Dissertations / Theses on the topic 'History 1600-1775'

Presented herein is a detailed study of London Town, a tobacco port in Anne Arundel County, Maryland established during the British colonial period in North America. Long defunct, the town has been the subject of archaeological excavations since 1995. This research was undertaken to answer questions regarding the town's history, economic system, and its role in the local economy: what was the nature of the town; who lived in the town; and what were the forces that caused the town to grow and subsequently fail? Answering these questions has revealed a comprehensive portrait of London Town's undocumented past. This research proves that London Town played an important role in the economic development of Maryland and Anne Arundel County. It was one of many towns established in 1683 by the Maryland Assembly in the "Act for the Advancement of Trade." Only a small number of these towns survived beyond the colonial period. Those tobacco towns that have disappeared have been labelled the "lost towns" of Maryland by local historians and archaeologists: few of these towns have been studied in any detail. This study of London Town combines historical and archaeological research to illustrate the impact that outside forces such as war, market pressures, and regional development had on its growth and existence. This work documents the history of London Town and its role in the colonial mercantile system during the eighteenth century and is presented as a case study for future comparison.

This thesis contends that Anglo-Saxon studies made a powerful contribution to Thomas Jefferson's development of public concepts of American identity and nationalism in ways that have been elided by scholars preoccupied with Jefferson's classicism. Jefferson's comprehensive survey of Anglo-Saxon grammar, language, law and emigration provided him with a precedent for revolution and helped him develop a model of American nationhood. Jefferson's detailed study of the Anglo-Saxon era set him apart from writers on both sides of the Atlantic in the period 1750-1860, and this thesis will argue that to generalize his interest as 'whig history' or a subscription to a theory of Teutonic superiority is unjustified. Chapter One considers Jefferson's educational background, his exposure to Anglo-Saxon history and the degree to which he might have been encouraged to pursue it. Previous studies of Jefferson's Anglo-Saxonism have presumed that there was a 'Gothic font' from which American Founding Fathers could drink; the detailed study of Anglo-Saxon historiography in this chapter will show otherwise. Chapter Two is concerned with a detailed examination of the collections of books relating to Anglo-Saxon history and language that Jefferson collected throughout his lifetime. If Jefferson was concerned with whig dialogues, or interested in the Saxons as a product of a passion for Tacitus we should find evidence of it here. In fact, the study of Jefferson's library in Chapter Two demonstrates that Jefferson was genuinely an expert Anglo-Saxon scholar and regarded that knowledge base as a political tool. Chapters Three and Four constitute detailed examinations of the nationalist use to which Jefferson put his understanding of early English history. Chapter Three considers the problem of shared heritage with Britain confronting the American statesman in the 1760s and 1770s and his employment of pre-Norman history in resolving this conflict. Chapter Four enlarges upon the study of American national identity, with specific reference to the linguistic debates following on the Revolution. This chapter revolves around a reconsideration of Jefferson's Anglo-Saxon Essay and his attempts to introduce this language into the education of future American statesmen. Jefferson's examination of Anglo-Saxon history, when considered in this light, seems oddly discordant with the simplistic notion of Jefferson as a founder of Teutonic superiority. Chapter Five is interested in Jefferson's impact on historical rhetoric in the nineteenth century. Thomas Jefferson used English history as an aid to separating an American nation from the British Empire and he believed that Americans could look to their Anglo-Saxon ancestors for a precedent that would justify their independence from Britain. He saw in Anglo-Saxon studies a means for appropriating those parts of English history that could underpin a national identity defined by freedom, initiative, and perhaps a racial predilection for democracy, while simultaneously rejecting Britain's authority in his present.

Orientador: Marcia Abreu
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-05T11:06:29Z (GMT). No. of bitstreams: 1 Furquim_TaniaMagaliFerreira_M.pdf: 2332503 bytes, checksum: 4ee7a9c1a43506e791fda5a82343eeb3 (MD5) Previous issue date: 2003
Mestrado
Historia e Historiografia Literaria
Mestre em Teoria e História Literária

This thesis involves the creation of a historically-themed museum element. The element, titled “Improving Community,” is a virtual interactive game that allows players to explore certain realities of colonial American life. Within the game, players are presented with a number of civic-related issues that existed throughout the eighteenth century, and they are then given options to improve the situation. Interactivity and immersion are key features of the game, and they have been incorporated so that players may engage with the past and assume a more active role in the process of historical reconstruction. Research for the games draws mostly upon historical primary sources, including first-hand accounts, letters, diaries, periodicals, pamphlets, meeting minutes, and legal documents. In addition, the process of developing the games was informed by a number of secondary source works, and therefore this study inspects the ways in which “Improving Community” fits within the ongoing scholarly debates. Ultimately this project contributes to the field of public history by demonstrating the usefulness of games as a tool for historical exhibition. “Improving Community” is both entertaining and educational, and as a result, the game provides individuals with a unique outlet for exploring and experiencing the past.
ID: 031001287; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed February 26, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 111-120).
M.A.
Masters
History
Arts and Humanities
History; Public History

William III, Prince of Orange, ascended the throne of England after the English Glorious Revolution of 1688. The next year, the American colonists rebelled against colonial administrations in the name of their new king. This thesis examines William's perception of these rebellions and the impact his perception had on colonial structures following the Glorious Revolution. Identifying William's modus operandi—his habit of acceding to other's political choices for expediency until decisive action could be taken to assert his true agenda—elucidates his imperial ambitions through the context of his actions. William, an enigmatic and taciturn figure, rarely spoke his mind and therefore his actions must speak for him. By first establishing his pattern of behavior during his early career in the Netherlands and England, this project analyzes William's long-term ambitions to bring the Americas under his direct control following the 1689 rebellions and establish colonial administrations more in line with his vision of a centralized English empire.

Pour les anglais qui, apres avoir ete contraints ou avoir choisi de quitter leur patrie a la fin du seizieme siecle, s'installerent sur la frange est du continent nord-americain, se poserent des problemes de representation de l'environnement quotidien. Les schemas culturels elabores en europe n'offraient pas de solution satisfaisante pour rendre compte de la realite americaine. Les recits des premiers decouvreurs soulignent la difficulte a decrire, et ainsi a maitriser par le discours, la luxuriance ainsi que les premiers habitants, les "natives" du nouveau monde. Afin de se donner l'illusion qu'ils dominaient parfaitement un espace et un milieu difficiles, les colons installes au sud du maryland tenterent systematiquement d'imiter l'angleterre qu'ils venaient de quitter, et de re-creer leur mere-patrie en amerique. Au contraire, les colons de nouvelle angleterre, en refusant tout modele anglais, elaborerent une vision mythique de l'espace, d'inspiration biblique, et batie autour de la triple symbolique age d'or "wilderness" jardin d'eden. Pour trouver une representation "americaine" de l'espace, une image qui se libere de tous les modeles, il faut travailler a l'echelle individuelle et se tourner vers des formes d'art populaire, telles que le folk art, les almanachs, ou encore les nombreuses vues de villes. Toutefois, seule une vision suffisamment englobante, comme celle des puritains de nouvelle angleterre, put fournir assez de force pour, grace a une approche differente de l'espace, donner naissance et permettre a une veritable "identite americaine" de se developper.

La Nouvelle-Néerlande, devenue New York à partir de 1664, est une société coloniale nouvelle, qui se construit tout au long des XVIIe et XVIIIe siècles. Ce travail vise à analyser l'importance des relations de genre (normes, relations sociales entre hommes et femmes) dans la construction de cette société coloniale, et à envisager la façon dont ces normes et ces relation se construisent d'une part un ordre colonial au cœur de la construction de cette société nouvelle, d'autre part informent le fonctionnement des échanges marchands, notamment avec les populations amérindiennes
New Netherland, then New York (from 1664 on) was a colonial society that was shaped during the 17th and 18th centuries. This dissertation shows the importance of gender, its norms and the social relations it led to, in the shaping of the society. Gender helped constructing the social order of the new society and was at the heart of the trading relations with Native American populations

L’histoire de la colonie de New York ne peut être dissociée de celle de l’esclavage. Si l’historien Ira Berlin a qualifié cette colonie de « société avec esclaves » de part sa situation dans la région nord de l’Amérique continentale, nous préférons les termes de « société esclavagiste », modèle plus communément associé aux colonies du Sud et des Antilles. En effet, l’esclavage fut implanté dès l’arrivée des premiers colons en 1624 et se développa parallèlement à la colonie, s’étendant dans les régions rurales autour de l’île de Manhattan et s’ancrant à tous les niveaux de cette jeune société coloniale. Si le statut de l’esclave n’était pas encore véritablement codifié à l’époque néerlandaise, il le fut progressivement après la conquête anglaise de 1664 jusqu’à ce qu’il soit définitivement scellé après la révolte de 1712. Ce cadre législatif qui liait indéfectiblement le statut servile à la couleur de peau, façonna les mentalités et renforça les préjugés raciaux que les colons avaient hérités de la Renaissance. Or, la rigidité de ce cadre ne put se conformer parfaitement à la réalité de l’environnement new-yorkais qui réclamait des esclaves une grande mobilité et une certaine autonomie et qui tolérait, depuis la période néerlandaise, la présence d’une communauté de Noirs libres, laquelle permit de conforter les esclaves dans leur volonté de s’affirmer culturellement et de résister à leur condition. Si la Nouvelle-Néerlande était à ses débuts un embryon de société esclavagiste, elle devint, au XVIIIe siècle, une véritable société esclavagiste et bi-raciale
The history of the colony of New York cannot be distinguished from that of slavery. If Ira Berlin has described this colony as a “society with slaves”, because of its location in the Northern part of North American continent, we prefer the terms “slave society” which are usually applied to Southern or West Indian colonies. Indeed, slavery was introduced from the very beginning when the first Dutch settlers arrived in 1624 and it grew progressively as the colony developed, extending itself in the rural areas around the island of Manhattan and establishing itself at each level of this young colonial society. If the status of the slave was not yet set during the Dutch period, it was increasingly codified after the 1664 English conquest until it was definitely sealed after the 1712 revolt. This legislative frame which inexorably linked servile status to skin color shaped the mentalities and reinforced the racial prejudices the settlers had inherited since the Renaissance. Yet, the harshness of the laws did not really conform to the reality of the New York environment and working conditions which allowed the slaves to be mobile and somewhat autonomous and which had tolerated the presence of a free black community since the Dutch period, comforting the Africans in their will to assert themselves culturally and resist their condition. If New Netherland was at its beginning an embryonic slave society, it became a real slave and bi-racial society in the 18th century

The purpose of this study is to review Pennsylvania's use of paper money through two distinct periods: the first seven years of currency issues starting in 1723 and concluding in 1730, and the second period encompassed by the French and Indian War in 1755-63. They represent two significant periods affecting Pennsylvania's paper money prior to the Revolutionary War. Specifically investigated are the deciding factors influencing Pennsylvania's currency issues during those periods and the degree of success achieved by those issues. The relationship between Pennsylvania's monetary policy and provincial politics is an important feature of the analysis.
Graduation date: 1996

Indiana University-Purdue University Indianapolis (IUPUI)
In mid-January of 1691/2 two young girls in the household of Samuel Parris, the minister of Salem Village, Massachusetts, began exhibiting strange behavior. "It began in obscurity, with cautious experiments in fortune telling. Books on the subject had 'stolen' into the land; and all over New England, late in 1691, young people were being 'led away with little sorceries.'" The young girls of Salem Village had devised their own creation of a crystal ball using "the white of an egg suspended in a glass" and "in the glass there floated 'a specter in the likeness of a coffin.'"