The My Brother Sam is Dead Blog

My Brother Sam is Dead Study Guide

2012-01-31T08:11:00.000-08:00

Recently I released my second e-book to help students, teachers and parents better understand the historical fiction novel- My Brother Sam is Dead.

The My Brother Sam is Dead Study Guide is available via Amazon.com's Kindle edition. It is more extensive (67 pages) than any other guide available and the information in it is based on 14 years of research. I grew up in Redding, Connecticut and was surrounded by all that Tim Meeker speaks of in this book. There was so much I could have explored, but I was only 12 years old and never made those connections. So what this examination of My Brother Sam is Dead really is, is an opportunity to prevent children of the current generation from missing out on all this great history. I put a lot of effort into this book for that very reason.

If you purchase or borrow this My Brother Sam is Dead Study Guide at Amazon.com you will find in it:

Chapter One:
About the Book My Brother Sam is Dead

My Brother Sam is Dead is told in the first person by 10 year old Tim Meeker of Redding Ridge. It recounts the hardships endured by Tim and his family during the early stages of the Revolutionary War.

When Tim's older brother Sam returns home from Yale College in New Haven to announce he’s joining the rebel forces, it greatly impacts the rest of his family who wish to remain neutral and/or avoid a rebellious war with England. Tim's family is Anglican and thus loyal to the Church of England; a split with England would greatly affect them...

Chapter Two:
Setting of the Book My Brother Sam is Dead

Redding, Connecticut is located in Southwest Connecticut. Its size is 31.5 square miles, about five miles from north to south, roughly seven miles from east to west. It encompasses 4.9% of Fairfield County.

I also provide background information on Redding before and after the Revolutionary War.

Chapter Three:
Real Life vs. Events Fictionalized in My Brother Sam is Dead

The intent here is to point out real life vs. My Brother Sam is Dead events that relate to Redding, Connecticut. The quotes come directly from the novel; below the quotes are the historical facts these quotes are based on.

Chapter Four:
Places you can visit related to My Brother Sam is Dead

Redding Ridge:
This is where the Meeker's lived. Be sure to explore the Christ Church cemetery, you'll be amazed at how many characters from the book are buried here.

Across the street from the Church looking North are the fields Tim runs across when he attempts to steal back his Father's Brown Bess from Sam.

Chapter Five:
The Characters in the Novel My Brother Sam is Dead

Read all about the characters in the book and learn about the real life people the characters are based on.

Chapter Six:
Why has My Brother Sam is Dead been Challenged or Censored in the Past?

Learn why the novel earned a top 10 listing on the American Way's most challenged book list in 1996.

The 67 page My Brother Sam is Dead Study Guide is available via Amazon.com's Kindle edition.

Vocabulary Used in My Brother Sam is Dead

2012-01-29T10:03:00.000-08:00

My Brother Sam is Dead Vocabulary-

Period Slang: Used in Camp or in the Field

Adjutant: an officer who acts as military assistant to a more senior officer.

Beetle-Headed: Dull, Stupid.

Brown Bess: A soldier's fire-lock (musket). "To hug Brown Bess" is to carry a fire-lock, or serve as a private soldier.

Chicken-Hearted: Fearful, cowardly.

Cur: A cut or curtailed dog, disabled from chasing game. Figuratively used to signify a surly fellow.

English Burgundy: Porter (wine).

Flip: Small beer, brandy, and sugar.

Fusillade: A discharge from a number of firearms, fired simultaneously or in rapid succession. A rapid outburst or barrage: a fusillade of insults.

Gill: One gill is equal to 1/2 cup of liquid. Soldiers were allowed a gill of Rum per day when on fatigue, and at no other time.

Grog: Rum and water. "Groggy" or "Groggified" is to be drunk.

Ground Arms: To stack firearms on the ground.

Hook: To steal. "My shirt was worn so I headed out of camp to hook one."

Huzza: Said to have been originally the cry of the huzzars or Hungarian light horse; but now the national shout of the English, both civil and military; to give three cheers being to huzza thrice.

Jack Tar: A sailor.

Lobster(Back): A British soldier, from the color of his clothes (Red).

Loggerhead: A blockhead or stupid fellow, also a double-headed, or bar-shot of iron.

Neck Weed: Hemp. Used as rope in the time period.

Pottage: A thick soup. Rod: A measurement of width, 16.5 feet is a rod.

Sallied: Usually means to breakout or depart.

Scaly: Mean, sordid.

Surly: Unfriendly, crabby, grumpy. Used to describe someone of that nature: "Major Williams was a surly fellow."

Sutler: A sutler or victualer is a civilian who sells provisions to an army in the field, in camp or in quarters.

Tattoo: A beat of the drum, or signal for soldiers to go to their quarters, and a direction to the *sutlers to close the tap. * A sutler or victualer is a civilian who sells provisions to an army in the field, in camp or in quarters.

Trainband: Local Militia. Volunteer soldiers formed to protect townships.

Vanguard: The foremost position in an army or fleet advancing into battle.

Period Slang: Used in Everyday Life

Anvil: A heavy steel faced iron block.

Breeches: Trousers ending above the knee.

Ciphering: Transforming a message into secret code via math.
18-21-14 = R-U-N

Cholera: An acute infectious disease of the small intestine, caused by the bacterium Vibrio Cholerae.

Commissary Notes: A Commissary is a store or market for military personnel, so a Commissary Note is a certificate given in lieu of currency for use in the store.

Drover: One that drives cattle or sheep to market.

Forage: The act of looking or searching for food or provisions.

Fusillade: A rapid outburst or barrage: a fusillade of insults.

Hardtack: A hard biscuit or bread made with only flour and water.

Hogshead: Any of various units of volume or capacity ranging from 63 to 140 gallons.

Hundredweight: 100 pounds.

Jerked Beef: Long slices or strips of beef dried in the sun or near a fire.

Johnny Cake: Cornmeal bread usually shaped into a flat cake and baked or fried on a griddle.

Leggings: Tight, form-fitting trousers that extend from the waist to the ankles.

Loft: Unpartitioned room overlooking another room.

Pallet: 1. A fire shovel; 2. A bed of straw

Papist: A Roman Catholic

Plowshare: The cutting blade of a plow.

Populace: The general public; the masses. A population.

Pound: Unit of money- equivalent to twenty shillings sterling

Powder Horn: Where you kept your gun powder

Scrip: A piece of paper representing or acknowledging value, such as a receipt or certificate, given in lieu of currency.

Seining: To catch or fish with a net.

Sloth: Aversion to work or exertion; laziness.

Shilling: A coin worth one twentieth of a pound.

Thatch: A house roof made with a plant material (such as straw).

For more check out my collection of My Brother Sam is Dead e-books at Amazon.com's Kindle. You can read them for free with a Prime account.

My Brother Sam is Dead Newsletter

2011-12-16T19:25:00.000-08:00

Receive updates on new findings, programs & resources relating to the Historical Fiction Novel- My Brother Sam is Dead.

http://eepurl.com/hTE9A

My Brother Sam is Dead E-Books

2011-08-25T13:25:00.000-07:00

My E-Books are being published by Amazon's Kindle Direct Publishing.

I'm working on converting all my files that relate to My Brother Sam is Dead into e-books and will be alerting my fans of these releases via my Twitter account and my E-mail list.

The two e-books currently available at Amazon are can be found here: My Brother Sam is Dead E-books

Guide to My Brother Sam is Dead

2011-08-07T16:32:00.000-07:00

What's in this Guide

This CD was created to help parents and teachers better understand the topics woven into each chapter of the fictional history novel, My Brother Sam is Dead, and provide them with the resources needed to effectively teach it in their classrooms.

I have broken out this CD into two sections:

1. Guide to MBSD and
2. Teaching Resources

In the Guide to MBSD folder you will find:

1. Chapter by Chapter Summary & Analysis of My Brother Sam is Dead
This document includes a summary and analysis of the most important topics in each chapter. At the end of each chapter summary you will find classroom discussions ideas, classroom questions and a link to an online, self-grading test (test results can be emailed directly to you).

2. Real Life vs. Events Fictionalized in My Brother Sam is Dead
This document points out real life people and events vs. My Brother Sam is Dead people and events. I do this using quotes that come directly from the novel; below the quotes are the historical facts these quotes are based on.

3. My Brother Sam is Dead Maps of Redding, Connecticut
Maps of Redding, Connecticut provides a visual of the locations in the novel. Students will see:

Where Redding, Connecticut is located.
Map of Redding that relates to My Brother Sam is Dead.
Map of Westchester & Fairfield County that relates to My Brother Sam is Dead.
Modern map of people and places related to My Brother Sam is Dead in Redding.
Map of Westchester & Fairfield County with stars showing Tim and Life's cattle drive route to Verplancks Point.
Map of Lower Fairfield County showing the route the British Troops took when they raided the storage facilities at Danbury in April of 1777.
Link to an Interactive Google Map of all the locations that relate to the novel.

4. Short Summary of My Brother Sam is Dead & the Topics it Covers
This document provides a short summary of the novel's storyline and the topics that are covered in its chapters. Many teachers distribute this document to students and their parents prior to bringing the novel into their classroom.

5. Places you can Visit Related to My Brother Sam is Dead
For those within driving distance to Southwestern Connecticut, there is plenty to explore in relation to this novel. This document points out the most relevant destinations, their tie-in with the novel and how to get there.

6. The Setting of the Novel, Redding, Connecticut
Background information on Redding, Connecticut and the important role it played during the Revolutionary War.

7. The Real People Fictionalized in the Novel
Background information on each of the families and individuals fictionalized by the authors in the novel. Tim Meeker, William Heron, John Read, Jerry Sanford, Tom Warrups and many, many more…

8. Why is My Brother Sam is Dead Censored by Some Watch Groups?
Why the novel earned a Top 10 listing on the American Way's most challenged book list in 1996. My response to these challenges.

In the Teaching Resources folder you will find six sub-folders:

1. Colonial Topics Materials that provide students with visual examples of topics touched on in the novel: sleeping lofts, paper money, droving, etc…

2. Lesson Plans & Ideas Parent letters, lesson plans and examples of how others are using historical fiction novels in their classrooms. Online teaching tools and chapter quizzes are located at my History of Redding website.

3. Maps Collection of maps that relate to both My Brother Sam is Dead and the Revolutionary War.

4. My Brother Sam is Dead Topics These documents explore each of the topics that are woven into My Brother Sam is Dead's storyline.

5. Photos Collection of photos sorted by folder to show students the places relevant to My Brother Sam is Dead in the present day.

6. Revolutionary War Documents & Resources Collection of primary source and secondary source documents, and newsletters that explore a diverse range of topics.

*The contents of this CD are intended for personal and classroom usage. I have kept the information in Word document format to make it easy for parents and teachers to cut and paste the material to create their own resources and lesson plans.

My Brother Sam is Dead Google Map

2009-10-10T17:59:00.000-07:00

Just posted an update Google Map showing and explaining locations relating to My Brother Sam is Dead.

This is the looooooooooong link is anyone what to link to it:

http://maps.google.com/maps/ms?hl=en&ie=UTF8&msa=0&msid=107420212148602668064.00044a37cf9951628b5a8&ll=41.321976,-73.376741&spn=0.040932,0.090723&z=14

Upcoming Events

2009-02-21T16:36:00.000-08:00

TEACHERHOSTEL™ - 2009

The British Invasion of 1777: The Ride of Sybil Ludington™

Date: May 16-17, 2009
Location: Danbury, Ridgefield, Westport
Contact Hours: 15
Cutoff Date: April 16, 2009
Cost: $145

Relive the ride of the teenage girl (Sybil Ludington)who succeeded during a dark and stormy night to rally the militia to assembly at the home of her father after the British burning of Danbury in 1777. Participants will retrace the steps of the invasion from the landing in Westport, to the burning of Danbury, to the ride of Sybil, to the battle at Ridgefield. The story will be told from the English and American perspectives along with the effort to uncover the truth that had been hidden among primary source documents for so long while false statements were copied from one erroneous report to another. Her story will entertain you as it informs you. Includes one book, one map, one T-shirt and curriculum materials.

Saturday (9:00-5:00) Westport and Fairfield
Westport Town Hall
9:00 Welcome and Program Overview: Peter Feinman, IHARE
9:15 The British Are Coming: British Strategy to Reconquer the Colonies: Ray Raymond, USMA and SUNY
10:30 Westport Walking Tour, Susan Gold, Westport Historical Society and Allen Raymond, Westport Municipal Historian

Westport Historical Society
11:30 The British Are Coming: A Reader’s Theater Experience, Hilary Gibson, Education Director, Westport Historical Society
12:30 Lunch
1:30 The British Invasion Bus Tour: Allen Raymond
3:00 The British Are Coming: The Fairfield Experience, Walter Matis, Educator, Fairfield Museum and History Center

Sunday (9:00-5:00)
Danbury Historical Society
9:00 The Burning of Danbury, Brigid Guertin, Danbury Historical Society
11:00 The Ride of Sybil Ludington, Vin Dacquino, author of Sybil Ludington: Call to Arms
12:00 General Tryon Danbury to Ridgefield Self Guided Drive

Ridgefield
12:30 Lunch: Dimitri’s Diner
1:30 Museum in the Streets Walking Tour, Kay Ables, Ridgefield Town Historian
2:30 The Battle of Ridgefield: George Hancock, Keeler Tavern Museum Tour
3:30 Tom Castrovinci, Re-enactor Connecticut 5th
4:00 My Brother Sam Is Dead: Teaching the British Invasion of 1777 - Brent Colley, Redding historic tours

For further information contact IHARE at 914-933-0440 or email us at: info@ihare.org

Using Historical Fiction in the Classroom Teaching Programs

2009-02-11T12:01:00.000-08:00

Using Historical Fiction in the Classroom Teaching Programs

This Spring/Summer I will be hosting a number of My Brother Sam is Dead Teaching Programs in Southwestern Connecticut. In these programs I will be providing information about the topics and issues My Brother Sam is Dead explores and how both teachers and students can benefit from its usage in the classroom. CD's containing all my material, maps and photos will be available at these events.

Event #1:

TEACHERHOSTEL™ - 2009
The British Invasion of 1777: The Ride of Sybil Ludington™ Date: May 16-17, 2009
Location: Danbury, Ridgefield, Westport
Cutoff Date for Registration: April 14, 2009
Cost: $145

My portion of the program is at 4PM in Ridgefield's Keeler Tavern Museum:
4:00PM My Brother Sam Is Dead: Teaching the British Invasion of 1777

Event #2:

Putnam Park School Days- May, 2009
My Brother Sam is Dead, Fact vs. Fiction
Date: May 18-21, 2009
Location: Putnam State Park, Redding, CT
Cutoff Date for Registration: April 14, 2009

9:30 AM to 2:00PM My Brother Sam Is Dead: Fact vs. Fiction, learn about the real events that were fictionalized in the novel. This event is for students and teachers. In addition to this presentation we will have camp activities, re-enactors and craftsman on hand all day to educate schools about the park and the time period it was occupied.

Contact Nancy Cowles for information and sign-up.

Event #3:

Putnam Park Filmfest- Summer 2009
See the Film Version of My Brother Sam is Dead at Putnam Park
Date: TBA
Location: Putnam State Park, Redding, CT
Cutoff Date for Registration: TBA

Come watch the film, My Brother Sam is Dead, under the stars at Putnam Park! A very unique opportunity to view this rare film at the very encampment General Putnam's troops were stationed.

Contact Brent Colley if you are interested in signing-up. We have not set a date for this yet and are open to suggestions.

Teaching with My Brother Sam is Dead

2009-01-26T08:54:00.000-08:00

Using Primary Sources to highlight events and issues in the novel.

My Brother Sam is Dead, Chapter 12:

Tim narrating: "He looked thin and tired. There were black circles under his eyes and his uniform was torn in about six places. He'd lost his belt and was wearing a piece of rope around his waist, and his hat wasn't an army hat but just an ordinary fur cap."

The description of Sam is an accurate portrayal of a Patriot soldier in the fall of 1778; Each soldier was supposed to be provided with one uniform for the entire year and thus after twelve months of marching and fighting these uniforms were well worn and raggedy.

In 1778, the troops from Connecticut, did not receive uniforms (nor blankets!) prior to their arrival in Redding.

Petition of the Connecticut Soldiers in the Revolutionary Army, to His Excellency, Jonathan Trumbull, Governor of Connecticut. Captain Nathaniel Webb's Orderly Book, Camp Reading, Dec. 27, 1778.

"They have may it please your Excellency been promised a Blanket, & other Clothing annually from ye Continent & a Blanket from ye State every year, for each non-commissioned Officer & Soldier, those Promises have not been complied with, so far from it, that although we have not, one half ye Quota of Men this State was to raise, we assure you not less than four hundred are to this Day totally destitute, & no one has received two Blankets according to Contract, nor has more than one half of the Clothing promises ever been received or any compensation made for ye deficiency, that when they have Coats they are without Breeches, & when they are supplied with Shoes, they have neither Stockings nor Shirts, & at this Inclement Season many of our Men are suffering for want of Blankets, Shirts, Breeches, Shoes & Stockings, & some are destitute of Coats & Waistcoats."

Using Primary Sources you can really bring these issues to life for students and spark their interest in finding more examples of what is factual in this and other historical fiction novels.

For example, by exploring the year 1778 you will find it was a pivotal point in the Revolution:

In Congress, 27th May, 1778 : Establishment of the American Army. This new Army was made official in November of 1778...the same month Sam Meeker and his Regiment arrive in Redding. View primary source on this topic: http://memory.loc.gov/cgi-bin/query/r?ammem/bdsdcc:@field(DOCID+@lit(bdsdcc04901))
In addition, France and America Become Allies in 1778. France and America formed an alliance, negotiated by Benjamin Franklin, stating that each would consider the other a "most favored nation" for trade and friendship; France would be obligated to fight for American independence; and America would be obligated to stand by France if war should occur between France and Great Britain. Within four months, France and Great Britain were at war. Spain would join France a year later. http://www.loc.gov/rr/program/bib/ourdocs/alliance.html

These alliances were very important to the success of the Patriots in their fight for independence. The alliances gave the American Army- soldiers, clothing, weapons, ammunition, naval support, etc... A great angle to explore this topic is researching Jean Baptiste Rochambeau's involvement in the war. http://www.americanrevolution.com/JeanBaptisteRochambeau.htm The Library of Congress Rochambeau map collection is amazing: http://memory.loc.gov/ammem/collections/rochambeau-maps/ Rochambeau's troops marched from Rhode Island to Eastern New York where they met Washington and his troops...they all then marched to Virginia!! That in itself is amazing when you consider it takes 12+ hours in a car to drive that distance.

Classroom Activities:
View a timeline of events and key developments during the time period My Brother Sam is Dead covers (1775-1779): http://memory.loc.gov/ammem/collections/continental/timelin2.html

Using the Library of Congress you can show students examples from each year of the war. http://www.loc.gov/rr/program/bib/ourdocs/NewNation.html

These Library of Congress documents allow you to highlight key events and key people involved in the Revolution. I would suggest going one step further and exploring local sources (if you live on the East Coast) to bring the war down to a more personal level. Soldiers diaries are a great source, town records recorded in that period are another. If you don't live in an area directly related to the Revolution, I'd suggest reading Joseph Martin Plumb "Yankee Doodle Boy" edited by George F. Scheer.

Also, having just finished 1776 by David McCullough, I'd highly recommend reading it or listening to it. It is a great book that highlights the time period most of My Brother Sam is Dead focuses on. A must read for teachers in my opinion.

Using Historical Fiction in the Classroom

2009-01-08T10:56:00.000-08:00

This week while sorting and categorizing my "favorites list" I found a link to an article I had saved years ago that contains a wealth of information about Historical Fiction and how it can help you excite students about history.

This is a great article that explains what Historical Fiction is and how it can be used in the Classroom. Below I've posted tid-bits that stood out to me, below that is a link to the full article:

The writer of good historical fiction recreates the past with an immediacy neither expository history nor pure fiction can achieve alone. Good historical fiction must not only be good history, but must also be good literature. The historical novelist presents the reader with characters caught up in a conflict and builds his narrative from historical details. As the reader becomes involved with the characters and story line, he begins to absorb the historical data and begins to recognize the many human qualities of the character . Gradually the characters become real to the reader and the reader begins to “root” for this character if he or she is being treated unjustly. The reader might question in his own mind the need for law or government to protect this character’s individual rights.

And, at this moment, the reader is unconsciously using his cognitive ability to sort and group these historical details; he compares them to his own society, and begins to discern the differences in the historical period he is reading about and to compare it to his society today. If the historical novelist accomplishes this kind of reader involvement, he has made some impact on the reader’s conscience. He has made the reader think, consider, discover, and, most important, begin to realize the importance and usefulness of studying history. He has, of course, as his central purpose, also described and explained some significant historical tendency.

The writer of good historical fiction is aware of the various interpretations of the same period of history and, if he is sophisticated about the historiographic view, he will integrate historiography in his novel. James Lincoln Collier and Christopher Collier, authors of My Brother Sam Is Dead, attempt to deal with the histoiographic dimension in this novel. They include the Whig, Progressive, and Imperialist interpretations of the American Revolution within the framework of the novel. The Whig interpretation is that the American Revolution was justified because of the tyranny of George III against the colonists. The Americans were patriots who organized to fight for freedom. This historiographic view is expressed through the character of Sam, the hero of the novel...

When the history teacher brings this kind of fiction into the classroom he is providing the student with another understanding of the past. The historical novel uses imaginative and figurative language to entice students into a historical exploration. The character and drama interact with past events in such a way as to involve the student in a study of the past on an emotional level as well aa a cognitive level. This student involvement is a logical reason why history teachers should be persuaded to use historical fiction.

Once students become immersed in the novel’s setting, character, plot and theme, they become interested and stimulated by the novel’s story. They begin to draw inferences while reading the novel, about geography, governmental organization, religious beliefs, social attitudes manner of dress, types of food, size of towns or cities, modes of transportation, distribution of wealth, social classes, and laws. They begin to absorb the historical details in the novel without even realizing they are being instructed. In contrast, if these same historical facts were presented in a textbook and the teacher asked the students to memorize or know them, it is likely that little information would be retained by many students.

The events become more significant because the students must understand them in order to understand the novel. Students retain the historical information more easily because it has been understood within the context of the plot, character, setting and theme of the novel. Students begin to consider the relevancy of this segment of the past in relation to the society they live in. The students begin to see how a study of the past helps them to understand the present.

The impact of a historical novel on students cannot be minimized. The range of their imagination and understanding can be broadened. If they respond to a good historical novel, they might be motivated to research the novelist’s use of historical data. They begin to discern the novelist’s biases and they might decide to search for historical data to support or contradict the point of view expressed by the author...

Most students like a good story, a story with excitement, adventure and challenge; if a historical novel is well written, it includes these elements and more. The “more” is historical accuracy in detail and theme, the necessary elements of a meaningful historical exploration through fiction. The conflicts of men and women in history become real to the student because these men and women can be presented in their human dimension. They are mothers, fathers, aunts, uncles, sisters, brothers, daughters, sons, who are caught up in a particular event. Their defeats and successes evoke an emotional response from readers. This response is the draws students into the world of the past and embues his perspective with an historical dimension. The historical figures emerge as human beings responding to a human condition in the context of history.

The history teacher can devise numerous strategies and techniques for sifting the fact and the fiction. The historical clues may be picked out by students who see textbook history spring to life in historical fiction. Students can become experts or “nitpickers” about the writer’s use of historical data and the exercise can be stimulating for class discussion. Reference sources for checking the accuracy of historical data include encyclopedias, almanacs, biographical dictionaries, dictionaries of history, serious local and national histories, and numerous other readily available sources. Students may check school and town libraries as well as local historical societies and the state library. Primary source materials are often available locally in church records, deeds, wills, probate records in town halls, local cemeteries, local tax lists, federal census, town meeting records, old maps, letters and diaries, sermons, industrial records, local newspapers and elders who have resided in a community for a long time...

Read the Full article which includes Guidelines and Strategies for using Historical Fiction in the Classroom. http://www.yale.edu/ynhti/curriculum/units/1981/cthistory/81.ch.10.x.html

My Brother Sam is Dead Web Site

2009-01-05T08:37:00.001-08:00

As we enter the new year I'm happy to announce I've created a sub-directory site at the History of Redding focused on helping teachers and students better understand the novel, My Brother Sam is Dead. My hope is that more school systems (country-wide) will add it to their curriculums in 2009.

Over the holidays, I realized I had so much My Brother Sam is Dead information wedged in between my Redding history pages that it was becoming difficult to navigate the My Brother Sam is Dead pages. The new format should solve that and will allow me to add more information in a more organized fashion.

http://mybrothersamisdead.historyofredding.com

Constructive comments and feedback are welcome.
Brent

Localities in My Brother Sam is Dead

2008-12-04T17:02:00.001-08:00

Danbury

Danbury was first settled by colonists in 1685, when eight families moved to the area from the area that is now Norwalk and Stamford. The Danbury area was then called Paquiaqe by the Paquioque Native Americans. One of the first settlers was Samuel Benedict who bought land from the Paquioque natives in 1685 along with his brother James, James Beebe, and Judah Gregory. The settlers originally chose the name Swampfield for their town, but in October 1687, the general court decreed the name Danbury.

During the American Revolution, Danbury was an important military depot. In April 1777, the British under Major General William Tryon burned and looted the city. American General David Wooster was killed in the Ridgebury section as his troop pursued the British on their way out of the city. Joseph Platt Cooke was commander of the 16th militia regiment when the British burned Danbury on April 26 and 27, 1777. His own home, which he had built at 342 Main Street, Danbury in 1770, was partially destroyed by fire. He resigned his position of "colonel" early in 1778. In the summer of 1781 his home served as a meeting place for George Washington and the French military leaders, the Comte de Rochambeau and the Marquis de Lafayette when the French army marched through Danbury, Connecticut.

The central motto on the Seal of the City of Danbury is Restituimus (Latin for "We have restored"), a reference to the destruction caused by the British army.

Also see: www.danburyhistorical.org/DanburyHistory.html

Fairfield

In 1639 soon after the Pequot War, Roger Ludlow, a founder of the colony of Connecticut, led a small group of men and a herd of cattle to a place known to the local Paugausetts as Unquowa. They established a settlement that was named for the acres of salt marsh that bordered the mainland shore across from Long Island.

When the Revolutionary War began, Fairfielders were caught in the crisis as much as if not more than the rest of their neighbors in Connecticut. In a predominantly Tory section of the state, the people of Fairfield were early supporters of the cause for independence (Patriots). Throughout the war, a constant battle was being fought across Long Island Sound as men from British-controlled Long Island raided the coast in whaleboats and privateers. Gold Selleck Silliman, whose home still stands on Jennings Road, was put in charge of the coastal defenses.

In the spring of 1779, Silliman was kidnapped from his home by Tory forces in preparation for a British raid on Fairfield County. His wife watched from their home as, on the morning of July 7, 1779, approximately 2,000 enemy troops landed on Fairfield Beach near Pine Creek Point and proceeded to invade the town. When they left the following evening, the entire town lay in ruins, burned to the ground as punishment for Fairfield's support of the rebel cause. Ten years later, President George Washington noted after traveling through Fairfield, that " the destructive evidences of British cruelty are yet visible both in Norwalk and Fairfield; as there are the chimneys of many burnt houses standing in them yet."

Fairfield recovered slowly from the burning, but soon after the end of the war its houses and public buildings had all been rebuilt.

Also, see: www.fairfieldhistoricalsociety.org/

Horseneck

The parish of Horseneck was located in present day Greenwich, Connecticut. There were once two societies in Greenwich (the parish of Greenwich and the parish of Horseneck) which eventually merged, Horseneck was in the Western section of present day Greenwich. Israel Putnam made Horseneck famous in 1777 with his infamous ride down a steep embankment to avoid capture by the British. Surprised and outnumbered by William Tryon’s British forces, Putnam hastily retreated through a nearby swamp. His line of retreat brought him to the top of a steep cliff where, rather than face capture, Putnam chose to risk the descent. Because the British were disinclined to follow his treacherous path, Putnam, at age 60, made good his escape. This ride was brought to life by sculptress Anna Hyatt Huntington in the form of a bronze statue that today welcomes visitors to Putnam Memorial Park in Redding, Connecticut.

Norfield

Norfield is briefly mentioned in Chapter 8:

" a drover from Norfield had been shot on the Ridgebury Road two days earlier"

Norfield today is a section of Weston, Connecticut. The name originates from "North Fairfield" as the town of Weston was once part of Fairfield and was settled by many second-generation Fairfielders. The Norfield Congregational Church celebrated its 250th anniversary in 2007.

North Salem

Settled in 1731, its original name was Upper Salem. Today North Salem is an equestrian’s paradise; some people say in jest that there are more horses than people. North Salem is bounded on the east by Ridgefield, Connecticut, on the north by Putnam County, on the south by the Town of Lewisboro and on the west by the Town of Somers. North Salem's two principal hamlets are Croton Falls and Purdys.

Peekskill

New Amsterdam resident Jan Peeck made the first recorded contact with the native tribal people of this area, then identified as Sachoes. The date is not certain, (possibly early 1640's) but agreements and merchant transactions took place, formalized into the Ryck's Patent deed of 1684. Peeck's Kil (Kil meaning 'stream' in the Dutch language) became the recognized name for this locale.

By the time of the American Revolution, the tiny community was an important manufacturing center with a variety of mills along its several creeks and streams. These industrial activities attracted the Continental Army in establishing its headquarters here in 1776.

The mills of Peek's Creek provided gunpowder, leather, planks, and flour. Slaughterhouses were an important part of the food supply. The river docks allowed transport of supply items and soldiers to the several other fort garrisons placed along the Hudson to prevent British naval passage between Albany and New York City. Officers at Peekskill generally supervised placing the first iron link chain between Bear Mountain and Anthony's Nose in the spring of 1777.

Though Peekskill's terrain and mills were beneficial to the Patriot cause, they also made tempting targets for British raids. The most damaging attack took place in early spring of 1777 when an invasion force of a dozen vessels led by a warship and supported by infantry overwhelmed the American defenders. Another British operation in October 1777 led to further destruction of industrial apparatus. As a result, the Hudson Valley command for the Continental Army moved from Peekskill to West Point where it stayed for the remainder of the war.

Mel Gibson was born in Peekskill, New York in 1956 (In 1968, his family moved to Australia); In the film The Patriot (2000) Mr. Gibson portrays Benjamin Martin, a peaceful farmer, driven to lead the Colonial Militia during the American Revolution when a sadistic British officer murders his son.

Redding

Please view http://www.historyofredding.com/my-brother-sam-is-dead_setting.htm for information on Redding, Connecticut.

Ridgefield

As early as 1697 Norwalk residents began to become interested in the land to the north of their community. Norwalk residents were informed that: "The upland was considerably good and sufficient for thirty families, and as for meadow land it surpasses both in quantity as well as in quality what is common to be found in larger plantations…and there were more than sixty miles of streams that could serve future mills.” In September 1708, John Copp and two others from Norwalk representing the first 26 settlers of the new community to be named “Ridgfield” (later changed to “Ridgefield”) paid the Indians (Chief Catoonah of the Ramapo tribe) £100 sterling for what was called “the first purchase” of which there were to be seven more. The purchase having been made, the General Assembly in session at Hartford in May 1709 appointed Major Peter Burr of Fairfield, John Copp of Norwalk, and Josiah Starr of Danbury, to serve as a committee to make a survey of the tract of land and to lay it out for a town plot, and to make return to the General Assembly at New Haven the following October. This was done, and a grant was made by the General Assembly in session at New Haven on October 13, 1709.

The most notable 18th Century event was the Battle of Ridgefield (on April 27, 1777). This Revolutionary War skirmish involved a small colonial militia force (the Connecticut Continentals), led by, among others, General David Wooster, who died in the engagement, and Benedict Arnold, whose horse was shot from under him. The battle was a tactical victory for the British but a strategic one for the Colonials since the British never again attempted a landing by ship to attack inland colonial strongholds during the war. Today, the dead from both sides are buried together in a small cemetery in town "...foes in arms, brothers in death..."

The Keeler Tavern Museum, features a British cannonball still lodged in the side of the building. There are many other landmarks from the Revolutionary War in the town, most along Main Street.

Also see: www.ridgefieldhistoricalsociety.org/ and jackfsanders.tripod.com/ and www.keelertavernmuseum.org/

Ridgebury

Ridgebury is between Danbury and Ridgefield. It was here that General David Wooster was mortally wounded.

Verplancks

Verplanck is a hamlet located in the town of Cortlandt, Westchester County, New York; just south of Peekskill. It is less than a mile in total area, 11.54% water.

Verplanck's Point was a defended position of the Continental Troops during the war, the British assaulted the forts of Stony Point and Verplanck's Point in 1779. Between Verplanck's Point and Stony Point was King's Ferry, the most heavily used crossing on the Hudson River.

On August 31, 1782, an Amphibious assault was conducted by Continental troops moving the army from New Windsor to Verplanck's Point as rehearsal for an assault on Manhattan.

"Washington's Hill" marks the site of one of the nation's most splendid military reviews, where Washington and Rochambeau staged a welcome to the French and American armies in 1782.

Locals proudly to call themselves "Pointers". Verplanck is the home of a replica of the ship the Half Moon, with which Henry Hudson explored the Hudson River.

Religion and My Brother Sam is Dead

2008-12-01T13:26:00.000-08:00

Religion was a very important aspect of colonial life and greatly affected the colonist's positions heading into the War of Independence. In order to understand why this was significant to My Brother Sam is Dead's story-line the history of Religion and Politics, in England and America, must be examined.

Religion and Politics is a topic of the pre-Revolutionary period that is often overshadowed. Most of us were taught about the events that led up to the War of Independence via time-lines focused on England's "Acts" and the American Colonist's reaction to them. We are familiar with the individuals that took offense to these actions as "Rebels" and those that sided with England as "Loyalists". The reality is that it wasn't a simple matter of who was right and who was wrong for colonists faced with the difficult decision of which "side" they were on. My Brother Sam is Dead's authors make us aware of this in Chapter 2:

Betsy Read: "Timmy are you on your father's side or Sam's?

Tim: "I wished she hadn't asked me that question. I didn't want to answer it ; in fact, I didn't know how to answer it. 'I don't understand what it's all about,' I said."

Sam: "It's simple, either we're going to be free or we're not."

Betsy: "It isn't that simple, Sam. There's more to it."

There was more to it as Betsy correctly states- religious affiliation weighed heavily on colonists positions on the war, especially in 1775. It's important to understand that the Meeker's religious beliefs made them "Loyalists" by default. Sam is unique in that he is an Anglican that is siding with the rebel cause. The Anglican Church was the Church of England, their preachers warned of rebellious behavior and prayed for the health and well being of the King and his Parliament each and every sermon. Conversely, Congregational ministers thundered anti-British tirades from their pulpits week after week, praying for the health and well-being of the troops and their generals. This religious influence resulted in many Anglicans siding with England and many Congregationalists siding with America.

Ultimately, the questions will surface…Why? Why was there a separation between the two religions? Why were Anglicans against a split from England? Why did Congregationalists support the rebellion? These were the very questions I asked myself, and what I found was a very extensive history that dated to 16th century England which clearly illuminated why there was a the division between the religions at the dawn of the Revolution.

King Henry VIII's self-serving actions in the mid-16th century caused a religious-fission in England that resulted in the formation of independent churches that would eventually become American Churches:

Beginning in 1529 and completed in 1536, England which had adhered to the ideals of the Roman Catholic Church for nearly a thousand years, separated from Rome because Henry VIII wanted his marriage to Catherine of Aragon annulled.

When Pope Clement VII refused to grant Henry VIII the annulment, Henry decided to sever ties with Rome. He named himself Supreme Head of the Church of England, thus creating the Anglican Catholic Church, and ensuring the annulment he desired.

Henry VIII's separation from the Roman Catholic Church, resulted in an era of religious uncertainty for the Church of England and its followers as Henry and his successors flip-flopped from Catholic ideals, to Protestant, to Catholic again, finally settling on a fragile union of Catholic and Protestant ideals. The Church of England and Anglicanism lost the favor of many in the process, ultimately spawning a belief that all existing churches had become corrupted by the impositions of Kings and Popes. Consequently, great numbers of Englishmen and women sought separation from the Anglican church and began establishing independent churches based on Christian fellowship, much like that which gathered around Jesus Himself.

[*Recently Episcopal theological conservatives upset by the liberal views of US Episcopalians and Canadian Anglicans have formed a new North American Church Society. This is a good topic to explore if you wish to inform students that what happened in 16th century England still occurs in the present day.]

The long-term affects of these "Purists" and their separatist churches, may have been minimal on the crown, the Anglican Church and its loyal followers if not for the availability of America soil. From the first Puritan pilgrimage, which included 35 members of these separatist groups in 1620, to the start of the English/Puritan Revolution in 1642, six new colonies would join Virginia in America. All six of these new colonies were settled by separatists of the Church of England- five Puritan based religious groups, one Roman Catholic.

These separatists would enjoy absolute freedom in the American Colonies while back in England, puritan revolts led to three Civil Wars between 1642 and 1660. In this period, English King Charles I, was dethroned and executed, a Republican Commonwealth was established in place of the monarchy and authority over the settlements in North America ceased. The American colonists were free to develop their own ideas about political authority, government institutions and religion for nearly 20 years. Even Virginia, lacking imperial rule, followed the lead of the separatist colonies of: Plymouth, Rhode Island, Connecticut, and Massachusetts Bay, and elected its own governor.

Three (3) fundamental principles, of *Connecticut's original eleven (11), won broad support among the American settlers in this time period:

(1) People can create their own governments by composing a written constitution or by transforming a charter into a political framework.

(2) People have a right to govern themselves through representative institutions.

(3) People can most effectively organize church-state relations by practicing religious toleration and by establishing either a single church or a system of multiple churches.

*Connecticut's eleven principles would become known as the Fundamental Orders, and are seen as a prototype for the U.S. Constitution by many scholars today.

When the English government reestablished its monarchy in 1660 and placed King Charles II (1660-1685) on the throne. The American colonists' Fundamental Orders were replaced by Royal Charters and old policies, such as awarding proprietary colonies to the King's supporters returned to America. Royal bureaucrats began reasserting their central control over the American colonies by implementing an economic policy known as mercantilism. Mercantilism involved: The colonies providing the raw materials, which were sent back to England, manufactured into finished products and exported. Often colonies were targeted as markets for these finished products.

The Mercantilism Act was soon followed by a series of Navigation Acts requiring the exclusive use of English ships for trade in the English Colonies and limiting the exports of tobacco, sugar and other commodities to England or its colonies, it also appointed a customs commissioner in the colonies to collect duties on goods that passed between plantations.

These acts were essentially pronouncements of power by the English crown, the statement being: "The colonies of America would be used to increase the wealth of the home country." Their position was understandable, for centuries many powerful nations had prospered on the same strategy. The difference in America was the origins of the settlements themselves. Unlike Virginia which was initially established as a trading outpost funded by English investors for the purpose of exporting raw goods back to England, a large majority of the American Colonies, especially in New England, were established by individuals wishing to enjoy the freedom of practicing their own religious ideals. They did not come to America to assist the King and his Parliament in exerting their power and influence, many had departed England in the wake of a string of rulers whose exertions of power and influence had destroyed the religious fundamentals they held sacred. There was a deep rooted religious opposition to the crown that twenty years of neglect had allowed to flourish and would prove difficult to overcome.

England needed a positive influence in the colonies of America and the promotion of Anglicanism in the 18th century became the means by which the crown achieved this influence. By establishing and expanding the presence of the Church of England in America, the crown created via religion, a loyalty to the King and the British Empire on American soil. This religious advancement began in the early 1700's via missionaries of the S.P.G. "Society for the Propagation of the Gospel in Foreign Parts" which was backed by the Venerable Society of London. Though initial resistance to the Church of England was great, in his "Story of the Diocese of Connecticut", Dr. Nelson Rollin Burr later observed that:

by the mid-1700's, the Puritan authorities in Connecticut "gradually realized that dissent (conversions to Anglicanism) had come to stay. They feared that continued intolerance would displease the British government and endanger their precious charter…the result was a series of grudging concessions to religious freedom."

The leaders of Connecticut, conceded religious freedom to the Church of England in 1727. Religious Tolerance opened new membership opportunities to the conversion-minded Anglicans and strengthened their goal of promoting "zeal for the Christian religion, affection to the present Government (the British Monarchy), and conformity to the doctrine and discipline of the Church of England."

The influence of the Church of England spread quickly once tolerance was conceded growing from a despised minority to the second largest Christian religious group in Connecticut. This grow was largely aided by the conversion of Congregational ministers like the Rev. John Beach. By the dawn of the Revolution, Congregationalists and Anglicans were the largest religious groups in America and their views on rebellion were as different as their views on the practice of religion.

Why was Religious Affiliation Important?

Because we separate Church and State in our society, it can be confusing and difficult to understand why religion was of any importance in the Revolution. The reality is Religious affiliation was very important in colonial times, it determined your views, values and often where you lived and worked. Here are a couple examples of how Religion's role was different than it is now and why it was an important element in the colonists opinion on Rebellion:

1. News and Information. News and information was not as accessible and plentiful (in terms of different opinions) as it is today, individuals in rural locations obtained news and information in the following manner:

Post Riders
Post riders brought news and letters to and from towns and cities on horseback (often passing news biased by their own opinions in the process). At the time of the Revolution, there were two dozen newspapers in circulation in all the colonies combined though circulation was not widespread.

Visitors
Visitors from other towns and regions were another source of news and information. Bringing news from other locations to whomever they were visiting and/or passed information in taverns along the way to their destination. They too brought news that was often biased by their own opinions.

Religious Leaders
When it came to issues of importance in most cases it was the opinions of their preachers and ministers that held the most weight. Colonists were religious people and through their religious leaders they received the word of God. Rebellion was obviously an issue of great importance to colonists in America. As tensions flared in the 1770's, Anglican preachers stressed that Christians were obligated to suffer under an oppressive ruler, while Congregational ministers asserted that resistance to tyrants was obedience to God.

The Collier's give us examples of this with Mr. Beach's comments in response to Sam's report on the Rebellion:

"I think men of common sense will prevail. Nobody wants a rebellion except fools and hotheads."

"I don’t think the people of Redding are anxious to fight, Sam…I think you'll find that loyalty is a virtue everywhere."

"God meant man to obey. He meant children to obey their fathers, he meant men to obey their kings. As a subject of the Lord Our God I don't question His ways. As a subject of His Majesty, George the Third, should you questions his ways? Answer me this Sam- do you really think you know better than the King and those learned men in Parliament?"

As an Anglican, Rev. Beach's opinions reflect his loyalty to the Crown of England. Rev. Beach's views and opinions differed greatly from Redding's Congregational Church leader, Rev. Nathaniel Bartlett. Bartlett sympathized entirely with the Patriot's cause: two of his sons entered the Continental Army, munitions of the war were stored at his house, and he himself frequently officiated as chaplain during the encampment of Putnam's troops in the winter of 1778/1779.

Individuals had the right to make their own decision on the rebellion, but they were forced to make it with very limited and heavily biased information. This influence and the confusion it caused is exemplified by Tim's comments in Chapter 2:

"He (Mr. Beach) said that hot-tempered young men who listened not to the voices of their elders would bring a wrathy God down on their own heads. He said that the Bible commanded youth to honor their fathers, which made me pretty nervous for Sam…I knew that God could get Sam if he wanted to; and between worrying about that and being confused over which side was right I couldn't concentrate on church much."

2. Settlements and Towns. Today we live where we choose to. We are free to take-up residence in any, town, state, country we wish to. Colonists had choices too, but they were limited…especially in the 17th and 18th century. Connecticut's earliest "English" settlements, were founded between 1634 and 1654. These "English" settlements were located on the Connecticut River and along Long Island Sound, and were inhabited by individuals with Puritan-Congregational ideals. Over time, new settlers arrived in Connecticut townships, either from Europe or from other colonies in America. Puritan-Congregational ideals in many cases did not appeal to these new settlers but seeing that the Puritan-Congregational religion was already established and by law it was the only religion allowed, those with non-Puritan-Congregational views had little choice but to relocate to a town or settlement that did or head out into the wilderness to carve out their own utopia. It seems very odd, but many towns in Connecticut were created in this manner. It is for this reason towns established in the 18th century, Redding, Connecticut being one of them, were founded by either non-Puritans or a diverse mixture of *Puritan/Non-Puritan religious groups which reflected Connecticut's growth in population and tolerance of religion.

The point to be made here is that in the 18th century colonists were not choosing towns based on preferences like: schools, housing costs, employment opportunities, available amenities, etc…in many cases they were choosing towns that allowed them the freedom to practice their religion of choice and live as they wished to. Because these were often conscientious decisions, the location of one's **community had a tendency to reflect one's religious preference and later one's position on the war in the Revolutionary period.

The Collier's made it very clear in the novel that because Sam's parents were Anglican and lived on Redding Ridge (long settled by those of Anglican faith), it was presumed they were loyal to the crown by those outside of Redding.

*Puritans meaning: Presbyterians, Congregationalists. Non-Puritans meaning: Anglicans / Episcopalians and Baptists.

**Keep in mind, not all Anglicans were against a split from England, not all Congregationalists were for it. Many Anglicans and Congregationalists felt a Rebellious split from England was excessive and a diplomatic approach to the issues was in the best interest of all colonists involved.

My Brother Sam is Dead's time has come

2008-11-11T17:34:00.000-08:00

Schools are finally beginning to realize that the censors are wrong. Many schools all over the country are reading My Brother Sam is Dead and those that do are finding out what a helpful tool My Brother Sam is Dead can be in the classroom.

One teacher, whose name I won't disclose, found that the censorship actually played in his favor...while reading the book to his classroom he mentioned how the book was "banned" in many schools for its content. A student almost giddy with excitement asked "you mean we aren't supposed to be reading this book??" the teacher replied something along the lines of "well, its not banned here, but in other schools it is." which caused great joy in the faces around him as they urged him to read more.

[Note: this teacher was reading the book to his 3rd grade class, this allowed him to censor out foul words and smooth over graphic violence. A great idea in my opinion for kids in 3rd to 5th grade]

So you see, it's really not a problem unless you make it one. I've read other blog posts that state the book isn't exciting or Tim Meeker is too meloncauly. These people are missing the point. They are no different than those that read Huck Finn and believe Mark Twain is a racist. Christopher Collier was/is a historian and his brother James was a children's novelist. Between the two of them they wove a tale that was intended to shed light on the early years of the American Revolution. They wanted to portray it as a civil war as in many ways it truly was.

The novel is focused on 1775-1779, volatile times where it wasn't uncommon for people to disagree on the issue of rebellion, sometimes those in the same family. This is why My Brother Sam is Dead is such a valuable teaching tool...it gives us a front row seat to the "colonial kitchen table". What they felt, what they delt with, what they sacrificed, why they suffered and how is all in this book. Take a deeper look and you will be rewarded.

One example is the Collier brother's use of the store and tavern to highlight the financial problems of the that time period (1775-1779). These financial problems occurred when both the Government (Continental Congress) and individual States started issuing paper money to pay for the war. They issued far too much currency and almost immediately the value of paper money crashed, so they issued more. As a result hard money or coins became the currency of choice and its value skyrocketed. These issues are somewhat like we are experiencing today as financial companies over extended credit to people who could not afford it...as a result the value of the dollar is low and the value of hard currency like Gold has skyrocketed. So you see, with just a little leg work you can teach students a great deal with this book.

If you need ideas, I have a listed out all the topic and explained a good number of them, visit: http://www.historyofredding.com/mbsd.htm

My Brother Sam is Dead Fieldtrip

2008-10-21T10:39:00.000-07:00

On November 1st and 2nd the Friends and Neighbors of Putnam Park will celebrate the 230th Anniversary of Major General Israel Putnam's Continental Army encampments at Redding during the winter of 1778-1779. These are the camps that Sam Meeker was stationed at in the novel My Brother Sam is Dead. A fieldtrip or mention of these events to parents would help students better understand many aspects of the Revolutionary War period if they attend. We will have well over 100+ re-enactors on hand to educate and entertain the public.

Two full days and one night of interactive programs and demonstrations are planned to commemorate this historic occasion at Putnam Memorial Park in Redding. Suggested Donation: Children under 16 Free., $5 for Adults (covers all events). Below is the schedule of weekend events.

Saturday, November 1st

9:00AM - March Troops Leave West Redding. Starting from Long Ridge Road the March Troops will make their way to Putnam Park via Station Road, Route 53, Gallows Hill Road, Whortleberry Road, Limekiln Road, Putnam Park Road.

9:30AM - Putnam Park opens to Public

10:00AM - Program explaining soldiers' equipment and clothing

10:30AM - Artillery Demo

10:30AM - 11:00AM - March Troops Arrive at Putnam Park

11:00AM - 12:30PM - Camp Activities

12:30AM - Rapid Fire Musket Competition

1:00PM - Children's Drill & Pay Call

2:00PM - Artillery Demo

3:00PM - Battle

4:00PM - Pay Call & Discharge of Short Term Enlistees

4:30PM - Putnam Park closes to Public

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Saturday Night, November 1st

7:00PM - Putnam Park opens again for the Evening Ghost Tour

8:15PM - Putnam Park closes to Public at the conclusion of the Ghost Tour

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Sunday, November 2nd (Eastern Standard Time; we will be gaining an hour.)

10:00AM - Camp Opens to Public

10:15AM - Program explaining soldiers' equipment and clothing.

10:45AM - Artillery Demo (or Program TBD)

11:30AM - 12:30PM - Camp Activities/Nooning

12:30PM - Children Muster and Drill & Pay Call

1:30PM - Battle

3:00PM - Putnam Park closes to public.

Using My Brother Sam is Dead in the Classroom

2008-10-07T12:12:00.000-07:00

The most common e-mail question I receive is "how do I use the novel My Brother Sam is Dead in my classroom" and "what grades are best served by this novel".

I believe the best way to use this novel in the classroom is to explore the issues My Brother Sam is Dead highlights. Each chapter touches on a number of topics and issues that will allow you to give your students a better understanding of the cause and affect of the American Revolution on individuals, their families, their churches, their towns, their neighbors...in short, allow them to see the war from the position of those that lived through it.

Keep in mind that My Brother Sam is Dead starts in April 1775 and ends in February 1779...these were very volitile years and at this point in the American Revolution is was not clear which side would win the war. Many were either still confused about the issues or unwilling to solidify a position on the issues. To properly use this novel in the classroom you must realize the authors chose this timeframe and this township purposely, they wanted to make us aware of the personal hardships war brings and they did quite an amazing job of it. That is what I really love about the novel....it quietly touches on all the topics and issues that occurred during the early years of the Revolutionary War by weaving them into a tragic story of a 10 year old boys role in a war he doesn't understand.

For example: My Brother Sam is Dead Chapter I

The story begins in April of 1775. Sam Meeker returns home from college in uniform and full of excitement. "We've beaten the British in Massachusetts" are the first words out of his mouth. This comes as a surprise to his father, mother, brother, minister and other locals in the taproom of the Meeker's tavern; they are unaware of the rebellion brewing in Boston.

The topics are vast in the opening of the first chapter, with them:

1. you can discuss the events that lead to the skirmish at Lexington and Concord
2. you can discuss the history of colleges in America and why they would be pro-rebellion
3. you can discuss the uniform Sam is wearing, what a militia was, why a militia was necessary in colonial America, why an American would be wearing a red uniform and not a blue uniform.
etc...

In addition to the topics related to Sam's arrival in Redding. You have a number of other topics of discussion in the first chapter:

4. you can discuss what a tavern was and the importance it had in colonial times
5. you can discuss why Anglicans would be opposed to a split with England
6. why Americans who weren't Anglicans would be opposed to a split with Englands
7. you can discuss muskets...how they worked, how accurate they were, how they made bullets for them, why they would be called Brown Bess, etc...

I have listed a large number of issues and topics used in the novel and you can read my breakdown of them, chapter by chapter here: http://www.historyofredding.com/my-brother-sam-is-dead_summary.htm

The second question, "what grades are best served by this novel", is complicated by some of the language and events in the novel. For example: In reaction to being smacked in the head by Tim Meeker as she tries to wrestle a letter away from him, Betsy Read shouts "You Little Bastard!"; In another heated exchange between Sam Meeker and his little brother Tim over their father's gun, Sam says: "You would have shot me, you little pig, wouldn't you?" "Are you all right?"
Tim replies: "I wouldn't tell you if I wasn't, you son of a bitch. By this time they've probably killed Father."

The book contains profanity because the authors are trying to provide us with a realistic portrayal of life during the American Revolution. There were conflicting opinions in that timeframe and there were heated discussions, during which, people actually (gasp) swore at each other.

The best way to censor the language is to read the book to your class if they are 5th grade or below...after that I'm very sure they've heard their share of profanity and won't be harmed by it.
Overall, content in this novel works well for teachers and/or homeschoolers teaching their students about the early years of the American Revolution and colonial life.

I've started a novel study section that I'll be adding to frequently here: http://www.historyofredding.com/my-brother-sam-is-dead_novel-study.htm

Feel free to request information, photos, maps, etc...

Why is My Brother Sam is Dead Challenged

2008-09-26T18:22:00.000-07:00

Information for teachers about using the novel My Brother Sam is Dead in the classroom.

My Brother Sam is Dead is challenged by individuals who have not read it. If they read it, they would have a better understanding of it and embrace it.

But that's not the answer you have visited this page for... is it? You want to know how and why the novel earned a top 10 listing on the American Way's most challenged book list in 1996.
The book is challenged because it:

1. Contains profanity: In reaction to being smack in the head by Tim Meeker as she tries to wrestle a letter away from him, Betsy Read shouts "You Little Bastard!"

2. Contains excessive violence: While observing the British army Tim Meeker experiences the horrific beheading of a slave.

3. Mentions alcohol consumption: The Meeker's own a Tavern.

4. Contains unpatriotic views of the American Revolution: The Meeker's are Anglican's.

In response to these challenges let me point out that:

1. The book contains profanity because the authors are trying to provide us with a realistic portrayal of life during the American Revolution. There were conflicting opinions and there were heated discussions, during which, people actually (gasp) swore at each other.

Christopher Collier noted in 1999 that: "When kids ask why we use all the swears in our books, I try to explain that you just can't have soldiers in battle saying "Goll dang it, I've been hit" or "I'm shot, good gracious" Readers know that is not what they said; the story would lose credibility and we would lose readers." He also said, "My brother and I often disagree. But on this one, we do not."

2. The violence Tim experiences is in response to the British troops being fired at. Four individuals take "pot-shots" at the British Troops as they march by. The British respond by rushing the house, subduing the individuals and locking them in the basement. In the process one resists and is decapitated. The British then set the house on fire. This scene is historically correct. It happened, it occurred in Danbury not Redding, but it did happen. The point the authors were making here is that War is Cruel and People Die. While I admit that the beheading is a bit excessive for a children's novel it is not worthy of censor.

3. Alcohol consumption is no reason to censor a novel as important as My Brother Sam is Dead. The Meeker's own and operate a Tavern. And alcohol consumption by all, young and old, is also historically correct. They all drank alcohol, honest, look it up.

4. Contains unpatriotic views of the American Revolution. This one is my personal favorite. When Susannah Meeker states: "Bah, patriotism. Your patriotism has got my husband in prison and one of my children out there in the rain and muck shooting people and likely to be dead any minute, and my business is half ruined. Go sell your patriotism elsewhere, I've had enough of it." she has had it. It's a response anyone of us would have if we were placed in the same position.Susannah Meeker has lost her husband, she's working 24/7 and being paid in currency that is literally worthless, she is Anglican and doesn't want to be in this war to begin with, she fears for her eldest son's life and knows that her youngest son is being deprived of his childhood as he tries to help her keep their business afloat.

The topics covered in this book are important and well represented historically speaking. Christopher Collier was Connecticut's State Historian for a very long time, he knew the issues, the localities, the facts. James Lincoln Collier wrote childrens stories, he knew how to write in a way that captivated the attention of young people. Between the two of them they were very talented. What I love most about My Brother Sam is Dead is it's realism. I was born and raised in Redding, Connecticut. I know it's history well, and can tell you the Collier brothers wove an amazing tale here and it should be embraced not censored.

*Keep in Mind: In 1885, The Public Library of Concord, Massachusetts, banned Huckleberry Finn as "trash suitable only for slums." Censors don't always know best, I urge you to read My Brother Sam is Dead and come up with your own conclusions.

Need help "selling" the novel to your town? email me or call me 860.364.7475

My Brother Sam is Dead Resources

2008-09-25T12:00:00.000-07:00

Resources Available Online:

Connecticut Colonial Records

Revolutionary War Research mostly Connecticut information but an excellent resource

Connecticut American Revolution Sites Connecticut Society of the Sons of the American Revolution (SAR)

Why the Revolution Occurred- a very good timeline of events that led to the colonist revolt, what happenned during it and how our nation was formed.

Battles of the Revolutionary War- Awesome resource showing you dates, locations and winners and losers.

Uniforms of the Revolutionary War

Revolutionary War Finances

Paper Money and Inflation

Life and Death Aboard British Prison Ships

Names of Prisoners who died on British Prison Ships

Washington, George, 1732-1799. The writings of George Washington from the original manuscript sources: Volume 13 Electronic Text Center, University of Virginia Library

The Complete General Orders of George Washington October 2, 1778 to 1780

Religion and the Revolution The Revolution split some denominations, notably the Church of England, whose ministers were bound by oath to support the King, and the Quakers, who were traditionally pacifists.

Resources Available at the History of Redding Website:

Photos of Redding Relating to My Brother Sam is Dead

The Setting of My Brother Sam is Dead, Redding Connecticut (maps, photos and more)

The My Brother Sam is Dead Information Page

Chapter by Chapter Book Summary

Real-Life Characters portrayed in the Book

Real-Life Events portrayed in the Book

Colonial Money, Commissary Notes, Financing the War and Inflation Issues

Camp Life and Order Relating to Redding's Encampment

Taverns of the Colonial Period

Brown Bess

Loyalists (Tories) of Redding, CT

Cowboys and Skinners

Places you can visit related to My Brother Sam is Dead

Download information on Redding Men in the Revolution(Word Document)

Colonial Taverns

2008-09-24T10:39:00.000-07:00

The Meeker Family operates a tavern in the novel and thus I felt information on colonial taverns would be a good starting point.

The layout of a typical tavern in colonial times had several small rooms and one large room on the main level. In many cases houses were converted into taverns, formal living rooms became parlors where lady travelers could rest and dining rooms became taprooms where beer and cider were served. The larger room, what we consider a "family room" or "great room" today, was usually located at the front of the tavern and was used as the main dining room. This main dining room was filled with a mixture of small and large tables, typically it had a fireplace and several comfortable chairs around it. The main room was also used for meetings, court hearings, and social gatherings. The tavern's sleeping quarters were located upstairs. In the early days, it wasn't uncommon for visitors to share rooms or even a bed. Later, private rooms were added to some taverns, similar to Bed and Breakfasts/Inns of the present day. The kitchen location varied, in some cases it was in the back of the house, in others downstairs in the basement, a separate building out back was possible too. Behind the tavern, there was an outhouse or backhouse (i.e. bathroom) and often a stable where travelers could rest their horses.

Almost all colonial taverns were located on main highways or turnpikes. Signs were essential and since many people in colonial times could not read, a sign with a picture was a necessity. Tavern signs were often carved from wood, but some were also painted on plaster or cast in metal. In the Revolutionary period the name of the tavern sometimes reflected the allegiance of it's tavern keeper. A tavern named, The King's Arms, indicated an allegiance to England. A tavern named The Washington Tavern, indicated the tavern keeper sided with the American patriots.

In colonial times a night's stay at a tavern, including meals, lodging and stable space for the traveler's horse might cost about $2.00. Here are the prices charged by one colonial tavern: Lodging - $.12 ½, Breakfast - $.37 ½, Dinner - $.50, Supper - $.37 ½, Lodging for the horse - $.50.

An introduction from Nancy L. Struna's Transforming the Ordinary: A Social History of Taverns, 1750-1820s, best states what taverns meant to the local communities they served in the days of the Revolution:

"In the middle of the 18th century, taverns lay at the center of life in the British American mainland colonies. People ate, drank, and slept there; they read mail and papers and in other ways got the news; they boarded stages from and voted at taverns; they attended court hearings and committed crimes. Tavern keepers themselves were often respected and influential citizens, and tavern keeping was viewed as an important and economically viable occupation, including for women. As a point of fact, taverns were everywhere, they housed everything, and everyone could be involved. They were the social and cultural centers of colonial life."

The colonial government found taverns so important to development of this new land they enacted laws to encourage their construction.

Because of their great importance to the community, every innkeeper in Connecticut had to be recommended by the selectmen and civil authorities, constables and grand jurors of the town in which he resided, and then licensed at the discretion of the Court of Common Pleas.

1759- Addition to the Law entitled- Act for Licensing and Regulating Houses of Public Entertainment or Taverns:

"Whereas in said law it is enacted that the civil authority, selectmen, constables and grand-jury-men in the respective towns of this Colony shall, sometime in the month of January, annually, nominate the person or persons whom they or the major part of them think fit and suitable to keep a house or houses of public entertainment in the said town for the ensuing year, which nomination shall be sent to them to the next county court in that county, which court shall grant licenses to the said persons and to no others…"

Below are two descriptions of tavern keepers in the Revolutionary period:

He was often a magistrate, the chief of a battalion of militia or even a member of a state legislature. He is almost always a man of character, for it is difficult for any other to obtain a license to exercise the calling.

The landlord was usually a politician, sometimes a rank demagogue. He often held public office, was selectman, road commissioner, tax assessor, tax collector, constable, or town moderator; occasionally he performed all these duties. They were most frequently soldiers, either officers in the militia or brave fighters who had served in the army. It was a favorite calling for Revolutionary soldiers. They were usually cheerful men; a gloomy landlord made customers disappear like flowers before a frost.

Redding Ridge's tavern owner, Stephen Betts, certainly fits the profile:

Lieutenant Stephen Betts, was a prominent character in the Revolution. He was an active patriot, and was taken prisoner by the British on their march to Danbury in April, 1777. A County Convention was held at his house/tavern on August 10, 1779.

Betts was prominent in town politics, serving as Town Selectman during the Revolution, as well as several town committees formed in support of the war.

General Samuel H. Parsons was headquartered at Betts' home/tavern from 1778 to 1781.

Among the other benefits of having a tavern in a rural community was its essential role in attracting volunteers for the local "trainband" or "militia". As stated above, the tavern owner was "often a magistrate, the chief of a battalion of militia or even a member of a state legislature." The reason a chief of a battalion of militia made a good tavern keeper is a fine example of "Yankee Ingenuity". In the colonial period, a local "trainband" or "militia" was the only protection the citizens of these rural settlements had against their biggest risk: being raided by native American Indians; coastal settlements mustered militia's to counter potential aggressions from the Dutch. The problem with relying on a militia was inconsistency in the numbers, ability and experience of its members. The militiamen were volunteers and as is the case with any volunteer operation, militia leaders faced the problem of how to increase their numbers and more importantly how to get their "troops" to attend mandatory training days once they did join. Service in the militia didn't pay, so why go drill? The obvious answer was: to learn how to maneuver as a unit, shoot accurately, and defend a position, but most militia members weren't swayed by that reasoning. That's where "Yankee Ingenuity" and taverns came into play: free beer on drill day. By underwriting a couple kegs of beer at the local tavern on drill day, able bodied "militiamen" turned out in droves. It was amazing how effective, in terms of recruiting, a little free ale could be.

The most famous Revolutionary Tavern, still standing in close proximity to Redding, Connecticut is: The Keeler Tavern in Ridgefield, Connecticut. During the Revolution, landlord Timothy Keeler was a well known patriot, suspected of manufacturing musket balls in the basement of his tavern. The British poured a special fire upon the building in April of 1777, lodging one cannon ball into the north side of the house (still can be seen by drawing aside the shingle that usually conceals it). A companion cannon ball whistled so close to a man who was climbing the stairs of the house that he tumbled down backward screaming, "I'm a dead man, I'm a dead man!" until his friends with some difficulty silenced him, and assured him he was still alive. A son of the landlord, Jeremiah Keeler, enlisted in the Continental army at the age of seventeen; he became a sergeant, and was said to be the first man to scale the English redoubts at Yorktown; He was presented with a sword by his commanding officer, Marquis de Lafayette, for his efforts. When Lafayette made his triumphal passage through the United States in 1824, a festive reception was held at the tavern in his honor.