Dissertations / Theses on the topic 'American History Revolution'
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Huffman, John Michael. "Americans on Paper| Identity and Identification in the American Revolution." Thesis, Harvard University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600182.
Full textThe American Revolution brought with it a crisis of identification. The political divisions that fragmented American society did not distinguish adherents of the two sides in any outward way. Yet the new American governments had to identify their citizens; potential citizens themselves had to choose and prove their identities; and both sides of the war had to distinguish friend from foe. Subordinated groups who were notionally excluded from but deeply affected by the Revolutionary contest found in the same crisis new opportunity to seize control over their own identities. Those who claimed mastership over these groups struggled to maintain control amid civil war and revolution.
To meet this crisis, American and British authorities and "Americans" of all sorts employed paper and parchment instruments of identification, including passes, passports, commissions, loyalty certificates, and letters of introduction. These were largely familiar instruments, many embodying the hierarchical and coercive social world from which the Revolution sprang. Access or subjection to certain classes of instruments depended on individuals' social standing and reflected their unequal power over their own identities. But they were now deployed to meet new challenges. The increased demands for identification brought to Revolutionary Americans in general degrees of scrutiny and constraint traditional reserved for the unfree, while subordinated groups faced an intensification of the regimes designed to govern them. The struggles to define, enforce, and contest Revolutionary identities reveal the ways the notionally voluntarist, republican Revolution, undertaken in the name of consent and equality, was effected through regimes of identification both exclusive and coercive.
While studies of early American identity are now common, there has been little study of the history of identification or identification papers in early America. Historians of this period have employed instruments of identification as sources, but they have rarely considered them as subjects of analysis in themselves. This study of the Revolutionary crisis of identification, from 1774 to 1783, examines the ways that these instruments of identification were used to identify "Americans" in the face of this crisis, at home and abroad, and therefore how the new United States were constituted through the identification of individuals.
Larsson, Emma. "Den revolutionära historieläraren : En kvalitativ studie om gymnasielärarens undervisning av den amerikanska, franska och ryska revolutionen." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-147889.
Full textDellenback, Richard. "Oregon's Cuban-American community : from revolution to assimilation." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4046.
Full textDevine, Michael J. "Territorial Madness: Spain, Geopolitics, and the American Revolution." W&M ScholarWorks, 1994. https://scholarworks.wm.edu/etd/1539625926.
Full textMead, Philip C. "Melancholy Landscapes: Writing Warfare in the American Revolution." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10529.
Full textHistory
Chew, Richard Smith. "The measure of independence: From the American Revolution to the market revolution in the mid -Atlantic." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539623395.
Full textRenton, Amy Jane Victoria. "Physical disability, disabled veterans and the American Revolution." Thesis, University of Cambridge, 2013. https://www.repository.cam.ac.uk/handle/1810/265610.
Full textGallup, andrew John. "The Equipment of the Virginia Soldier in the American Revolution." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539625655.
Full textTaylor, William Harrison. ""ONE BODY AND ONE SPIRIT": PRESBYTERIANS, INTERDENOMINATIONALISM, AND THE AMERICAN REVOLUTION." MSSTATE, 2009. http://sun.library.msstate.edu/ETD-db/theses/available/etd-07082009-154055/.
Full textThomas, David. "THE ANXIOUS ATLANTIC: WAR, MURDER, AND A “MONSTER OF A MAN” IN REVOLUTIONARY NEW ENGLAND." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/538853.
Full textPh.D.
On December 11, 1782 in Wethersfield, Connecticut, a fifty-two year old English immigrant named William Beadle murdered his wife and four children and took his own life. Beadle’s erstwhile friends were aghast. William was no drunk. He was not abusive, foul-tempered, or manifestly unstable. Since arriving in 1772, Beadle had been a respected merchant in Wethersfield good society. Newspapers, pamphlets, and sermons carried the story up and down the coast. Writers quoted from a packet of letters Beadle left at the scene. Those letters disclosed Beadle’s secret allegiance to deism and the fact that the War for Independence had ruined Beadle financially, in his mind because he had acted like a patriot not a profiteer. Authors were especially unnerved with Beadle’s mysterious past. In a widely published pamphlet, Stephen Mix Mitchell, Wethersfield luminary and Beadle’s one-time closest friend, sought answers in Beadle’s youth only to admit that in ten years he had learned almost nothing about the man print dubbed a “monster.” This macabre story of family murder, and the fretful writing that carried the tale up and down the coast, is the heart of my dissertation. A microhistory, the project uses the transatlantic life, death, and print “afterlife” of William Beadle to explore alienation, anonymity, and unease in Britain’s Atlantic empire. The very characteristics that made the Atlantic world a vibrant, dynamic space—migration, commercial expansion, intellectual exchange, and revolutionary politics, to name a few—also made anxiety and failure ubiquitous in that world. Atlantic historians have described a world where white migrants crisscrossed the ocean to improve their lives, merchants created new wealth that eroded the power of landed gentry, and ideas fueled Enlightenment and engendered revolutions. The Atlantic world was indeed such a place. Aside from conquest and slavery, however, Atlantic historians have tended to elide the uglier sides of that early modern Atlantic world. William Beadle crossed the ocean three times and recreated himself in Barbados and New England, but migrations also left him rootless—unknown and perhaps unknowable. Transatlantic commerce brought exotic goods to provincial Connecticut and extended promises of social climbing, but amid imperial turmoil, the same Atlantic economy rapidly left such individuals financially bereft. Innovative ideas like deism crossed oceans in the minds of migrants, but these ideas were not always welcome. Beadle joined the cause of the American Revolution, but amid civil war, it was easy to run afoul of neighboring patriots always on the lookout for Loyalists. Beadle was far from the only person to suffer these anxieties. In the aftermath of the tragedy, commentators strained to make sense of the incident and Beadle’s writings in light of similar Atlantic fears. The story resonated precisely because it raised worries that had long bubbled beneath the surface: the anonymous neighbor from afar, the economic crash out of nowhere, modern ideas that some found exhilarating but others found distressing, and violent conflict between American and English. In his print afterlife, William Beadle became a specter of the Atlantic world. As independence was won, he haunted Americans as well, as commentators worried he was a sign that the American project was doomed to fail.
Temple University--Theses
Becker, Elizabeth Claire. "From Cuba to Ybor City: Race, Revolution, Nationalism and Afro-Cuban Identity." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1364315042.
Full textSmith, Robert Wilmer. "A Republican Abroad: John Adams and the Diplomacy of the American Revolution." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539625694.
Full textKnott, Sarah. "A cultural history of sensibility in the era of the American Revolution." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323548.
Full textMoya, Fabregas Johanna Inés. "The reconfiguration of gender identities in the Cuban revolution, 1953-1975." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3358935.
Full textTitle from PDF t.p. (viewed on Feb. 8, 2010). Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1756. Adviser: Arlene Diaz.
Hefner, Cody Nicholas. "An Evocation of the Revolution: The Paintings of John Trumbull and the Perception of the American Revolution." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1259821977.
Full textHill, Simon. "British Imperialism, Liverpool, and the American Revolution, 1763-1783." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4350/.
Full textWeber, John William. "The shadow of the revolution: South Texas, the Mexican Revolution, and the evolution of modern American labor relations." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539623535.
Full textSchoel, Gretchen Ferris. "In Pursuit of Possibility, Elizabeth Ellet and the Women of the American Revolution." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539625717.
Full textIngraham, Kevin R. ""True Principles of Liberty and Natural Right"| The Vermont State Constitution and the American Revolution." Thesis, State University of New York at Albany, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10752319.
Full textThe Vermont state constitution was the most revolutionary and democratic plan of government established in America during the late eighteenth century. It abolished adult slavery, eliminated property qualifications for holding office, and established universal male suffrage. It invested broad power in a unicameral legislature, through which citizens might directly express their will through their elected representatives. It created a weak executive with limited power to veto legislation. It mandated annual elections for all state offices, by which the people might frequently accept, or reject, their leaders. It thus established a participatory democracy in which ordinary citizens enjoyed broad access to power. It was, in the words of Ethan Allen, government based on “true principles of liberty and natural right.”
Over the course of the revolutionary period, furthermore, the people of Vermont defended their democratic system against repeated attempts to weaken it. The constitution included a mechanism by which, every seven years, a Council of Censors would be elected which had the power to propose revisions to the plan of government. Constitutional conventions met in 1786 and 1793 to consider these recommendations, and though the delegates accepted a number of minor revisions, they rejected innovations that would have significantly altered the state’s system of participatory democracy. In this sense, the experience of Vermont during this period differed from that of other states, which had by the end of this period established systems that concentrated power in the hands of a limited number of citizens.
The people of Vermont established this form of government for a number of reasons. Perhaps the most important factor was that Vermont was a rural, agrarian and backcountry region, populated by small subsistence farmers with a common set of interests and grievances. Here, and elsewhere across America during this period, small farmers often clashed with political and economic elites over issues of taxation and the conditions of land ownership. When confronted with policies they perceived to be unjust, they often rose up to defend their interests. However, unlike other rebellions during this period, the New Hampshire Grants insurgency succeeded, and led to the establishment of an independent state. Moreover, the grievances that motivated these backcountry insurgents included political dimensions. Subsistence farmers demanded a greater voice in the governments that had promulgated policies they perceived to be unjust. Living under more democratic forms of government, they realized, would enable them to enact laws that promoted their interests.
This study informs our understanding of the American Revolution in a number of ways. For one, events in Vermont demonstrate the importance of internal divisions and conflict in the Revolution. Rural farmers challenged the land-owning and mercantile elite of New York, and won. In the process, they created the most revolutionary and democratic constitution in America. Vermont thus went further than any other state in fulfilling the promise of the Revolution. Ironically, however, this very achievement illustrates the limits of the Revolution. In other states, common people continued to face significant restrictions on their access to power. Universal suffrage for white males, for example, was not achieved until the mid-nineteenth century, and slavery was not abolished until 1865. Perhaps, then, the Revolution is best understood not as a watershed event that radically changed American society, but rather as one episode in a much longer continuum of change.
This study also seeks to change Vermont’s place in the historiography of the Revolution. As an independent republic, unrecognized by any outside power, historians often treat it as an anomaly. As a result, it is often neglected. Vermont, however, deserves to be taken seriously. Though it was not formally recognized by other states, its government exercised full authority and sovereignty within its borders. Its constitution, furthermore, embodied the purest expression of radical republican ideals in America at the time. It was a singular achievement of the American Revolution. Rather than be relegated to the shadows, therefore, Vermont deserves to be at the forefront of the discussion. By doing so we may more clearly understand the nature of the American Revolution itself, with all its achievements, limitations, and contradictions.
Hollingsworth, David E. "POLITICAL PIETY: EVANGELICALS AND THE AMERICAN REVOLUTION IN SOUTH CAROLINA AND GEORGIA." Lexington, Ky. : [University of Kentucky Libraries], 2009. http://hdl.handle.net/10225/1050.
Full textTitle from document title page (viewed on September 16, 2009). Document formatted into pages; contains: viii, 234 p. : ill., maps. Includes abstract and vita. Includes bibliographical references (p. 220-233).
Holdzkom, Marianne. "Parody and Pastiche: Images of the American Revolution in Popular Culture, 1765-1820." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392116147.
Full textAvent, Glenn James. "Representing revolution: The Mexican Congress and the originsof single-party rule, 1916-1934." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280671.
Full textMartin, Ralph S. "Laughing Our Way To Revolution: A History and Analysis of African American Humor." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/599.
Full textWhite, William E. "Charlatans, embezzlers, and murderers: Revolution comes to Virginia, 1765-1775." W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1539623924.
Full textHeist, Jacob C. "A Call to Liberty: Rhetoric and Reality in the American Revolution." Kent State University Honors College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1494413343336445.
Full textSor, Federico. "The Pedagogy of Revolution and Counterrevolution in Cold War Argentina, 1966-1983." Thesis, New York University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10191829.
Full textThis dissertation examines two radically different political projects in Argentina as moments in a dynamic of revolution and counterrevolution. The short-lived, progressive Peronist government of 1973 sought to construct a more egalitarian and democratic society, addressing social inequalities while fomenting political mobilization. In response, the last and most violent military dictatorship (1976–1983) aimed at suppressing social antagonisms and the perceived excesses of mass democracy. In each case, education was a means to form citizens suitable to a specific conception of society. Therefore, each political project can be understood with special clarity through an examination of civic education and pedagogic reforms. The progressive Peronist government encouraged students to participate in exploring and addressing social inequalities to bring about social justice. The dictatorship was counterrevolutionary insofar as it put forth an ideological project without precedent in previous military regimes that aimed not simply at preserving the status quo ante but at founding a new society. In order to do so, it sought to eradicate “subversion” and to form spiritually minded, obedient, and individualistic citizens through a broad schooling reform. Based on both archival research and oral history, this dissertation sheds light on the political uses of education, on the Cold War dynamic of revolution and counterrevolution in Latin America, and on the centrality of social antagonisms for our understanding of authoritarianism.
Mata, Alberto Jr. "From Colony to Nation State| Class Warfare, Revolution, and Independence in Mexico and Argentina, 1810-1826." Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10977473.
Full textDuring the early years of the 19th century Spanish colonies in the Americas went through dramatic political changes as new structures of governance emerged worldwide. Monarchical power throughout the world declined as representational democracy and the nation state became the new norm. This thesis focuses on two Spanish colonies and their transition to nation states, New Spain into Mexico and the Río de la Plata into Argentina. An analysis of this transition reveals that the period was much more than just a revolutionary or Independence era, rather, it was demarcated by intense class warfare. Whereas the lower classes of the colonies vied for dramatic changes in political, social, and economic structures, elites had sought to keep intact as much as possible colonial mechanisms of power whilst separating from the Spanish monarchy. This thesis uses constitutions, decrees, laws, and personal letters written by actors from both sides to highlight the intensity of class warfare during this period.
Fisher, Lindsey M. "Gatekeepers and Guardians: Changes in Women's Status in the Era of the American Revolution." Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1471613941.
Full textUrban, Curtis. "Adversarial Allies: The Cultural Influence of the French Military in Rhode Island During the American Revolution." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1313085174.
Full textBarker, Gordon S. "Anthony Burns and the north-south dialogue on slavery, liberty, race, and the American Revolution." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539623339.
Full textSalmon, Stuart. "The Loyalist regiments of the American Revolutionary War 1775-1783." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/2514.
Full textGreen, Amy Catherine. ""Dance, Dance Revolution": The Function of Dance in American Politics, 1763-1800." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539626597.
Full textSimpson, Jenna Anne. "Screening the Revolution: "Williamsburg, the Story of a Patriot" as Historic Artifact, History Film, and Hegemonic Struggle." W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1539626506.
Full textSullivan, Aaron. "In But Not Of the Revolution: Loyalty, Liberty, and the British Occupation of Philadelphia." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/276077.
Full textPh.D.
A significant number of Pennsylvanians were not, in any meaningful sense, either revolutionaries or loyalists during the American War for Independence. Rather, they were disaffected from both sides in the imperial dispute, preferring, when possible, to avoid engagement with the Revolution altogether. The British Occupation of Philadelphia in 1777 and 1778 laid bare the extent of this popular disengagement and disinterest, as well as the dire lengths to which the Patriots would go to maintain the appearance of popular unity. Driven by a republican ideology that relied on popular consent in order to legitimate their new governments, American Patriots grew increasingly hostile, intolerant, and coercive toward those who refused to express their support for independence. By eliminating the revolutionaries' monopoly on military force in the region, the occupation triggered a crisis for the Patriots as they saw popular support evaporate. The result was a vicious cycle of increasing alienation as the revolutionaries embraced ever more brutal measures in attempts to secure the political acquiescence and material assistance of an increasingly disaffected population. The British withdrawal in 1778, by abandoning the region's few true loyalists and leaving many convinced that American Independence was now inevitable, shattered what little loyalism remained in the region and left the revolutionaries secure in their control of the state. In time, this allowed them to take a more lenient view of disaffection and move toward modern interpretations of silence as acquiescence and consent for the established government.
Temple University--Theses
Mayer, Holly A. "Belonging to the army: Camp followers and the military community during the American Revolution." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539623793.
Full textWatts, Robert (Daud). "Rethinking Our Outlines/ Redrawing Our Maps: Representing African Agency in the Antebellum South 1783-1829." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/212646.
Full textPh.D.
Rethinking Our Outlines/ Redrawing Our Maps: Representing African Agency in the Antebellum South 1783-1829 The lenses through which our common perceptions of African/Black agency in the antebellum period are viewed, synthetic textbooks and maps, rarely reveal the tremendous number of liberating acts that characterized the movements of Black people in the South from 1783 to 1829. During the American Revolution, 80,000 to 100,000 such enslaved Africans threw off their yokes and escaped their bondage. Subsequently, large numbers embarked on British ships as part of the Loyalist exodus from the United States, while others fled to the deep South, to Native lands, to the North, or held their ground right where they were, attempting, as maroons, to establish themselves and survive as free persons. While recent historical scholarship has identified many of the primary sources and themes that characterize such massive levels of proactivity, few have tried to present them as a synthetic whole. This applies to maps used to illustrate the African American history of those regions and times as well. Illustrating these movements defines the scope of this scholarly work entitled Rethinking Our Outlines/ Redrawing Our Maps: Representing African Agency in the Antebellum South 1783-1829. This work also critically looks at several contemporary maps of this period published in authoritative atlases or textbooks and subsequently creates three original maps to represent the proactive movements and relationships of Africans during this period.
Temple University--Theses
Sparks, Wesley Tanner. "Trying Men's Souls| A Study on What Motivated Eight New England Soliders to Join the American Revolution." Thesis, Salisbury University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1524082.
Full textIn this comparative social history of the American Revolution, the stories of eight men recounted through the use of their biographies, journals, and memoirs. The lives of four enlisted soldiers and four officers are depicted to gain an understanding of how they became involved in the revolution. In order to do so, their early lives are scrutinized, as well as their post-war lives as they transitioned to peacetime. The main purpose, however, is to examine how each man became motivated to join the war for independence, whether socially, economically, and/or politically. As each man had different aspirations for their expectations before and after the war, one thing is certain: the enlisted soldiers were motivated for different reasons compared to the officers.
By examining their early lives, as well as post-war lives, one can gain a better understanding of whether their motivations came to fruition, in the end. The intention is not to disprove their patriotism or zeal for joining the war, but instead to prove there were other motivational factors that contributed to their decision. Their patriotism is undeniable, which was a crucial reason why they were able to win the war after eight long years. Even though they experienced deprivation for eight years, due to the lack of resources, the spirit of the men could not be deterred. Despite harrowing circumstances, the revolutionary soldiers were able to prevail over a superior enemy. With that, their motivations and expectations must be examined to shed light on how these men were able to win the war.
Pfeuffer-Scherer, Dolores Marie. "Remembrance and The American Revolution: Women and the 1876 Centennial Exhibition." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/417346.
Full textPh.D.
The United States Centennial was a pivotal event to celebrate the founding of the American nation. People came together to show the unity and progress of the United States, specifically after the division of the Civil War. As the industrial revolution took off in earnest, Americans were keen to show the world that they were united and taking the lead in industrial change. Further, to show that the United States was a force in the world, other nations were invited to participate by displaying their culture at the event. The Women’s Centennial Executive Committee (WCEC) became part of the effort to raise funds early on in the process. A group of thirteen women joined together with Benjamin Franklin’s great-granddaughter selected as their president and they set forth to raise funds and gain publicity for a “Woman’s Section” in the main building. When that prospect was denied them, the women then began to again raise monies, but this time for their own Women’s Pavilion. Determined not to be cut out of the exhibition, the women labored tirelessly to make their ideas reality. To raise funds and to draw attention to women’s contributions to society, the women drew upon the females of the founding generation to gain legitimacy in their efforts as women active in the civic sector. Harkening back to the American Revolution, the WCEC inserted women as active participants in the founding of the nation and they used images of Martha Washington and Sarah Franklin Bache to raise funds and bolster their cause. Women, who had sacrificed as men had for the birth of the nation, were noble members of the republic; in presenting women’s labors and inventions in 1876, the WCEC was making the point that women’s lives and contributions in nineteenth century America were as vital and necessary as they had been in the eighteenth century. The rewriting of the narrative of the American Revolution enabled the WCEC to celebrate women’s accomplishments in the most public manner and to herald their achievement in both domestic production as well as in terms of education and employment. The women of 1876 formed a continuous line backwards to the Revolution, and they showed the world that American women had always been a vital part of the country and that, if afforded their rights, they would continue to do so into the future.
Temple University--Theses
Lewis, Patrick J. "Appropriating the revolution : Emerson and the ideal return." Thesis, Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/1095.
Full textLaHue, Christine. "The resurrection of John Wise: popular mobilization and the opening of the American Revolution, 1771-1775." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407234324.
Full textKilroy, Kevin. "Trading Spaces: An Analysis of Gendered Spaces Before, During, and After the French Revolution of 1789 and the Mexican Revolution of 1910." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1405.
Full textWiley, Brian Thomas. "The 2006 Penguin Revolution and the 2011 Chilean Winter| Chilean Students' Fight for Education Reform." Thesis, University of California, Santa Barbara, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1545846.
Full textThe 2006 student movement, termed the Penguin Revolution for the black and white uniforms worn by high school students, and the 2011 student movement, called the Chilean Winter, a reference to the "Arab Spring," have captivated the attention of the media and scholars alike. However, little work has been done to place these student movements into a broader historical context. Historically, Chilean students have had a long record of both general political activism and specific activism over educational matters dating back over 100 years. Even the most recent student protests, which developed into a broader movement against the neoliberal policies implemented under the dictator General Augusto Pinochet, were preceded by demonstrations with similar demands dating back to at least 2000. However, these precedents do not explain why the movements developed between 2000 and 2011, rather than immediately after the fall of the dictatorship in 1990. I argue that part of the reason is because that the students in the twenty-first century were the first ones to attend high school and college who were not raised under the dictatorship and for that reason they did not fear the repression and violence their predecessors, who grew up predominantly under the dictatorship, experienced. Thus, an analysis of the history of student political activism in Chile, the history of Chilean politics, the history of the Chilean education system, and the neoliberal reforms, especially in education, is necessary to provide a historical, political, and social context for the recent student movements.
Bledsoe, Julia Grace. "The Failure of Colonial Government and the American Revolution in South Carolina: A Long View." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539626071.
Full textShoecraft, Ashleigh P. ""A Single Finger Can't Eat Okra": The Importance of Remembering the Haitian Revolution in United States History." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/126.
Full textDauphinee, Andrew. "LORD CHARLES CORNWALLIS AND THE LOYALISTS: A STUDY IN BRITISH PACIFICATION DURING THE AMERICAN REVOLUTION, 1775-1781." Master's thesis, Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/143462.
Full textM.A.
Many historians of the American Revolution fail to accurately assess the impact British supporters in the Thirteen Colonies had on the military dimension of the war. The Crown's American allies, commonly referred to as Loyalists, were instrumental in British operations throughout the conflict, especially in the southern colonies. Reports from the royal governors of the southern colonies numbered the Loyalists in the thousands. British officials in London developed a plan to Americanize the war by utilizing Loyalists more comprehensively, lessening the burden for more British troops. The first steps toward Americanizing the war occurred when General Sir Henry Clinton and Lieutenant General Charles, Second Earl, Cornwallis incorporated southern Loyalists with their British troops to reconquer the southern colonies in 1780. After the British conquest of Charleston, South Carolina in June 1780, Lieutenant General Cornwallis was awarded the independent command of the British forces in the South and was additionally charged with rallying and protecting the Loyalists in North and South Carolina. Cornwallis consistently tried to organize the Loyalists into militia corps to combat Rebel partisans operating in the Carolina backcountry, The constant failure of the Loyalist militia persuaded Cornwallis of their inability to sustain themselves. As a result, Cornwallis abandoned the southern colonies, as well as the Crown's loyal subjects, in favor of offensive operations in Virginia. His aim was to prevent the Rebel southern army from receiving supplies and recruits. Many slaves joined Cornwallis' army in Virginia and persuaded him to utilize them to replace the services provided by southern white Loyalists. These failed decisions contributed to Cornwallis' humiliating defeat at Yorktown in October 1781, effectively ending the military dimension of the American Revolution.
Temple University--Theses
Flint, Brian M. "LOSING THE COLONIES: HOW DIFFERING INTERPRETATIONS OF THE BRITISH CONSTITUTION CAUSED THE AMERICAN REVOLUTION." DigitalCommons@CalPoly, 2011. https://digitalcommons.calpoly.edu/theses/483.
Full textKern, Benjamin David. "An Iroquois Woman Between Two Worlds: Molly Brant and the American Revolution." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1376538884.
Full textWong, Wendy Helen. "Diplomatic Subtleties and Frank Overtures: Publicity, Diplomacy, and Neutrality in the Early American Republic, 1793-1801." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/279536.
Full textPh.D.
Americans view neutrality in the 1790s as the far-seeing wisdom of the Founders and a weak power's common-sense approach to a transatlantic war in which it could not afford to get involved. Far from this benign image of prudence, however, neutrality in the Early Republic was controversial: it was a style and paradigm of foreign policy that grappled with the consequences of a democratic politics exacerbated by diplomatic crises. Far from promoting tranquility, neutrality provoked uproar from the very beginning. Intense print battles erupted over sensational exposés of foreign influence and conspiracy, reverberating through the international, national, and local levels simultaneously. Print exposés of foreign intrigue provoked partisan warfare that raised the larger, unsettled (and unsettling) issues of the national interest, the exercise of federal power, and the relationship between the people and their government. This dynamic reflected and exacerbated preexisting sectional fissures in the union, triggering recourse to the politics of slavery. As a result, the politics of slavery calibrated the competing national visions of the emerging Federalists and Republicans, defining the limits of American independence while challenging the ability of the United States to remain neutral. Drawing on the efforts of diplomatic historians, political historians and literary scholars, this work illustrates the mutually constitutive relationship between print politics, foreign relations, and the politics of slavery in the Early Republic. It argues that neutrality was a style of foreign policy that both political parties used to contain sectionalism and faction, and that print politics and the politics of slavery combined to create a dynamic that made that style malleable.
Temple University--Theses
Grossman, Jacob Hughes. "THE OCCUPATION OF PHILADELPHIA AND PUBLIC HISTORY." Master's thesis, Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/431528.
Full textM.L.A.
This thesis focuses on the interpretive possibilities of the tensions between slavery and the American Revolution that are present in cities that faced British occupation. The history of the occupation is an avenue to incorporate the history of black men and women alongside traditional narratives, which can compel visitors to apply lessons of the past to contemporary problems. By focusing on occupation, I propose that we can expand interpretations at historic sites where the history of the American Revolution is already interpreted for the public by centering on the stories of black men and women who had to decide between joining the British and escaping slavery or remaining enslaved. By surveying the current interpretation of the British occupation in the cities that were occupied, the current interpretation of slavery in these cities, and recent literature on best practices for the interpretation of slavery, this study makes a series of recommendations for Philadelphia’s small and large historic sites. By taking on the task of interpreting black lives during the occupation of the British, staff at such sites has the opportunity to expand its work to not only meaningfully expand African American history, but also expand our public understanding of the complicated meaning of liberty during the Revolution.
Temple University--Theses
Joffroy, Michelle. "Engendering a revolution: Crisis, feminine subjects, and the fictionalization of 1968 in three contemporary Mexican novels by women." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/283983.
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