, the official U.S. Navy hub for bicentennial events and resources. This website storehouses links to War of 1812 materials across the Internet, including performances of "The Star-Spangled Banner," essays on historical subjects, videos, archeology updates, educational resources, and more. Don't forget to check the dates when tall ships will visit 12 cities pivotal to the war. Will the ships sail anywhere near you?

While you may not be on the Navy's route, you may still teach near historic sites related to the War of 1812. Take a look! Many such sites have commemorative and educational events planned, and some offer online educational resources, as well. Here are some examples:

  • The Star-Spangled Banner National Historic Trail offers an educators resource guide and short essays on historical topics. A National Park System work in progress, this trail will unite War of 1812 historic sites throughout the Chesapeake region.
  • Maryland's Bicentennial Commission has created a list of Maryland historic sites related to 1812. The commission's website also rounds up resources for teachers, including links to lesson plans and primary sources, and provides a downloadable Teacher Resource Guide. Maryland's Fort McHenry, the fort made famous by "The Star-Spangled Banner," also offers lesson plans. (Learn more about the fort on its official National Park Service website.)
  • In Massachusetts, the USS Constitution Museum remembers the place of tall ships in the War of 1812 with on-site events and the online exhibit A Sailor's Life for Me!
  • The Michigan Bicentennial Commission lists Michigan historical sites and links to War of 1812 lesson plans and teaching resources.
  • The Ohio Bicentennial Commission website lists 1812 resources, events, and related Ohio historic sites. Apply for the Ohio Historical Society's National Endowment for the Humanities-sponsored workshop, "The War of 1812 in the Great Lakes and Western Territories," and explore some of those sites while learning content and new teaching strategies!
  • Virginia's Bicentennial Commission website lists War of 1812 historic sites in Virginia and provides information about historical figures and events from the war. Check out Colonial Williamsburg's lesson plan on the influence of economics on the war, as well.

Don't limit your search for resources to the U.S.! Online, you can find resources created by Canada for the bicentennial as well. How do the stories and viewpoints in these resources differ from those in resources created by organizations in the U.S.? Visit 1812, a bi-national U.S./Canadian effort, lists historic sites related to the War of 1812 and provides a starting point for exploring Canadian historic sites and resources. For instance, the bicentennial website of Amherstburg, Ontario, features an essay on the War of 1812, as well as an interactive map describing historic points in the town.

Examining the War of 1812 bhiggs Fri, 01/27/2012 - 13:03
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In this video series, HISTORY.com takes viewers on a journey to better understand the War of 1812. Topics discussed include Dolly Madison's rescue of a portrait of George Washington, Francis Scott Key's composition of "The Star-Spangled Banner," and James Madison's prominence in the onset of hostilities. Be sure to check out all eight videos to truly experience this important event in American history.

U.S. Naval Power, 1775-1815 aharmon Mon, 07/11/2011 - 15:23
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Print, Commandant and warrant. . . , 1893, Hugh Witter Ditzler, NYPL
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Why did the United States develop naval power from 1775-1815?

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The Revolution

As today's foremost maritime power, it is misunderstood that Americans have always wanted or needed a powerful navy. Meeting in a waterfront Philadelphia tavern in 1775, the Marine Committee of the Continental Congress, (which included John Adams) formed the Continental Navy, authorizing construction of 13 frigates. Since the British jealously guarded their own shipbuilding industry, the colonists took time developing one that could produce sound and seaworthy vessels.

In the interim, some of the first war ships were simply converted merchant vessels and commissioned privateers. As the Revolutionary War progressed, these makeshift war vessels proved more successful than the Continental Navy's commissioned ships, most of which were either captured or destroyed by the Royal Navy. Even John Paul Jones' illustrious Bonhomme Richard, though victorious over HMS Serapis, sank off the coast of England. By the end of the war, only a handful of the estimated 65 ships that served in the Continental Navy survived, and in 1785 Congress auctioned the last vessel of the Continental Navy to a private owner.

As today's foremost maritime power, it is misunderstood that Americans have always wanted or needed a powerful navy.

The early development of the U.S. Navy must also be considered within the context of the interaction between domestic politics and public diplomacy. Navies, much like standing armies, were, and still are, enormously expensive to build, man, equip, and even more costly to maintain. Following the Revolution, purposeful legislative discussions tended to hit a dead end over funding and taxes—along with concerns over the increased power and authority a Navy might allow a new central government and the nature of the global maritime threat. Though the Federalists and Democratic-Republicans differed on just about everything, one thing they agreed upon was the importance of frugality. As Ian Toll noted in Six Frigates, "even proponents tended to accept the judgment that the federal government, still groaning under the weight of its Revolutionary War debts, could not afford [a Navy]." Possibly informed by the observation of Thucydides, who remarked that "the growth of the power of Athens, and the alarm which this inspired in Lacedaemon, made war inevitable," early Republic leaders warily measured the risks of inciting the world's most powerful maritime power of the time, the British Royal Navy, by building a naval presence.

The Pirates

Nevertheless, by the 1790s, post-Revolutionary War America found itself drawn again into European affairs. North African pirates closed off access to lucrative Mediterranean markets by seizing her ships and cargo and enslaving and ransoming the crew. This drove up maritime insurance rates and bankrupted merchant houses, some of which operated out of Philadelphia, which was the seat of government at the time. After some political wrangling, some of it sectional, and some along Federalist-Republican partisan lines, Congress authorized funds to build six frigates in March 1794.

One huge challenge for the construction project was the procurement, cutting, and transport of the hundreds of enormous live oak trees from remote places. . .

Progress was embarrassingly slow. In one of the earliest instances of "pork barrel politics," President Washington planned to distribute the building of the six frigates at six separate seaports running up and down the eastern seaboard. Washington wanted to make sure that the nation's shipbuilding industry was less concentrated; at the time, it was dominated by a handful of Quakers in Philadelphia. One huge challenge for the construction project was the procurement, cutting, and transport of the hundreds of enormous live oak trees from remote places like St. Simon Island, GA that were needed to accommodate shipwright Joshua Humphrey's design. Many of the contracted New England woodsmen got malaria, and the oxen died from sickness and heat. Secretary of War Henry Knox was tasked with the unfortunate act of repeatedly explaining the delays and cost overruns to Congress.

In the original "Act to Provide a Naval Armament of 1794," Republicans included a provision that construction would cease if negotiations with Algiers over access to the Mediterranean bore fruit. In 1796 the Senate ratified a treaty with Algiers that included the payment of ransoms, tributes, and the construction of a frigate for the Dey of Algiers. President Washington wanted construction of the six frigates to continue despite the Republican provision. Congress compromised by agreeing to the construction of three ships: Constitution, United States, and Constellation.

The French Revolution

The French Revolution also effected the development of the U.S. Navy. Americans were deeply divided over the implications of the French Revolution. Some felt that events in France confirmed the strong mutual affinity for revolutionary ideals, while others, social conservatives and Federalists, cast a more wary eye, believing that the Grand Terror proved that too much equality was not necessarily a good thing. Federalists believed that negotiations with Great Britain might serve to stem the wave of pro-French sentiment in Americans. This resulted in the negotiation of the Jay Treaty of 1794 that reestablished commercial ties between the United States and Great Britain. This incensed Republicans at home and France abroad.

In 1795 French privateers captured over 300 merchantmen, and in 1797 French agents demanded a bribe from the American peace commissioners in order to continue peace negotiations. In 1798, President Adams scored political points for the Federalists as he informed Congress of the "XYZ Affair." By July 1798, Congress rescinded treaties with France marking the beginning of the Quasi-War which spurred a need for naval presence along U.S. trade routes, and to provide protection of U.S. ports.

By July 1798, Congress rescinded treaties with France marking the beginning of the Quasi-War which spurred a need for naval presence along U.S. trade routes, and to provide protection of U.S. ports.

Meanwhile, the frigates United States, Constellation, and Constitution had been launched, and Benjamin Stoddert assumed duty as the first Secretary of the Navy in June 1798. In February 1799, the frigate Constellation, under the command of Captain Thomas Truxtun, captured the French 36-gun frigate L'Insurgente off Nevis Island in the Caribbean. The Quasi-War ended in the fall of 1800 thanks in large measure to President John Adams's willingness to send a peace delegation to confer with France. Benjamin Stoddert was extremely adept as Secretary of the Navy, and Thomas Truxtun, having trounced the French twice, proved a decidedly capable commander at sea. To the surprise of many, America had begun to establish a fairly respectable naval tradition.

Navy Under Jefferson

President Jefferson pledged to keep the size and cost of government to a minimum. Through Jefferson's talented and penny-pinching Treasury Secretary, Albert Gallatin, the goal was to severely reduce ship and manpower strength. But when in October 1801 the Dey of Algiers humiliated the Americans by forcing Captain Bainbridge to convey the Algerian ambassador and his entourage to Constantinople, Jefferson realized that he needed a strong navy to combat Algiers aggression. The Barbary Wars dragged on ineffectually for a number of years, punctuated by the legendary exploits of Navy Lieutenant Stephen Decatur, William Eaton, and Marine Lieutenant Presley O’Bannon ("to the shores of Tripoli").

With small casualty lists and consistent victories at sea, this was a "good war" in today's political lexicon, and it captivated and sustained America's popular imagination and nationalist sentiments over a number of years.

Historian William M. Fowler, Jr. suggests that simply paying tribute would have been more cost effective for the frugal Jeffersonians. But of course, wars and national defense rarely operate on such rational terms. With small casualty lists and consistent victories at sea, this was a "good war" in today's political lexicon, and it captivated and sustained America's popular imagination and nationalist sentiments over a number of years.

Most military historians would agree that America went to war with Great Britain in part over the principle of "freedom of the seas." Although the U.S. Army performed poorly in the War of 1812, the performance of the Navy was a notable bright spot. Indeed, some of America's most renowned naval heroes appeared in popular folklore during this time, including William Bainbridge and Oliver Hazard Perry. By the end of the War of 1812, the United States Navy had established a level of respectability abroad and credibility at home that served to justify its existence and fiscal support in the public's mind. In his final report before stepping down as Secretary of the Navy, William Jones recommended the establishment of a Naval Academy along the lines of West Point, and expansion of the Navy instead of major cutbacks and mothballing. With this support the U.S. Navy turned an institutional corner in its history. After 40 years of fits and starts, Americans came to recognize the importance of a strong maritime tradition as both an embodiment of national pride and unity and as an instrument for attaining global prestige and power.

For more information
The Star-Spangled Banner jmccartney Wed, 10/07/2009 - 14:39
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This exhibit tells the story of "the flag that inspired the National Anthem" through more than 50 images and short texts (50–200 words) explaining their significance. Also presents images from Smithsonian collections to illustrate sections on expressing patriotism, fostering national memory, and how "common cultural symbols, such as the American flag, patriotic songs, presidential images, and monuments, serve to coalesce a common identity among Americans." Elucidates challenges the Smithsonian faces to preserve the flag that flew over Fort McHenry during the Battle of Baltimore in 1814 and inspired Francis Scott Key's poem.

Provides a teacher's manual in three sections for grades K–2, 3–5, and 6–8 and suggestions for using the site in the classroom. Includes a 10-title reading list, links to 14 related sites, and games designed to stimulate students to use primary sources to investigate "mysteries surrounding this famous flag." A well-conceived site, though modest in size, that will prove useful for K–8 classes.

Naval History and Heritage Command Anonymous (not verified) Mon, 04/14/2008 - 11:31
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The Naval History and Heritage Command collects, preserves, and presents the history of the U.S. Navy in physical locations throughout the U.S. and online. Teachers will be most interested in "Resources & Research," a rich collection of primary and secondary sources related to naval history, including photographs, paintings, documents, oral histories, historical overviews, chronologies, and bibliographies. Teachers may want to start with "Photograpy," "Web Exhibits," or "Commemorations," some of the richer and more navigable sections. "Photography" features an online library of selected images on subjects including recruiting posters, albums and scrapbooks, women in the U.S. Navy, aircraft, naval insignia, individual ships, and more. "Web Exhibits" gathers together more than 20 curated collections of resources on topics from the Civil War to Japan/U.S. Navy relations; resources vary by exhibit but include documents, photographs, videos, related articles, oral histories, and links to off-site resources. "Commemorations" features collections of resources related to specific events, including the bicentennial of the War of 1812, the sesquicentennial of the Civil War, the Battle of Midway, and the 1941 attack on Pearl Harbor. Teachers may also find unique primary sources in "Art." The Naval Art Gallery offers more than 25 galleries including "Women in Uniform" and "The Invasion of Normandy." Additionally, the "Archives" section provides downloadable Commander Naval Forces Vietnam (COMNAVFORV) monthly summaries from 1966 to 1973 and links to other archives holding material on the U.S. Navy. "Navy Department Library" makes available naval documents from 1775 to the present day (note that the documents are presented chronologically by topic, with no distinction between primary and secondary sources). "Diversity" directs visitors to collections on women, African Americans, Asian and Pacific Islander Americans, Hispanic Americans, and Native Americans in the U.S. Navy. "Videos" indexes more than 90 video clips, some primary sources and some secondary. "Ships Histories" provides brief histories of specific ships, indexed by name, and "Aviation" provides data on different types of aircraft and aircraft carriers. "Bios" features more than 100 essays with images on naval figures. Teachers will need patience to navigate the site and uncover the primary sources available.