Section 3 Step-by-Step Instruction A Well-Regulated Militia SECTION SECTION “ Resolved unanimously, that a well-regulated militia, composed of . . . freemen, is the natural Review and Preview strength and only stable security of a free govern- Students have read about increasing ten- ment, and that such a militia will relieve our sions between colonists in North Amer- mother country from any expense in our protection ica and the British . They and defense.” will now read how the discontent turned into open rebellion against the British —Maryland delegates’ resolution, 1774, promoting colonial self-defense government.

ᮤ Colonial militiaman

Section Focus Question

How did British tax policies move From to Rebellion the colonists closer to rebellion? Before you begin the lesson for the day, Objectives Why It Matters After the French and Indian War, friction write the Section Focus Question on the • Identify the causes of the Party. with Britain increased when Britain imposed new taxes and board. (Lesson focus: Tax policies drove more •Explain how the colonists protestedthe regulations on the colonists. But the colonists’ anger had colonists to openly question British . stopped short of armed resistance to the British. in North America and begin to move toward •Describe the events of April19, 1775, at Section Focus Question: How did British tax policies demands for greater self-government.) Lexington and Concord. move the colonists closer to rebellion?

Prepare to Read Reading Skill A Dispute Over Tea During the early , the in the colonies Draw Logical Conclusions Reaching against British policies quieted down. However, that did not Build Background conclusions means analyzing what you have read mean the colonists were satisfied with the British govern- Knowledge L2 and forming an opinion about what it means. As ment. Although most of the Townshend duties had been with inferences, you can add your own personal In this section students will read about repealed, the one on tea remained. Many colonists drank knowledge to the information to draw a tea. With every cup they drank, they were paying a tax that increasing rebellion by the colonists conclusion. Always ask yourself: Does this against the British government. Remind conclusion make sense? Parliament had placed on them without their consent. students that they have read about the The Tea Act In 1773, the British Parliament passed the harsh laws that Britain passed and that Key Terms Tea Act. It was intended to help the British East India many colonists reacted angrily to the new monopoly minuteman Company, one of Britain’s most important companies. For laws. Ask students to consider how Britain repeal many years, the company had made money growing tea in might have reacted to even stronger resis- India and selling it in Britain and in the colonies. However, tance in the colonies. Use the Think-Write- the colonial of tea seriously hurt the company. Pair-Share strategy (TE, p. T25) to elicit The Tea Act actually lowered the price of tea by allowing responses. the to ship tea directly to the colonies. Prior to the Tea Act, the tea first had to be shipped to Set a Purpose L2 Britain. Frederick North, the prime minister of England, I Form students into pairs or groups of felt the colonists should not object to the Tea Act since the four. Distribute the Reading Readiness price of tea was lowered. However, some colonists reacted Guide. Ask students to fill in the first angrily to the part of the act that gave the East India

two columns of the chart. 150 Chapter 5 The Root to Teaching Resources, Unit 2,

Reading Readiness Guide, p. 18 Differentiated Instruction I Use the Numbered Heads participation L1 L1 L1 English Language Learners Less Proficient Readers Special Needs strategy (TE, p. T24) to call on students to share one item of information they Vocabulary Development Have students tion on the other. Pair students with a already know and one item they want to make a list of the key terms and high-use partner and have them quiz each other on know. The students will return to these words. Then have them create flashcards the definitions of the words using the worksheets later. with the word on one side and its defini- flashcards.

150 Chapter 5 Company a monopoly on selling British tea in the colonies. A monopoly is total control of a market for a certain Teach product. The monopoly hurt colonial merchants. Many of them sold Dutch tea that was smuggled into the colonies. Now, A Dispute Over Tea they would not be able to compete with the lower-priced p. 150 East India Company Tea. Many colonial leaders also argued L2 that even though the price of tea was lowered, colonists still Instruction had to pay the tax on tea. I Vocabulary Builder Before teaching this section, preteach the High-Use The A group of colonists called the Words incident and react, using the soon organized in port cities to stop the East strategy on TE p. T21. India Company tea from being unloaded. They threatened ship captains who were bringing in the tea and colonial tea Key Terms Have students continue fill- merchants who said they would buy it. No tea was unloaded ing in the See It–Remember It chart for in New York, , or other ports. However, in the Key Terms in this chapter. Boston, Governor Thomas Hutchinson decided to make sure I Read A Dispute Over Tea with students that the tea would be unloaded. He refused to give the using the Choral Reading strategy (TE, arriving tea ships papers that would allow them to return to p. T22). England. So, when the first tea ships from Britain arrived, Hutchinson ordered the cargo to be unloaded. I Ask: Why were the colonists opposed For more than two weeks, feelings were tense in Boston. new treatment tk to the Tea Act even though it lowered Finally, on the night of , 1773, a large crowd prices for tea? (They disliked the fact that gathered in the harbor. Suddenly, a large group of men the Tea Act gave the East India Company a disguised as Native Americans boarded the tea ship. During the next Boston Tea Party monopoly, which threatened many colonial three hours, they threw 342 cases of tea into the harbor. As the crowd Members of the Sons of Liberty merchants selling Dutch tea.) protested the Tea Act by dumping cheered and shouted, the raiders destroyed 90,000 pounds of tea chests of tea into Boston Harbor. I Show students the transparency Protest- worth thousands of dollars. Critical Thinking: Apply ing Taxes. Information Why do you think How did Boston colonists show their opposition to the colonists chose to disguise Color Transparencies, Protesting Taxes the Tea Act? themselves as Native Americans? Independent Practice The Intolerable Acts Have students begin to fill in the Study The Boston Tea Party outraged the British government. King Guide for this section. George III called for tough action to make examples of the people of Boston and Massachusetts. Vocabulary Builder In response to the incident, Parliament passed four laws. These incident (IN suh dunt) Monitor Progress laws were so harsh that colonists called them the Intolerable Acts. n. happening; occurrence As students fill in the Notetaking Study The first act closed the port of Boston. Two others increased the powers of the royal governor, abolished the upper house of the Guide, circulate to make sure students Massachusetts legislature, and cut the powers of town meetings. understand the importance of the Boston Now, anyone accused of murdering a British colonial official could Tea Party. Provide assistance as needed. be tried in Britain, rather than in the colonies. Finally, a fourth law strengthened the 1765 Quartering Act. Parliament also passed the , which set up a govern- ment for the territory taken from France in 1763. The Quebec Act claimed land between the Ohio and the Missouri rivers as part of Canada. Quebec’s new boundaries took away the western lands claimed by several colonies and blocked colonists from moving west.

Section 3 From Protest to Rebellion 151

Use the information below to teach students this section’s high-use words. High-Use Word Definition and Sample Sentence Answers By threatening ship captains incident, p. 151 n. happening; occurrence The Bacon’s Rebellion incident revealed the different interests of and merchants involved in the legitimate frontier settlers and townspeople. tea trade and by dumping tea into Boston Harbor react, p. 152 v. to act in return The French reacted strongly to Washington’s expedition into the Apply Information Possible answer: They Ohio River valley. did not want anyone to know their identi- ties.

Chapter 5 151 The Intolerable Acts Causes of the Revolution Discover the Events The Shot Heard Round That Led to the World the Revolution pp. 151–152 Visit: PHSchool.com Roots of the Revolution Web Code: mvl-2054 Relations between Great Britain and the Instruction L2 colonies changed after the French and I Have students read The Intolerable Acts French and Indian War. Years of colonial protest and The Shot Heard Round the World. Indian War against laws passed by Parliament gradually (1754–1763) led to open revolt. Critical Thinking: Remind students to look for causes and Explain Problems Why did colonists effects. view these laws as attacks on their The Stamp Act rights as British citizens? I Discuss the Intolerable Acts. Ask: In (1765) Outbreak what ways did the colonists show that of the they were angry about Britain’s viola- Revolution tion of their rights? (They sent support to The Boston Tea Party (1773) Boston and organized the First .) The Intolerable Acts (1774) I Show students the transparency Causes of the Revolution.

Color Transparencies, Causes of the

Revolution Vocabulary Builder Americans in all the colonies reacted by trying to help the people Independent Practice react (ree AKT) v. to act in return of Boston. Food and other supplies poured into Boston from throughout the colonies. Meanwhile, the Committee of Correspon- Have students complete the Study Guide dence organized a meeting to discuss what to do next. for this section. That meeting, known as the First Continental Congress, took Interactive Reading and place in Philadelphia in September and October 1774. Twelve of the

Draw Logical 13 colonies sent delegates. Only Georgia did not send representa- Notetaking Study Guide, Chapter 5, Conclusions tives. Among the delegates were and Section 3 (Adapted Version also available.) What conclusion can you make about how the Congress felt from Massachusetts, John Jay of New York, and about independence at this time? and Patrick Henry from Virginia. Monitor Progress The Congress demanded the repeal, or official end, of the Intoler- able Acts and declared that the colonies had a right to tax and govern I As students complete the Notetaking themselves. It also called for the training of militias to stand up to Study Guide, circulate to make sure stu- British troops if necessary. The Congress also called for a new boycott dents understand the importance of the of British goods. It then voted to meet again in May 1775 if its battles at Lexington and Concord. Pro- demands were not met. vide assistance as needed. What did the First Continental Congress accomplish? I Tell students to fill in the last column of the Reading Readiness Guide. Ask them if what they learned was what they had The Shot Heard Round the World expected to learn. The British government had no intention of meeting the demands of the First Continental Congress. It chose, instead, to use force to Teaching Resources, Unit 2, restore its authority. Meanwhile, the colonists began to arm and form

Reading Readiness Guide, p. 18 new militia units called —citizen soldiers who could be Answers ready to fight at a minute’s notice. Explain Problems Possible answer: The colonists had been denied representation in Parliament, and so these laws had been 152 Chapter 5 The Root to Revolution passed without their being able to voice their opinions against them. Differentiated Instruction

L1 L1 Reading Skill Possible answer: Less Proficient Readers Special Needs Most of the colonies agreed at this time Comparing Two Viewpoints Have stu- Acts. Have pairs make two separate two- that it was necessary for the British gov- dents work in pairs to compare the view- column charts to explain each side’s view ernment to repeal the Intolerable Acts, but points of the colonists and the British gov- of each of these events. Then have pairs not that independence was the best solu- ernment about two events: the Boston Tea share their charts with the class. tion. Party and the passing of the Intolerable It called on the British to repeal the Intolerable Acts and called for a boycott of British goods and the training of colonial militias. 152 Chapter 5 In April, General , the new governor of Massachu- setts, learned the minutemen were storing arms in Concord, about Assess and Reteach 20 miles from Boston. On April 18, 1775, he sent 700 troops to seize the arms and capture some important colonial leaders. As the troops Assess Progress L2 set out, a signal sent by the Patriots appeared in the steeple of Have students complete Check Your Boston’s Old North Church. Two men, and William Dawes, then rode through the night to warn the minutemen. Progress. Administer the Section Quiz. Five miles from Concord in the town of Lexington, about Teaching Resources, Unit 2, 77 minutemen were waiting when the British arrived. The British Section Quiz, p. 26 commander ordered the minutemen to go home. They refused. Suddenly, a shot rang out. Nobody knows who fired it, but it turned out To further assess student understanding, to be the first shot of the —“the shot heard round use the Progress Monitoring Transparency. the world.” The British then opened fire, killing eight Americans. A larger battle took place in nearby Concord. This time, Progress Monitoring Transparencies,

400 minutemen fought the British, killing three of them. As the Chapter 5, Section 3 British retreated toward Boston, about 4,000 Americans fired at them from behind trees and fences. By the time the British reached Boston, Reteach L1 almost 300 of them had been killed or wounded. If students need more instruction, have them read this section in the Interactive What led to the conflict at Lexington and Concord? Reading and Notetaking Study Guide and complete the accompanying question. Looking Back and Ahead News of the battles at Lex- Statue of a minuteman ington and Concord traveled fast through the colonies. Many colo- Interactive Reading and nists saw their hopes of reaching an agreement with Britain fade. For Notetaking Study Guide, Chapter 5, many, the battles were proof that only war would decide the future Section 3 (Adapted Version also available.) of the 13 colonies. Extend L3 Have students complete the History Inter- For: Self-test with instant help active activity online. Section 3 Check Your Progress Visit: PHSchool.com Web Code: mva-2053

For: Help with the History Interactive Comprehension Reading Skill 7. The First Continental Congress and Critical Thinking 4. Draw Logical Conclusions provided for the training of _____ Visit: PHSchool.com 1. (a) Recall Why did Britain pass Based on the battles of Lexington that could fight the British troops. Web Code: mve-0136 the Tea Act? and Concord, what can you con- (b) Identify Alternatives clude about the colonists’ advan- Writing What other ways, besides the tage in fighting? 8. One of the decisions of the First Boston Tea Party, might colonists Continental Congress was to have protested the Tea Act? Key Terms boycott British goods. In a para- Fill in the blanks with the correct key graph, identify the problem that 2. (a) Summarize What were the terms. Congress was trying to solve by Intolerable Acts? 5. The _____ were colonists who boycotting British goods. Did (b) Apply Information How could prepare to fight in a very the boycott solve the problem? did the Intolerable Acts affect short time. Explain. colonial unity? 6. Because the East India Company 3. (a) Describe How did the Amer- had a _____ on selling British tea Progress Monitoring Online ican Revolution begin? in the colonies, other countries Students may check their comprehen- (b) Draw Conclusions Why do could not sell their tea there. you think the first shot fired at sion of this section by completing the Lexington was called “the shot Progress Monitoring Online graphic heard round the world”? organizer and self-quiz.

Section 3 From Protest to Rebellion 153 Answer The British tried to march to (b) The acts unified the colonists and Section 3 Check Your Progress Concord to seize the minutemen’s weap- strengthened their sense of an identity ons and capture some important colonial that was different from the British. 1. (a) The Tea Act was supposed to help leaders. the East India Company by lowering the 3. (a) Minutemen attacked British soldiers price of tea and giving the company a sent to Concord to seize arms and arrest 5. minutemen colonial leaders. monopoly on selling tea in the colonies. 6. monopoly (b) Possible answer: They could have (b) because it was the beginning of the continued to boycott tea or sent a peti- American Revolution, which set in 7. militias tion to Parliament to cancel the act. motion events that would affect the 8. Students’ paragraphs will vary, but entire world 2. (a) The first act closed the port of Bos- should reflect an understanding of the ton; two others limited colonial self- 4. Colonists used strategies such as boycott on British goods and whether it government; the fourth act strengthened ambush and surprise, and they were solved the problem. the 1765 Quartering Act. able to gather forces on short notice. Chapter 5 Section 3 153 A Spirit of Protest A Spirit of Protest p. 154 From the Stamp Act to the Boston Tea Party to the Build Background outbreak of fighting at Lexington and Concord, a spirit of protest steadily grew in the colonies. This defiant Knowledge L2 mood expressed itself in many ways. Using the Idea Wave strategy (TE p. T24), have students identify points of disagree- ment between the colonists and the British A Warning of Danger government. was the first to use a serpent as a symbol of the colonies. (See Section 1.) By Instruction L2 1775, the serpent had become a rattlesnake, I Read A Spirit of Protest with students. which stood for the idea that the colonists would fight back against tyranny. Ask: In what ways did colonists protest British policies? (with , symbols, , and sometimes ) I Ask a volunteer to read aloud the excerpt from “The Pen as a Weapon.” Ask: What effect is a play such as this likely to have on an audience of colo- Boycotting British Goods nists? (Possible answer: By mocking British Women took a leading role in refusing to buy power, the play may help give the colonists British goods. In October 1774, a group of the confidence to continue their defiance.) women in Edenton, North Carolina, signed a pledge. They promised “not to conform to the I Discuss the image of a tax collector on Pernicious Custom of Drinking Tea.” Above, p. 155 being tarred and feathered. Ask: the women of Edenton pour away tea. Do you think an attack such as this would have helped or hurt the colo- The Pen as a Weapon nists’ cause? Explain. (Students may sug- Mercy Otis Warren of Boston wrote plays that made fun of the British. gest that such an attack might deter British The plays were not acted in theaters but were circulated privately. officials from enforcing unpopular laws. In The Blockheads, Warren shows how the Patriots made fools of the Others may argue that such attacks would British troops after Lexington and Concord. One British soldier says: only have increased British determination to exert control over the colonists.)

Monitor Progress

Ask students to complete the Analyze Life at the Time activity. Circulate to make sure individuals understand the spirit of protest in the colonies in the 1770s. Provide assis- M n tance as needed. erc re y Otis War

154 Chapter 5 The Road to Revolution

Differentiated Instruction

L3 L3 Advanced Readers Gifted and Talented Creating Artwork Have students review draw a political cartoon that expresses a the issues discussed in the first three sec- point of view about one of the sources of tions of this chapter that divided the colo- conflict. When students are finished, have nists and the British government. Then them share their work with the class and have students design a symbol, write or describe how the work they created act out a short, 2-minute satiric scene, or expresses a point of view.

154 Chapter 5 Violent Protests The spirit of protest sometimes took a violent turn. The The first was an British cartoon below shows a tax official in Boston being elm in Boston, where dummies tarred and feathered by members of the Sons of Liberty. representing tax collectors were Hot tar was poured over the body of the victim, who was hanged. Patriots in many colonies then covered with chicken feathers. Tarring and feathering raised Liberty Trees or Liberty was not fatal, but it was painful and humiliating. In the Poles as symbols of protest. background, colonists pour tea into Boston Harbor.

Writing Rubrics Share this rubric with students. Score 1 Does not address assigned topic, is poorly organized. PrepareChoose aan person interview pictured with onsomebody these In addition to being tarred and feathered, whopages. grew As that up or person, went towrite school a letter Score 2 Details and organization are often the unfortunate tax collector has tea poured unclear or incorrect. down his throat. duringto a friend the 1950s.describing Write how 5–7questions you feel about television,the new mood music, of or protest other in Score 3 Has organization suited to the topicsthe colonies. of concern to teenagers. topic, some appropriate ideas, some origi- nal ideas. Score 4 Many appropriate details, original ideas, well-organized and developed. Life at the Time 155

History Background Colonial Protests, British Backlash Seen London, argued that the through British eyes, the increasing mood king’s heavy-handed response was of defiance among the colonists represent- counter-productive: “Reflect how you [the ed a fundamental and direct threat to the king] are to govern a people who think authority of the crown to govern the colo- they ought to be free, and think they are Answer nies. Rather than considering the colonists’ not. Your scheme yields no [tax] revenue; it Analyze LIFE AT THE TIME specific complaints, King George III saw yields nothing but discontent, disorder, Students’ letters the protests as rebellion against his author- disobedience; and such is the state of will vary, but they should demonstrate an ity, which had to be crushed by force. In America . . . ” understanding of the rising mood of pro- April 1774, at the House of Commons in test among the colonists and express a reaction to this new mood.

Chapter 5 155