In this lecture, Professor Freeman discusses the experiences of African Americans, women, and Native Americans during the Revolution, framing her discussion within a larger historical debate over whether or not the Revolution was “radical.” Freeman ultimately concludes that while white American males improved their position in society as a result of the Revolution, women, African Americans, and Native Americans did not benefit in the same ways.
Today’s lecture concludes Professor Freeman’s discussion of the four phases of the Revolutionary War. America’s victory at the Battle of Saratoga in 1777 marked the end of the third phase of the war, and led to a turning point in the conflict: France’s decision to recognize American independence and enter into an alliance with the fledging nation. Although the British made one final attempt at reconciliation in 1778 with the Conciliatory Propositions, they were rejected by the Continental Congress. The fourth and final phase of the war lasted from 1779 to 1781, as the British Army focused its attention on the American South. The British seized Charleston and South Carolina, and defeated the Continental Army in a series of battles. But with the help of the French fleet, Washington was able to defeat Cornwallis’s army at the Battle of Yorktown in 1781. Peace negotiations to end the Revolutionary War began in Paris in June of 1782.
17 – The Logic of a Campaign (or, How in the World Did We Win?)
In this lecture, Professor Freeman explains the logic behind American and British military strategy during the early phases of the Revolution. First, she discusses the logistic disadvantages of the British during the war: the difficulties shipping men and supplies from more than three thousand miles away; the vast expanse of countryside with no one central target to attack; difficulties in recruiting British soldiers to fight in America; and the fact that the British faced a citizen army comprised of highly motivated soldiers who didn’t act in predictable ways. In addition, the British consistently underestimated the revolutionaries in America, and overestimated Loyalist support. Professor Freeman also discusses the four main phases of the Revolutionary War, differentiated by shifts in British strategy. During the earliest phase of the war, the British thought that a show of military force would quickly lead to reconciliation with the colonists. During the second phase, the British resolved to seize a major city – New York – in the hope that isolating New England from the rest of the colonies would end hostilities. By 1777, the war had entered its third phase, and the British set their sights on seizing Philadelphia and defeating George Washington. This phase ended with the Battle of Saratoga in late 1777.
This lecture focuses on George Washington and the combined qualities that made him a key figure in Revolutionary America, arguing that the most crucial reason for his success as a national leader was that he proved repeatedly that he could be trusted with power – a vital quality in a nation fearful of the collapse of republican governance at the hands of a tyrant.
15 – Citizens and Choices: Experiencing the Revolution in New Haven
To show how Americans experienced the war and made difficult choices, Professor Freeman offers a spur-of-the-moment lecture on New Haven during the Revolution, discussing how Yale College students and New Haven townspeople gradually became caught up in the war. Warfare finally came to New Haven in July 1779 when the British army invaded the town. Professor Freeman draws on first-hand accounts to provide a narrative of the invasion of New Haven.
In this lecture, Professor Freeman discusses Benedict Arnold as a case study of the ways in which ideas about regionalism, social rank, and gender–and the realities of the Continental Congress and the Continental Army–played out in this period. Like many Americans during this period, Benedict Arnold thought that he could improve his social rank and reputation in the military, but he was unable to advance due to the Continental Congress’s policy on military promotions. Frustrated and facing mounting personal debts, he decided to aid the British in exchange for a reward. Arnold and his wife Peggy developed a plan for Arnold to smuggle American military plans to the British with the help of a young British soldier named John André. However, André was captured while smuggling Arnold’s papers and the plot quickly unraveled. In the end, Arnold fled; his wife played upon conventional stereotypes of women to avoid punishment; and André was executed but idealized in the process.
In this lecture, Professor Freeman discusses four difficulties that the Continental Congress faced in organizing the colonial war effort: regionalism, localism, the supply shortage that the Continental Army faced in providing for its troops, and the Continental Congress’s inexperience in organizing an army. The lecture concludes with a discussion of a Connecticut newspaper from July 1776.
Professor Freeman concludes the discussion of the Declaration of Independence. The Declaration was widely circulated and read aloud throughout the colonies. Professor Freeman argues that by 1775-1776, British and American citizens were operating under different assumptions about how the conflict between them could be resolved. The American colonists began to organize themselves for defensive measures against an aggressive British state. Meanwhile, the British assumed that the rebels were a minority group, and if they could suppress this radical minority through an impressive display of force, the rest of the colonists would submit to their governance again. Spring of 1775 saw the beginnings of military conflict between the British army and colonial militias, with fighting at Lexington, Concord, and Breed’s Hill. As a result, the colonists began to seriously consider the need for independence, and the Continental Congress began the process of organizing a war.
In this lecture, Professor Freeman discusses the Declaration of Independence and sets the document in its historical context. The Declaration was not the main focus of the Second Continental Congress, which was largely concerned with organizing the defensive war effort. The Congress had sent King George III the Olive Branch Petition in a last attempt at reconciliation in August 1775, but the King ignored the petition and declared the colonies to be in rebellion. Throughout the colonies, local communities began debating the issue of independence on their own, often at the instruction of their colonial legislatures, and these local declarations of independence contributed to the formal declaration of independence by the Continental Congress in July 1776. Professor Freeman concludes the lecture by describing the decision to have Thomas Jefferson draft the Declaration.
This lecture focuses on the best-selling pamphlet of the American Revolution: Thomas Paine’s Common Sense, discussing Paine’s life and the events that led him to write his pamphlet. Published in January of 1776, it condemned monarchy as a bad form of government, and urged the colonies to declare independence and establish their own form of republican government. Its incendiary language and simple format made it popular throughout the colonies, helping to radicalize many Americans and pushing them to seriously consider the idea of declaring independence from Britain.