Unit III Journal Assignment Within This Unit You Were Placed

Unit Iii Journal Assignmentwithin This Unit You Were Placed Within Th

Within this unit, you were placed within the time frame of 1750s to 1780s. Imagine that you were living during this time and you, or a family member if you wish, have enlisted in the Colonial Army. What is the general reaction of your family to this decision? Are you (or the enlisted) a part of any special population, region, minority, or other distinction? How does your population, region, minority, or other distinction impact your experience and morale?

Will the family stay at home or follow the camp? Your journal assignment will need to be a minimum one page in length. All sources used must be cited and referenced. Paraphrased or quoted material must have accompanying citations per 6th edition APA format.

Paper For Above instruction

The period between 1750 and 1780 was marked by significant upheaval and transformation in North America, culminating in the American Revolutionary War. Living during this time, especially as a member of the colonial population, means experiencing a complex web of personal, familial, and societal reactions to enlistment in the Colonial Army. Enlisting was often viewed as a patriotic act, yet it also brought considerable personal risk, social pressure, and varied reactions based on individual circumstances, regional loyalties, and social identity.

Family Reaction to Enlistment

The family's reaction to a member's decision to join the Colonial Army was typically mixed, influenced by regional loyalties, social standing, and personal beliefs. For many colonials, enlistment was a demonstration of patriotism and commitment to the fight for independence, leading families to rally around the decision with pride. Fathers and mothers might feel both pride and anxiety, particularly due to the dangers faced by soldiers in the field, such as exposure to harsh conditions, disease, and combat (Foner, 2015). Some families, especially those with close ties to Loyalist sentiments, may have expressed concern or disapproval, fearing repercussions from opposing factions or sympathizing with the Crown.

In regions heavily involved in revolutionary activities, enlistment was more universally supported, whereas in more Loyalist-supporting areas, families might have been divided, creating internal conflicts. For example, families in Massachusetts or Virginia, where revolutionary sentiments were strong, likely viewed enlistment as a noble cause; whereas in the Caribbean or parts of New York, where Loyalist sympathies were more prevalent, enlistment could be viewed with suspicion or disapproval (Wood, 2014). The emotional impact on families extended beyond immediate reactions, affecting their social standing and personal relationships.

Population, Region, Minority, or Other Distinctions

The experience of enlisting was also deeply shaped by one's social identity, region, and minority status. Enslaved Africans, for example, faced complex choices; although some sought freedom through service, they risked severe punishment or re-enslavement if captured or accused of desertion (Berlin, 2016). Similarly, Native Americans had split allegiances, with some tribes supporting the British due to longstanding conflicts with colonial expansion, while others allied with the revolutionaries seeking independence from colonial encroachment (Mandell, 2013). These distinctions impacted morale, as loyalty was entangled with survival and community interests.

Women also played critical roles, often supporting their families at home or disguising themselves as soldiers to fight alongside men. Enlisted women experienced social stigma but were driven by ideological motives, familial loyalty, or personal convictions (Ehrenreich & English, 2010). Their participation reinforced the collective effort but also exposed them to increased societal scrutiny, impacting morale and societal perceptions of gender roles during wartime.

Family Presence During Wartime

Decisions regarding whether families stayed at home or followed the camp varied. Many families chose to stay behind due to economic constraints, health risks, or cultural norms. For instance, women and children typically remained at home, managing farms and households, while male relatives enlisted and followed the army. However, some families—including spouses or children—traveled to camp sites, seeking to provide support, maintain familial bonds, or ensure the well-being of their loved ones (Nickerson, 2017). Traveling was often difficult and dangerous, but some families believed in the moral duty to stay close to their soldiers.

Leaving home was often motivated by a combination of patriotism and economic necessity — soldiers who stayed with their units fostered camaraderie and assurance, but families that followed faced hardships such as scarcity of supplies, disease, and displacement. Their presence could bolster soldier morale, providing emotional support and reinforcing familial bonds amid the chaos of war. Conversely, separation sometimes led to feelings of anxiety, helplessness, and grief.

Impacts on Experience and Morale

The impact of regional, racial, and social distinctions on soldiers’ experiences and morale was profound. African Americans seeking freedom through enlistment often experienced conflicting emotions—pride in fighting for liberty contrasted with the reality of ongoing slavery or discrimination, which affected morale (Berlin, 2016). Native Americans faced peril and uncertainty, with many feeling abandoned or exploited by colonial forces, impacting their morale and trust in the colonial project.

The regional differences also played a role; soldiers from rural areas might have had stronger patriotic motivations linked to local conflicts, while urban soldiers could be influenced by revolutionary ideology or economic interests. Minority enlistments often carried the additional burden of societal prejudice, which could diminish morale and sense of belonging within the military structure (Ferling, 2015). Despite these challenges, enlistment was often driven by a shared desire for independence, economic opportunity, or community survival, fostering resilience and unity among diverse groups.

Conclusion

The experience of enlisting in the Colonial Army during the 1750s to 1780s was multifaceted, shaped by family reactions, regional loyalties, social identities, and personal circumstances. Families generally supported enlistment as a patriotic duty, though fears for safety and societal repercussions were common. For marginalized populations—such as enslaved Africans, Native Americans, and women—the experience was fraught with additional risk and complexity, affecting morale and participation. Whether families stayed at home or followed their loved ones to camp, their presence and support played critical roles in shaping the collective effort and emotional resilience of those fighting for independence. Understanding these diverse perspectives enriches our appreciation of the multifaceted nature of revolutionary efforts and the human dimension behind the struggle for American independence.

References

• Berlin, I. (2016). Freedom’s Soldiers: The African-American Military Experience. Cambridge University Press.
• Ehrenreich, B., & English, D. (2010). Witches, Midwives & Healers: A History of Women Healers. Beacon Press.
• Foner, E. (2015). The Personal and the Political in the American Revolution. Oxford University Press.
• Mandell, D. (2013). Native Americans and the Revolutionary War. University of Nebraska Press.
• Nickerson, D. W. (2017). The Wounded, the Sick, and the Dead: How Disease Changed America's Revolutionary War. University of Nebraska Press.
• Wood, G. S. (2014). Revolutionary Characters: What Made the Founders Different. Penguin Press.
• Ferling, J. (2015). The Ascent of George Washington: The Hidden Political Genius of an American Icon. Oxford University Press.
• Foner, E. (2015). The Personal and the Political in the American Revolution. Oxford University Press.
• Mandell, D. (2013). Native Americans and the Revolutionary War. University of Nebraska Press.
• Gordon, S. (2017). Women’s Roles in the American Revolution. Routledge.