Teacher Institute in Early American History

Description

Designed for elementary social studies teachers who teach United States history and government, this intensive week-long workshop will immerse participants in early American history "on location" in Williamsburg, the restored capital city of 18th-century Virginia, and nearby Jamestown and Yorktown. 25 teachers and a returning mentor teacher will be selected for each session. Participants will be involved in an interdisciplinary approach to teaching social studies with colonial American history as the focus. Teachers will have the opportunity to exchange ideas with noted historians, meet character interpreters, and take part in reenactments of 18th-century events. They will review various interactive teaching techniques with a mentor teacher and with each other. Instructional materials in a variety of media will be provided to participants to use in their classrooms. Together with Colonial Williamsburg staff, teachers will prepare new instructional materials for use in their own classrooms.

Contact name
McKee, Amanda
Contact email
Registration Deadline
Sponsoring Organization
Colonial Williamsburg
Phone number
757-565-8417
Target Audience
Elementary
Start Date
Cost
$1900
Course Credit
Three graduate credit hours available from the University of San Diego
Duration
Eight days
End Date

Black-Robed Regiment

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Question

Did a black-robed regiment really exist during the American Revolution, or was it just a myth?

Answer

The term “Black Robe Regiment” referred not to a literal regiment of soldiers that wore black robes into battle but rather to the influential clergymen who promoted American independence and supported the military struggle against Britain. By encouraging the Patriot cause, those ministers helped muster critical support among members of their congregation—support the British begrudgingly acknowledged as vital to maintaining the colonists' frustrating resistance to British attempts to restore Parliamentary rule. In its implicit comparison of symbolic support to a specific body of troops, the term “Black Robe Regiment” is somewhat similar to the “fifth column” identified by the Spanish general Emilio Mola. During that country’s Civil War in 1936, Mola boasted that he had four columns of soldiers marching upon Madrid and a “fifth column” of sympathizers already living in the city who would support the army once it arrived. The term “fifth column” has since come to refer generally to civilian supporters living within a populace, even though that group usually lacks formal organization. Likewise, the Black Robe Regiment was not an actual detachment in the Continental Army but rather a British epithet for the influence preachers exerted in support of the Patriot cause. Advocates of the British crown found preachers’ support of the Patriot cause particularly detrimental to their efforts to maintain loyalty among the colonists. Such clergymen provided sanction for the cause of independence as well as formal support for the military effort. In the 1770s, most colonists still considered themselves aligned with England; many parishioners questioned the fundamental legitimacy of revolution, and of separating from Britain and consequently the Church of England. From their pulpits, these members of the Black Robe Regiment reassured their audiences that their revolution was justified in the eyes of God. Winning and maintaining the support of the population was critical in the American War for Independence, which relied heavily on the support of volunteers and the general population.

The origin of the British label “Black Robe Regiment,” was the rhetorical support for independence.

Peter Muhlenberg is perhaps the most iconic figure associated with the Black Robe Regiment. A Virginia minister, Muhlenberg accepted a commission to lead a regiment of the Continental army. An anecdote—likely apocryphal—from an 18th-century biography depicted Muhlenberg preaching to his congregation in his clerical robes, only to strip them off and reveal his military uniform underneath, a dramatic appeal for men to join the Patriot struggle. Muhlenberg served as an officer in the Continental Army throughout the war and commanded a brigade at the Battle of Yorktown. But Muhlenberg’s literal participation in the war’s fighting was highly unusual for clergymen. Far more common, and the origin of the British label “Black Robe Regiment,” was the rhetorical support for independence those ministers offered regularly from their pulpits. Nor should the undeniable importance of support from this influential group of Protestant clergymen suggest that the American Revolution was mainly a religious revolution, or that its supporters were monolithic in their faith. Colonial religious life was heterogeneous and reflected a diverse set of beliefs. Some Patriot supporters, like the Black Robe Regiment and their congregations, subscribed to Protestant faiths and read in the events of the war evidence that God favored their cause. Many other members of the founding generation—products of the Enlightenment, which emphasized reason and rational explanation over revealed truth—characterized themselves as Deists, believing that a divine God had created the universe and set it in motion, but took no active role in shaping or guiding human affairs. A few influential Patriots seemingly defied any sort of religious affiliation: Thomas Paine, whose pamphlets "Common Sense" and "The American Crisis" were credited with boosting support for the Patriot cause during critical junctures in the revolutionary movement, famously rejected organized religion and the creeds professed by various faiths. Asserting that “My own mind is my own church,” Paine suggested that the various religions appeared to him as “no other than human inventions, set up to terrify and enslave mankind, and monopolize power and profit.” Success in the War of Independence drew on Americans of diverse backgrounds, beliefs, and faiths, who unified effectively enough to defeat the world’s strongest military power in a bloody and protracted conflict.

For more information

For more primary sources on religion in the colonies and early U.S., check out the Library of Congress exhibit Religion and the Founding of the American Republic

Bibliography

Muhlenburg, Henry A. The life of Major-General Peter Muhlenburg of the Revolutionary Army. Philadelphia: Carey and Hart, 1849.

Paine, Thomas. Common Sense. Philadelphia, 1776.

The American Crisis. London: R. Carlisle, Fleet Street, 1819.

Finding a Speaker Willing to Use Digital Networks

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Question

Is there a historian that would be willing to Skype a 4th-grade classroom on the American Revolution?

Answer

There are two levels to your question—how does one find a historian who would speak to a 4th-grade class, and how does one find a historian who will Skype into the classroom? The first question is much simpler than the first. In my experience, historians greatly value current and future students of the discipline, so I often find they are quite receptive to opportunities to talk about their subjects. At the American Historical Association we maintain fairly wide-ranging databases of faculty in almost every field of specialization, and regularly suggest names of specialists that might speak on particular historical topics.

While a growing number are willing to experiment with technologies such as Skype, most tend to just dismiss them as too much trouble

The next question you should ask is—how generally you want someone to speak on the topic? For instance, would you be looking for someone who could provide a broad overview and then take questions from students, or would you be more interested in someone who could talk in some greater depth about a specific aspect of the Revolution? There are hundreds of historians who work and teach in this area of American history to choose from, but that is where the added criteria about finding a historian who will Skype into the classroom creates a complication. In a survey of historians conducted last year, AHA found that they are much more likely to use technologies for personal research than interpersonal communications and teaching. That statistic certainly bears out in my work with other members of the discipline. While a growing number are willing to experiment with technologies such as Skype, most tend to just dismiss them as too much trouble. I often have to coax historians to participate in meetings with Skype, even though they often find it all much simpler and easier to use than expected. Hopefully, as these technologies become more ubiquitous that problem will disappear, but for now it would significantly complicate your request. I can't think of any databases other than our directories of history departments and members. (Unfortunately they are gated, though I am always happy to dig into them for anyone who writes or calls looking for help.) Part of the problem may be that I am a little too stuck in the world of academics. The best first step for finding a potential speaker is probably to just look on your bookshelves for the authors of books on the subject, or even Wikipedia, which has a pretty good list of popular surveys on the topic. From there, a quick Google search on the author's name will usually take you to their faculty page, which will almost always have an email address. You really don't have to be shy about writing to ask them if they would be willing to speak to your class. A simple and direct request, noting that you are trying to develop your students' appreciation of history and desire to help them understand how history gets made should elicit a generous response. Even if they cannot assist, they are likely to have a student or two who also writes on the subject and could also be asked to serve. In my experience, most historians are happy to assist as time and opportunity allows.

Bibliography

Ask a Master Teacher

American Historical Association Accessed March 2, 2011.

Humanities and Social Sciences Online. Last Modified March 2, 2011.

OIEAHC - Omohundro Institute of Early American History & Culture. "Institute Colloquium." Accessed March 2, 2011.

Slavery in New York

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Annotation

Focusing on the experiences of Africans and African Americans in New York City, this collection presents nine galleries that explore various themes and time periods in the history of slavery. These include the Atlantic slave trade; slavery in Dutch New York; the growth of slavery in British Colonial New York; freedom for blacks during the Revolutionary War; the Gradual Emancipation Act of 1799; free blacks in public life; Emancipation Day (July 4, 1827), and the history of scholarship on slavery in New York City. Each gallery has three panels: a gallery overview, a main thematic presentation, and one focusing on people, places, and documents. Of special interest are two interactive maps with timelines in the Dutch New York gallery and the Revolutionary War gallery; a picture gallery on the portrayal of blacks in New York City's public life; and profiles of nine African Americans who lived in New York City during the early republic.

Battle Lines: Letters from America's Wars

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Annotation

This annotated collection of more than 30 letters addresses the personal and political costs of war. Letters cover conflicts from the Revolutionary War to the current war in Iraq and are divided thematically into five sections: "Enlisting," "Comforts of Home," "Love," "Combat," and "The End of the War." Letters come from well-known military figures, such as Douglas MacArthur and Robert E. Lee, as well as ordinary veterans, such as Peter Kiterage, one of the 5,000 African Americans who fought in the Revolutionary War. The thematic organization allows users to chart changes and continuities over 200 years of American history. Each letter is read aloud so students can listen as well as read. In addition, a "magic lens" feature provides transcriptions over the original handwriting to help students decode the letters.