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What were the causes and effects of the multiple points of view or perspectives on independence that were reflected in South Carolina during 1775? Were the views in South Carolina representative of the other colonies? July 2017

Historical Question What were the causes and effects of the multiple points of view or perspectives on independence that were reflected in South Carolina during 1775? Were the views in South Carolina representative of the other colonies?

Introduction to the Document Based Question (DBQ) This DBQ presents students with a series of primary source documents across the colonies and requires them to identify different points of view, evaluate the historical context, and infer the causes of the multiple views (circa 1775).

Historical Thinking Skills: Causation, Context and Evidence Historical thinking skills are those skills and techniques that are naturally deployed by historians as they interact with their discipline. Many of these skills are un-natural to students. When historians examine documents and sources, they start by looking for questions rather than answers. Historians begin the inquiry process by critically questioning the historical context of documents, the bias of the sources, and inferring what is not written (Wineburg, 2001).

This DBQ requires students to deploy historical thinking skills through examining the evidence presented, by evaluating the evidence in its historical context and by analyzing the causation of the various viewpoints that emerge from the evidence. Students should produce a developmentally appropriate essay/report/final product that synthesizes evidence from multiple primary source documents and places the evidence in a historically accurate context in order to explain the deep divisions between patriots and loyalists in South Carolina and the nation during 1775.

Standard 8-2: The student will demonstrate an understanding of the causes of the American Revolution and the beginnings of the new nation, with an emphasis on South Carolina’s role in the development of that nation. Indicator 8-2.4: Compare the perspectives of different groups of South Carolinians during the American Revolution, including Patriots, Tories/Loyalists, women, enslaved and free Africans, and Native Americans.

Domain of Knowledge: By requiring students to analyze diverse perspectives across multiple documents and then synthesize these ideas into a newly created historically accurate narrative based on evidence, this DBQ accesses the “extended thinking” area of Webb’s depth of knowledge and it also fits into Bloom’s higher taxonomical levels of “analyze, evaluate and create” (Hess, 2013).

Materials: 1. Background Details for Students and Teacher 2. Timeline of Historical Events 3. Teacher Version Document A 4. Student Version Document A 5. Student Directions 6. Student Versions of Primary Source Documents B Through K 7. Graphic Organizers 1 and 2

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Teacher Guide “Why DBQ’s in your classroom?” While DBQ’s are most often found in the context of Advanced Placement courses, that does not mean that DBQ’s are unavailable, unapproachable or inappropriate for other social studies teachers or students. In fact, the only prerequisite for using a DBQ in a classroom is the teacher and students having a willingness to think critically about their topic!

The South Carolina Social Studies Academic Standards establishes that students should develop enduring understandings of the social science disciplines they study (Wiggins & McTighe, 2005). This is not unique to S.C. but is a best practice across disciplines (American Historical Association Teaching Division, 1998; College Board, 2015; Indiana University HLP Steering Committee, 2011; Learner Centered Principles Work Group of the American Psychological Association's Board of Educational Affairs, 1997; National Center for History in the Schools, n.d.). Teaching through enduring understandings is a best practice “because such understandings are generally abstract in nature and often not obvious, they require un-coverage through sustained inquiry rather than one shot coverage” [(Wiggins & McTighe, 2005, p. 342) quoted in (South Carolina Department of Education, 2011, p. 3)]. Using primary source documents and DBQ’s provides a structure for teachers and students to follow in their critical inquiry of a topic. In short, un-coverage of the topic is required as students learn to employ the discipline specific skills that allow them to act as historians, economists, anthropologists or other social scientists in search of an answer to essential questions.

This DBQ focuses around the English colonies desire to declare independence from Great Britain. The materials provided include several documents specific to South Carolina and several from other colonies. It is important to remember that although the 13 colonies had many similarities each colony was very distinct. Perhaps one of the greatest similarities of 1775 was the incredible political debate and division that existed between patriots and loyalists.

Documents A-G are specific to S.C. and B-G center on the travels of William Drayton, William Tennant, and Oliver Hart during the summer of 1775 as they traversed the backcountry of South Carolina. The S.C. Council of Safety commissioned the men to convince the citizens of the backcountry to support independence from Great Britain. Documents H-K offer perspective from other colonies on the issue of independence.

Document A, a news report from the S.C. Gazette from 1774 about the “Charleston Tea Party,” starts the inquiry by setting the stage for students. Document A is designed for the teacher to explicitly model historical thinking about evidence and historical context (Middendorf, Pace, Shopkow, & Diaz, 2007). Please note the teacher version of this document provides comments throughout the document that you should express to the students as you read the document together. Students should annotate document A as you are working through it as a large group.

Once you complete document A as a large group, students should begin working through the other documents to answer the critical historical question and produce a developmentally appropriate essay/report/final product that synthesizes evidence from multiple primary source

2 What were the causes and effects of the multiple points of view or perspectives on independence that were reflected in South Carolina during 1775? Were the views in South Carolina representative of the other colonies? July 2017 documents and places the evidence within a historically accurate context in order to explain the deep divisions that existed during 1775. Possible Scaffolding and Differentiation:  Documents can be reworded by teachers to lower the Lexile reading level.  Difficult vocabulary can be explicitly taught and/or provided for the students in advance.  Teachers can pre-record themselves reading the primary source documents in an effort to assist those students that struggle with reading fluency.  Teachers could employ the use of heterogeneous collaborative groups to collectively read each document and complete notes on a Cornell Note format. The Cornell Notes and summary could serve as a formative assessment for each document.  The final product should be developmentally appropriate and differentiated to accommodate diverse learners. o Teachers should select an appropriate final product. Best practice would see teachers provide a choice of final product or products (Turner & Paris, 1995). (Some suggestions: an essay, a portfolio of reflections on each document, a compare and contrast presentation of each viewpoint, an audio video presentation by students illustrating the views, or a skit that acts out the historical scene behind the document.) o Establishing checkpoints throughout the DBQ for students to provide the teacher with evidence of understanding is an effective method of scaffolding towards a larger end product. The teacher should provide descriptive feedback at each of these checkpoints that can then be used by the student to correct misunderstandings. o Regardless of the final product, teachers should provide students with a detailed description of the final product expectations and the grading criteria in advance

Suggested Instructional Sequence/Pacing: Day 1: Provide students with the Background Details, Timeline of Historical Events, Student version of Document A; teacher models close reading and historical thinking through document A Day 2: Students complete a collaborative survey reading of documents B-K and complete graphic organizer 1 in heterogenous groups (teacher should use this as a formative assessment) Day 3-4: Students closely read with annotation documents B-K answering guiding questions for each document; students prepare draft of final product then receive descriptive feedback from peers and teacher; Day 5-6: The student will revise final product based on feedback and submit as summative assessment.

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Historical Context (Background Information): During the 1750’s and 1760’s, South Carolina and the other American colonies became involved in the military and economic rivalry between the French and the English. The rivalry with the French was rooted in longstanding animosities (dislike). This rivalry led to a series of wars. In North America the military conflict became known as the French and Indian War and began when the French moved into the Ohio River Valley. The French and Indian War ended with British victory. France lost her possessions in North America and Spain lost control of Florida to the British. The war changed the relationship of the colonies with the mother country, Great Britain. In an effort to pay off the 140 million pound national debt, the British began to enforce their mercantilist policies (Kennedy & Cohen, 2016)(South Carolina Department of Education, 2011).

Events leading to the American Revolutionary War were largely the result of the attempt by the British crown and Parliament to impose taxes on the colonies in order to pay for the French and Indian War. Colonists believed it was the right of their colonial assemblies to impose taxes, not the prerogative of the King or Parliament (South Carolina Department of Education, 2011).

The most important tax imposed by Parliament was authorized by the Stamp Act. This act placed a tax on paper. Taxes prior to this were indirect taxes, paid by the merchants. Incensed (extremely angry) colonists protested “No taxation without representation” because colonists did not have their own representative in Parliament and therefore believed that they had no colonial voice in Parliament. Colonists wanted the rights of their own colonial assemblies to impose taxes. Colonists organized a Stamp Act Congress and a boycott on British goods that led to the repeal of the Stamp Act. They also organized the Sons and Daughters of Liberty in order to protest British taxes and enforce the boycotts through persuasion and intimidation. The British then imposed another indirect tax through the Townshend duties (taxes on paint, paper, tea, and a variety of other goods). The colonists at this point were unwilling even to accept an import tax because it was designed to collect revenue, not to regulate trade. Again the colonists used a boycott. As a result of the boycott, the Townshend duties were repealed except for the tax on tea(South Carolina Department of Education, 2011).

The Tea Act was not a tax. This act gave the British East India Company exclusive rights to sell tea in the colonies because the East India Tea Company had financial problems and Parliament wanted to help the company. In Boston the Sons of Liberty coordinated protests and threw the tea overboard (Boston Tea Party). Georgetown and Charles Town had small “tea parties” that were not as large as the Boston protest, but did not allow the tea to be sold. The Boston Tea Party resulted in Parliament’s passage of what the colonists called the Intolerable Acts (South Carolina Department of Education, 2011). In 1774, British Parliament passes the Intolerable Acts to punish the colonist for the Boston Tea Party (Kennedy & Cohen, 2016).

In 1774, representatives from across the South Carolina colony met in Charles Town to elect representatives to the Continental Congress to be held in Philadelphia. They also established a General Committee of 99 to govern the colony instead of the royal governor. Political power in this new Provincial S.C. Congress was centered on the planter class of the South Carolina Low Country. The low country (the area around Charles Town along the coast) held only 1/3rd of the

4 What were the causes and effects of the multiple points of view or perspectives on independence that were reflected in South Carolina during 1775? Were the views in South Carolina representative of the other colonies? July 2017 population but sent 2/3rds of the representatives to the 1775 Provincial S.C. Congress (South Carolina Department of Education, 2011).

Historical Timeline of Events:1 1763 End of the French and Indian War-France loses North America to Great Britain (GB has 140 million pound debt). Proclamation of 1763: King George, III forbids colonist from settling West of the mountains. 1764 British Parliament enacts Sugar Act-Sugar Act attempts to enforce mercantilist policies by attempting to control the empire and increase revenues through indirect tax. 1765 British Parliament enacts the Stamp Act-Tax on all printed-paper documents in North America, first attempt to directly tax colonists; colonists protested “no taxation without representation.” -Organized protests via boycott of British imports, development of Son’s and Daughters of Liberty to enforce boycott. 1766 British Parliament passes the Declaratory Act-Repealed the Stamp Tax due to protests. Passed Declaratory Act: British Parliament had final right of taxation and legislation in colonies. 1767 British Parliament passes Townshend Acts-Imposed direct taxes on glass, paint, paper and tea. Reorganized colonial courts to try and prevent smuggling. Vigorous protest in colonies let to Parliament removing all taxes except on tea. 1770 Boston Massacre-4,000 British troops had been sent to Boston to stop violent protests -In March, a group of colonist taunted a detachment of Redcoats. Shots were fired resulting in 11 wounded and 5 killed colonists. -Committees of Correspondence emerged between the colonies in order to exchange information and coordinate opposition to British policies (all colonies except Pennsylvania participated by 1774). 1773 Parliament Approves Tea Act of 1773-Attempted to give the struggling British East India Tea Company a monopoly on tea in North America. Would have allowed cheap tea to flood the market in North America, hurting local merchants and colonial tea dealers. Angry crowds met tea ships in harbors across the colonies. Charles Town Tea Party (December 13)-Tea was discovered on a ship in the harbor. Residents of Charles Town called a meeting to decide on what to do with the tea, group decision was made to not purchase the tea, remove it from the ship and store it in the exchange building. Set the precedent of future ships with tea that arrived in Charles Town. Boston Tea Party (3 days after Charles Town Tea Party)-Sons of Liberty dumped over 300 chests of tea into harbor. 1774 First Continental Congress—Agrees to boycott all British goods. 1775 Lexington and Concord-April, British troops sent to seize colonial militia supplies and leaders; 8 colonists dead approximately 300 British casualties.

1 Kennedy, D., & Cohen, L. (2016). The American Pageant (16th Edition ed.). (A. West, Ed.) Boston, MA, USA: Wadsworth, Cengage Learning.

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********TEACHER VERSION******** As you read through this document aloud with the students, make comments to the students as to what comes to your mind. You should explicitly model close reading and historical thinking for the students. Suggested comments are [in brackets and italicized] below each section. Students should be annotating their documents as they follow along. Solicit student suggestions or comments once you finish the first section.

Document A The “Charleston Tea Party” is an article that appeared in the South Carolina Gazette in November of 1774. The article was written to inform readers about a new shipment of Tea (South Carolina Gazette, 1774). [Let’s examine the origin of the source. First it appears that this is an article in a newspaper writing in November of 1774. It is specific to South Carolina and is written to inform the readers of the newspaper.]

CHARLES-TOWN, November 7. [We know the setting is Charles Town and the date is November 7, 1774. I wonder how far removed this is from the Tea Act and from the Boston Tea Party. I should turn to my timeline to answer this question and provide myself with better context before I start reading … this is November 1774 and the first Charles Town Tea Party was Dec. 3 1773 and Boston Tea Party was Dec. 6 1773. This was a year later.]

…The same Day arrived here, in the Ship Britannia, Capt. Samuel Ball, jun. from London (amongst a Number of other Passengers) … Before Captain Ball had been many Hours in Port, the Committee of Observation were informed, that he had Seven Chests of Tea on board, subject to that Duty which all America have denied to be constitutionally imposed; and the Minds of the People appeared to be very much agitated.

[The Captain is from London, can we assume that his is more “English” than “American.” Interesting that the Committee of Observation was informed and that there were 7 chests of tea. I wonder who ratted out the ship? I wonder what other powers the Committee of Observation had? It seems that 7 chests of tea is not that much since the Boston Tea Party was 300. The newspaper clearly aggress that taxation by Parliament is NOT constitutional and also that the people of Charles Town were upset.]

To allay the Ferment which there seemed reason to apprehend, that Committee met early on Wednesday Morning, sent for Captain Ball, who readily attended, and, after expressing to him their Concerns and Astonishment at his Conduct, acquainted him, it was expected the said Teas should not be landed here. He acknowledged having the mischievous Drug on board … But declared, that he was an entire Stranger to their being on

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board his Ship, ‘till he was ready to clear out, when he discovered that his Mate had received them in his Absence: --- That, as seen as he made the Discovery … he entered [a] … Protest; which he hoped would acquit him from the Suspicion of having any Design to act contrary to the Sense of the People here, or the Voice of all America.

[The Committee met and called in the captain to give an explanation of himself and explain how the tea ended up on his ship. Interesting that they reference the Tea as a Drug. Captain explains that it was not his fault … the mate allowed the tea on board without the captains knowledge. Apparently when he discovered it he was not happy and formally protested it hoping to not get into trouble when he landed in SC or any other part of America.]

On Thursday at Noon, an Oblation was made to Neptune, of the said seven chests of Tea, by Messrs. Lindsay, Kinsley and Mackenzie themselves; who going on board the Ship in the Stream, with their own Hands respectively stove the Chests belong to each, and emptied their Contents into the River, in the Presence of the Committee of Observation, who likewise went on board, and in View of the whole General Committee on the Shore besides numerous Concourse of People, who gave three hearty Cheers after the emptying of each Chest, and immediately after separated as if nothing had happened.

[It appears that the committee wasted no time since they do not reference a time span but Thursday … we can infer that action was taken that same week. What is this word Oblation? It appears by context that it means sacrifice but we should look that up to make sure we understand—(a thing offered or presented to God or gods). They outline that specific people are there to dump the tea into the river. Interesting that the Committee of Observation was there on board and the whole General Committee was there as well. I wonder what was the Committee of Observation? What was the General Committee? Some research is in order on that … Lets do a goggle search on each. Results … General Committee in SC 1775 this was the government of the colony at the time … Committees of Observation were local committees that had been voted into office by citizens and were tasked with monitoring the importation and exportation embargos or restrictions all had agree to.]

********END TEACHER VERSION********

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CHARLES-TOWN, November 7. …The same Day arrived here, in the Ship Britannia, Capt. Samuel Ball, jun. from London (amongst a Number of other Passengers) …

Before Captain Ball had been many Hours in Port, the Committee of Observation were informed, that he had Seven Chests of Tea on board, subject to that Duty which all America have denied to be constitutionally imposed; and the Minds of the People appeared to be very much agitated. To allay the Ferment which there seemed reason to apprehend, that Committee met early on Wednesday Morning, sent for Captain Ball, who readily attended, and, after expressing to him their Concerns and Astonishment at his Conduct, acquainted him, it was expected the said Teas should not be landed here. He acknowledged having the mischievous Drug on board … But declared, that he was an entire Stranger to their being on board his Ship, ‘till he was ready to clear out, when he discovered that his Mate had received them in his Absence: --- That, as seen as he made the Discovery … he entered [a] … Protest; which he hoped would acquit him from the Suspicion of having any Design to act contrary to the Sense of the People here, or the Voice of all America.

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Historical Question: What were the causes and effects of the multiple points of view or perspectives on independence that were reflected in South Carolina during 1775? Were the views in South Carolina representative of the other colonies?

Student Directions: 1. Closely read document B-K then complete the appropriate section of the chart labeled Graphic Organizer 1 as a group. Students should receive descriptive feedback on their completed Graphic Organizer prior to moving to the next step. 2. Independently complete a close reading of each document. While reading focus on answering the following questions (see Graphic Organizer 2). a. What views on independence are represented in this document? Is there more than one view or perspective, if so what groups are represented? b. Are there any un-written issues apparent? (reading between the lines) c. What can you infer from the historical context of the document? d. What can you infer from the source of the document? e. What new questions emerge in your mind as you read the document? If you answer the new questions would it help your analysis? 3. Once you have completed your second reading of the documents, create a thesis statement that will use the documents provided 4. Once your thesis is created based on evidence prepare a quick outline of your final essay. 5. Finally, as independent work, using the documents provided, your peer discussions, your completed graphic organizers, and the descriptive feedback from your teacher, create evidence based synthesis of the multiple documents presented to explain the multiple viewpoints on independence that existed in South Carolina during 1775.

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Document B The following document was created by the S.C. Provincial Congress and circulated throughout the districts and parishes of the state. The purpose of the letter was to inform the citizens of the fighting in Massachusetts specifically the battles of Lexington and Concord (South Carolina Council of Safety, 1775/1855/1971a).

A Circular Letter to the Committees in the Several Districts and Parishes of South Carolina. Charles Town, June 30, 1775.

“Fellow-Citizens:—This year will be a grand epoch in the history of mankind. In this conspicuous and ever memorable year, America has been abused, and Britain has disgraced herself in an unexampled manner …They seem fixed in the pursuit of their plan to enslave America …to elevate the Monarch that has been placed on a Throne … above all law … The Americans promise to arrest the hand of tyranny, and save Britannia from shackles. “…The King’s troops have at length commenced hostilities against this continent … they have slaughtered the unarmed—the sick—the helpless—having long indiscriminately oppressed, they have now massacred our fellow-subjects in Massachusetts Bay. “…the voice of America thus describes the commencement of this unnatural war. About eight or nine hundred soldiers came in sight, just before sun rise, of about one hundred men, training themselves to arms, as usual; and the troops running within a few rods of them, the commanding officer called out to the militia, ‘disperse you rebels … through down your arms and disperse.’ Upon which the troops huzzahed—immediately one or two officers discharged their pistols—and then there seemed to be a general discharge from the whole body. Eight Americans were killed upon the spot, and nine were wounded. The soldiers in a few minutes resumed their march to Concord; and there, speedily destroyed a considerable quantity of flour and other stores, belonging to the public. Another party of militia, about one hundred fifty men, alarmed at such violence, had assembled near a bridge at Concord. The soldiers fired upon them and killed two men. It was this repeated act of deadly hostility, that roused the Americans to repel force by force. They now returned the fire—beat the King’s troops out of the town, and compelled them to retreat to Lexington, where they met a reinforcement of one thousand fresh men and two pieces of cannon … in this battle of Lexington, the Americans had thirty-nine men killed and nineteen wounded. The King’s troops lost two hundred and sixty-six men, killed, wounded and

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Document B Continued . . .

missing … let it be remembered, that these eighteen hundred British regulars … were defeated and drive by about twelve hundred American militia … Let it be delivered down to prosperity that, that the American civil war, broke out on the 19th day of April, 1775. An epoch, that in all probability will mark the declension of the British Empire! “As a first step for our defence, it was thought expedient, to unite the inhabitants of the colony, ‘as a band in her defence against every foe;’ and to this purpose … on the fourth day of June, … an association was signed by all Members present, solemnly engaging their lives and fortunes. In the space of four days, the association as voluntarily subscribed by almost every inhabitant in Charles Town, and transmitted into the country … “Thus, fellow-citizens! It is evident, by the clearest demonstration, that our rights are not to be recovered by humble addresses, remonstrances and petitions to the Throne. Meditate upon the King’s late answer … we are now to act in defences of all that is held dear and valuable—Americans!”

11 What were the causes and effects of the multiple points of view or perspectives on independence that were reflected in South Carolina during 1775? Were the views in South Carolina representative of the other colonies? July 2017

Document C The following primary source document was prepared by the S.C. Provincial Congress and presented to the various districts and parishes throughout South Carolina in the summer of 1775. William Henry Drayton and Rev. William Tennant were officially commissioned to travel the backcountry seeking pledges to “The Association.” This document is from the District of Wateree (South Carolina Provincial Congress, 1775).

The Association “The actual commencement of hostilities against this continent, by the British troops, in the bloody scene on the 19th of April last, near Boston—the increase of arbitrary impositions from a wicked and despotic ministry—and the dread of instigated insurrections in the colonies—are causes sufficient to drive an oppressed people to the use of arms: We therefore, the subscribers, inhabitants of South-Carolina, holding ourselves bound, by that most sacred of all obligations, the duty of good citizens towards an injured country, and thoroughly convinced, that, under our present distressed circumstances, we shall be justified before God and man, in resisting force by force; DO UNITE ourselves, under every tie of religion and of honour, and associate, as a band in her defence against every foe: Hereby solemnly engaging that, whenever our Continental or Provincial Councils shall decree it necessary, we will go forth, and be ready to sacrifice our lives and fortunes to secure her freedom and safety. This obligation to continue in full force until a reconciliation shall take place between Great-Britain and America, upon constitutional principles—an Event which we most ardently desire. And we will hold all those persons inimical to the liberty of the colonies, who shall refuse to subscribe this association.”

[Signatures]

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Document D The following Primary Source Document is an excerpt of the minutes and commissions to W.H. Drayton and Wm. Tennant from the Council of Safety. The Council of Safety was the executive of the S.C. Provincial Congress in 1775 (South Carolina Council of Safety, 1775/1855/1971b).

W.H. Drayton’s and Rev. Wm. Tennant’s commission to make a progress into the back country to quiet the minds of the people. Extract from the minutes of Council of Safety Sunday, 23d July, 1775

Present—Col. Henry Laurens, President; Mr. Ferguson, Mr. A. Middleton, Hon. MR. Lowndes, Hon. Mr. Drayton, Col. Pinckney, Mr. Brewton, Mr. Bee, Capt. Benj. Elliott, Mr. Heyward, Col. Parsons. (after sundry resolutions,) On motion, Resolved, That the Hon. W.H. Drayton, and the Rev. Wm. Tennant, be the two gentlemen to make a progress into the back country, to explain to the people the causes of the present disputes, between Great Britain and the American Colonies . . .

The Council of Safety elected and chosen by the Provincial Congress, begins to be holden the first day of June last … that they have nominated appointed and commissioned the Hon. Wm. Drayton and the Rev. Wm. Tennant to got into the interior parts of this Colony at the public expense, there to explain to the people at large the nature of the unhappy public disputes between Great Britain and the American Colonies—to endeavor to settle all political disputes between the people—to quite their minds, and to enforce the necessity of a general union in order to preserve themselves and their children from slavery; and that the said W.H. Drayton and W. Tennant may proceed in this business with safety and advantage to the public—all the friends of the liberties of America are hereby requested to afford them every necessary aid, assistance and protection. By order of the Council of Safety. HENRY LAURENS, President

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Document E:

This source is a letter from William Henry Drayton, a member of the low country elite and a representative in S.C. Provincial Congress. The letter is a circular letter that was distributed throughout the colony. In the letter Drayton levels charges directly at Moses Kirkland of violation the public peace (Drayton, 1775).

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Document F The following map illustrates the routes of journey taken by Drayton, Tennant and Hart through the backcountry to promote the cause of American independence (Mouzon, 1775/1975). The map was included in the decoded Hart papers and is available at through the University of South Carolina’s Thomas Cooper Library Digital Collections (http://digital.tcl.sc.edu/cdm/singleitem/collection/wtj/id/462/rec/22) Full citation: Mouzon, H. (1775/1975). The routes of Drayton, Tennant and Hart: 1775. (J. G. Clayton, & L. L. Owens, Eds.) The Journal of the Southern Baptist Historical Society.

Document G

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The following excerpts are from the Journals of Oliver Hart. The Hart journals are housed at the University of South Carolina in the Caroliniana Library Manuscripts Collection. Digitized versions are also available through the Digital Collections of the Thomas Cooper Library (http://library.sc.edu/p/Collections/Digital/Browse/ohart). Hart coded many of the entries out of fear they fall into the hands of loyalists. The journal entries range from July 31, 1775 to September 6, 1775. They were decoded and published in The Journal of the Southern Baptist Historical Society Clayton by editors J. Glenwood and Loulie Latimer Owens in 1975 (Hart, 1775/1975). http://library.sc.edu/p/Collections/Digital/Browse/ohart

“Augt. 10. Crossed Enoree, and rode about a mile or little better & breakfasted with one Mr: Waddleton where we had some Coffee; set off from thence and missed out Way twice; once before and once after we crossed Pagets Creek, came down to one Mr: Pott’s on Tyger River, we took up this River to Finchers Ford where we crossed the Rive, and then traveled on to the Revd. Mr. Mulkey’s; were kindly received; Mrs. Mulkey was ill, the rest of the Family well. Found myself a good deal fatigued, but sat up till after Midnight, and then lay down to rest. Upon discoursing with Mr. Mulkey, found that He rather sides with ministerial Measusrs, and is agt. those adopted by the Country. Atho’ He profess Himself difficulted about these Things; The People, in general, are certainly (as they say) for the Kings ...”

“Friday Augt. Ye 11th: Rose in Health, but somewhat fatigued; Some of the Neighbors came to see us, with whom we had much Conversation about the present States of the Times; found them so fixed on the Side of the Ministry, that no argument on the contrary side seemed to have any Weight with them; they generally acknowledge that they know but little about the Matter, and yet are fixed – generally they have signed Col: Fletchal’s Association …A meeting was appointed for sermon this Evening, 20 or 30 came together … after Sermon, Mr. Rees conversed with several abt: ye State of our national Concerns, who seemed to be extremely obstinate, on the Ministers Side; one of them wis’d 1000 Bonstonians might be kill’d in battle … On the whole they appear to be obstinate and irritated to an Extreme.”

17 What were the causes and effects of the multiple points of view or perspectives on independence that were reflected in South Carolina during 1775? Were the views in South Carolina representative of the other colonies? July 2017

Document H The following document is an excerpt of an address made by Governor William Franklin (Ben Franklin’s son) to the New Jersey Provincial Assembly on January 13, 1775 (Franklin, 1775/2013).

GENTLEMEN OF THE COUNCIL, AND GENTLEMEN OF THE ASSEMBLY, . . . You have now pointed out to you, Gentlemen, two Roads  one evidently leading to Peace, Happiness and a Restoration of the public Tranquility  the other inevitably conducting you to Anarchy, Misery, and all the Horrors of a Civil War. Your Wisdom, your Prudence, and your Regard for the true Interests of the People, will be best known when you have shown to which Road you give the Preference. If to the former, you will probably afford Satisfaction to the moderate, the sober, and the discreet Part of your Constituents. If to the latter, you will, perhaps for a Time, give Pleasure to the warm, the rash, and the inconsiderate among them, who, I would willingly hope, violent as is the Temper of the present Times, are not even now the Majority. But it may be well for you to remember, should any Calamity hereafter befall them from your Compliance with their Inclinations, instead of pursuing, as you ought, the Dictates of your own Judgment, that the Consequences of their [not] returning to a proper Sense of their Conduct, may prove deservedly fatal to yourselves.

I shall say no more at present on this disagreeable Subject, but only to repeat an Observation I made to a former Assembly, on a similar Occasion: “Every breach of the [English] Constitution, whether it proceeds from the Crown or the People, is, in its Effects, equally destructive to the Rights of both.” It is the Duty, therefore, of those who are entrusted with Government to be equally careful in guarding against Encroachments from the one as the other. But It is (says one of the wisest of Men), a most infallible Symptom of the dangerous State of Liberty, when the chief Men of a free Country show a greater Regard to Popularity than to their own Judgment.”

18 What were the causes and effects of the multiple points of view or perspectives on independence that were reflected in South Carolina during 1775? Were the views in South Carolina representative of the other colonies? July 2017

Document I The following document is an excerpt from a New Jersey newspaper. Those for independence were circulating letters of association throughout the colonies seeking signatures of those who would commit to the cause against Great Britain. This is an example of a simple farmer offering association for remaining loyal. It was published in the New York Gazetter on January 26, 1775 (A Jersey Farmer, 1775/2013; Wright, 1775/2013).

“I am a plain countryman, and know that many of my good honest neighbors disapprove of most of the late [recent] measures and proceedings of the [Continental] Congress, as well as myself; and some of them have expressed a desire that some person would draw up a paper declarative of their sentiments, they would sign it as the only method now left them of disavowing their ever having countenanced or concurred in the late measures. I take the liberty, through the channel of your useful paper, to convey the following (to them, and others in like circumstances) which they may adopt or modify to their liking. I am, Your most humble servant, A JERSEY FARMER”

19 What were the causes and effects of the multiple points of view or perspectives on independence that were reflected in South Carolina during 1775? Were the views in South Carolina representative of the other colonies? July 2017

Document J The following document is an excerpt of a letter sent by the Governor of Georgia, Sir James Wright to Lord Dartmouth on July 29, 1775. In the letter Governor Wright is describing the tarring and feathering of a loyalists by patriots because the loyalist had shown disrespect to the Sons of Liberty(Wright, 1775/2013).

. . . My Lord, on the 24th instant [of this month] about 9 o’clock at Night I heard a very great Huzzaing in the Streets, and on Sending out found they had seized upon one Hopkins, a Pilot, and were Tarring and Feathering him, and Soon after they brought him in a Cart along by my House and such a Horrid Spectacle I really never Saw. They made the Man Stand up in a Cart with a Candle in his Hand and a great many Candles were Carried round the Cart and thus they went through most of the Streets in town for upwards of three Hours. And on Inquiring what he had done, I was Informed that he had behaved disrespectfully towards the Sons of Liberty and Drank some Toasts which gave great offense, but for Your Lordship’s more Particular Information in both these Matters I enclose a Copy of the Affidavits of the Parties and the Newspaper, and I must at the same time observe that I cannot believe this Conduct is Promoted or Approved of by the People in General, but only by some very Violent ones amongst them and the Mob. Your Lordship will be the best Judge what is most Proper to be done, but I beg leave again most heartily to wish that Conciliatory Measures may Speedily take place or total Ruin and Destruction will soon follow, and America Lost and Gone.

20 What were the causes and effects of the multiple points of view or perspectives on independence that were reflected in South Carolina during 1775? Were the views in South Carolina representative of the other colonies? July 2017

Document K The following document is a letter written by Isaac Wilkins to his fellow Americans on May 11, 1775. The letter was published in the local New York Gazetteer. Wilkins was so harassed as a loyalist that he felt compelled to move to Nova Scotia to avoid persecution (Wilkinson, 1775/2013).

MY COUNTRYMEN, Censured and harassed by New York Patriots, a Loyalist declares his sentiments before leaving his native country for Nova Scotia. BEFORE I leave America, the land I love, and in which is contained everything that is valuable and dear to me, my wife, my children, my friends and property; permit me to make a short and faithful declaration, which I am induced to do neither through fear nor a consciousness of having acted wrong. An honest man and a Christian hath nothing to apprehend [fear] from this world. God is my judge, and God is my witness, that all I have done, written or said in relation to the present unnatural dispute between Great Britain and her Colonies proceeded from an honest intention of serving my country. Her welfare and prosperity were the objects towards which all my endeavors have been directed. They still are the sacred objects which I shall ever steadily and invariably keep in view. And when in England, all the influence that so inconsiderable a man as I am can have, shall be exerted in her behalf. It has been my constant maxim through life to do my duty conscientiously, and to trust the issue of my actions to the Almighty. May that God, in whose hands are all events, speedily restore peace and liberty to my unhappy country. May Great Britain and America be soon united in the bands of everlasting amity; and when united, may they continue a free, a virtuous, and happy nation to the end of time. I leave America, and every endearing connection, because I will not raise my hand against my Sovereign  nor will I draw my sword against my Country. When I can conscientiously draw it in her favor, my life shall be cheerfully devoted to her service.

21 What were the causes and effects of the multiple points of view or perspectives on independence that were reflected in South Carolina during 1775? Were the views in South Carolina representative of the other colonies? July 2017

Graphic Organizer L Complete the chart below within your peer group, providing a survey of all the documents. Answer the 5 W’s to aid your reading comprehension. Focus your peer discussion on the relationship of the documents to each other and on the main idea from all the documents presented (Shanahan, 2017).

Text: Who What was When Where was it Why was it wrote? written? was it written? written? written? Document B