A Unit of Study of the Causes of The

Road to Independence A Unit of Study of the Causes of the American Revolution

Written by Kathryn Hacker Summer 2005

1 Unit goals, concepts, and objectives Subject Activity Chart

Unit Title: The Causes of the American Revolution “The Road to Independence” Grade Five

Unit Goal: The students will gain an understanding of the causes of the American Revolution and the people and events of this period. (1763-1775)

Standard 5.5.1 Understand how political, religious, and economic ideas and interests brought about the Revolution.

Unit concept words: politics, democracy, freedom, and civic responsibility

Unit Objectives: 1. Students will trace the laws and taxes passed by Great Britain that caused dissatisfaction and revolt in the colonies. This will include the colonists’ action against these laws and taxes. 2. Students will study the key people and events that led to the start of the Revolution. They will study key colonists and British involved in this era. 3. Students will create timelines, maps, and mini-reports on the people and events that led to the start of the Revolution.

Subject Activity Chart

Reading Writing Art 1.Event books 1.Event report 1. Posters 2.Felicity books 2.Poetry 2.Bulletin Board 3.Why America is Free 3.Power Point

History Geography Dem. Values 1.Timeline 1. Maps 1. Cont. Congress 2. Alphabet book 2. Dec.of Indep.

Lesson Subject Literacy

2 1. Review of French and Indian War and passing of Reading, writing, speaking History, geography Proclamation of 1763. Affect on colonists. Divide class into Patriots and Tories. 2. Begin "On the Road to Independence" graphic Reading, writing, art. Graphic Organizer History, sociopolitical organizer and explain about hanging timeline and booklet and hanging timeline will be worked on of events. throughtout unit. 3. Cover Sugar Act 1764, Quartering of 1765, Stamp Act Reading, discussing, debating History, sociopolitical, of 1765 and affect on colonists. Respond to acts as economic Patriots/Tory. 4. Read and discuss Stamp Act Congress, Townshend Reading, writing, discussing, debating History, sociopolitical, Acts of 1767 and responses of Patriots/Tories. economic

5. Boston Massacre - Read first Rise to Rebellion version Listening, writing, discussing, debating History, sociopolitical and then Boston Gazette version and discuss differences.

6. Read together John Adams and the Boston Massacre. Reading, writing History, sociopolitical Discuss and write about fact that a Patriot was lawyers for British soldiers. 7. The Tea Act of 1773 and the Boston Tea Party. Debate Reading, writing, discussing History, sociopolitical, Patriots/Tories effect of these on colonies. economic

8. Intolerable Acts. Response of colonists and British. Reading, writing, discussing History, sociopolitical, Tensions rising between the two. economic

9. The First Continental Congress meeting in Philadelphia Reading, writing, discussing, debating History, sociopolitical, and study of the Declaration and Resolves. Debate geography “Resolves” as Patriot or Tory. 10. The Midnight Ride of Paul Revere in fact and fiction. Reading, writing, discussing History, sociopolitical, Map route of Revere, Dawes, and Prescott. geography

11. The Battles of Lexington and Concord - The Shots Discussing and debating. Fighting History, sociopolitical, Heard 'Round the World. Map route of British- The battles based on scripts on playground economic Revolutionary War begins. Culminating Activity.

Bibliography for Unit of Study

3 “Road to Independence” Grade Five

Children’s Books: 1. Lexington and Concord by Deborah Kent, Children’s Press, New York, 1997. 2. Revolutionary Boston, Lexington, and Concord: The Shots Heard “Round the World! By Joseph L. Andrews, Commonwealth Editions, Beverly, Massachusetts 2002. 3. Tea Overboard! The Boston Tea Party, by Elizabeth Franklin, Houghton Mifflin, Boston, 2004. (multiple copies) 4. John Adams and the Boston Massacre, by Milton Bellini, Houghton Mifflin, Boston, 2004. (multiple copies) 5. The Battles of Lexington and Concord: Cobblestone Magazine, Petersborough, NH, 2002. 6. Boston Tea Party: Rebellion in the Colonies, by James E. Knight, Troll, New York, 2001. 7. Lexington and Concord April 19, 1775, by Dale Anderson, Enchanted Lion Books, New York, 2004. 8. The Boston Tea Party, by R. Conrad Stein, Children’s Press, New York, 1996. 9. Narrataive of the Horrid Massacre in Boston, by order of the town of Boston, Boston 1770. (facsimile of original) 10. The Eve of Revolution: Colonial Adventures of Benjamin Wilcox, by Barbara Burt, National Geographic, Washington, D.C., 2003. 11. American Kids in History: Revolutionary War Days, by David C. King, John Wiley & Sons, New York, 2001. 12. A History of US: From Colonies to Country, by Joy Hakim, Oxford Univ. Press, New York, 2003. 13. Boston Tea Party by Pamela Edwards, Putnam’s Sons, New York, 2001. 14. Johnny Tremain, by Esther Forbes (class set) 15. Why America Is Free by Society of Cincinnati, Washington, D.C., 1999. (class set)

Teacher Resources: 1. Revolutionary War: A Thematic Unit by Teacher Created Material 2. The Colonies Move Towards Independence by Milliken Press 3. Revolutionary War Era Activity Book by Hands-on-Heritage 4. Countdown to Independence by Natalie Bober, Atheneum Books, New York, 2001. 5. Rise to Rebellion by Jeff Shaara

Primary Sources: 1. Lexington and Concord by Richard Pandich, Jackdaw kit of primary sources, Amawalk, NY, 2003 2. Boston Tea Party to the American Revolution, by Muriel Dubois & Diane Mayr, Jackdaw kit of primary sources, Amawalk, NY, 2001. Internet Sites: 1. www.usahistory.info/American-Revolution.html 2. www.pbs.org/stca/liberty.chronicle_boston1774.html 3. www.historyplace.com 4. www.bostonteapartyship.com 5. www.bostonmassacre.net 6. www.multied.com

4 Lesson #1 Road to Independence

Objective: Following review of the French and Indian War, students will debate the effects of the Proclamation of 1763 demonstrating their knowledge of views of colonists.

Anticipatory Set: Groups will be challenged to work together to write and share facts about the French and Indian War. They may use Why America Is Free

Materials: Book Why America Is Free, chart paper, sentence strips, markers, colored pencils, map of Proclamation of 1763, www.frenchandindianwar250.org

Procedure:

1. Groups will be challenged to work together to write and share facts about the French and Indian War. They may use Why America Is Free. 2. After giving groups 5 minutes of fact-finding and charting facts on chart paper, class will create together sentence strips to “timeline” French and Indian War. 3. Discuss together results of war and show map of land acquired by British from the French. Discuss how colonists could feel about new land to settle. 4. Show map of Proclamation of 1763 and how settlement was limited to colonists. Pass out individual maps to students. 5. Have groups of colonists discuss the effect of this on them and how they feel. 6. Share feelings and debate issue of limited settlement. These thoughts will be recorded on chart paper and kept for an ongoing activity of opinions. 7. Discuss in “rapid fire” method the effects of the French and Indian War on the colonists.

Assessment: Informal: group charts, discussion, debate

Closure: Discuss in “rapid fire” method the effects of the French and Indian War on the colonists.

Active Participation: discussion, sentence strips, debate, chart paper activity

Extension Activity: research on website www.frenchandindianwar250.org

Lesson #2

5 Road to Independence

Objective: Given guidelines of “Road to Independence Timeline”, students will demonstrate their knowledge of the opening of the Revolution by beginning their own copy of this timeline.

Anticipatory Set: Ask students, “What is a timeline?” Tell them that we will be making a special timeline for our study “Road to Independence”.

Materials: Large poster board in red, white, and blue; half-sheets of copy paper, crayons, CD of Revolution, websites to be used on chart paper for reference.

Procedure:

1. Ask students, “What is a timeline?” Tell them that we will be making a special timeline for our study “Road to Independence”. 2. Show students first poster board of “Road to Independence”.Explain that they will be making the other hanging pages of this timeline. 3. Tell students that they will also make a personal copy of this timeline and a Power Point presentation with their groups. 4. Have students make cover page of personal timeline using crayons or colored pencils 5. Pass out map of Proclamation of 1763 to include on first page of timeline. Have students complete this page. This map will also be used on “hanging timeline” and Power Point presentation. 6. Share with group members the first page of timeline booklet.

7. Show sign up sheet for “hanging timeline” and Power Point presentation. Tell students they may sign up to create these pages.

Assessment: Informal: discussion of timelines Formal: creation of cover page and first page of timeline.

Closure: Show sign up sheet for “hanging timeline” and Power Point presentation. Tell students they may sign up to create these pages.

Active Participation: discussion, creating pages for timeline, sign-up sheet

Lesson #3

6 Road to Independence

Objective: Using website as whole class by using LCD projector, students will demonstrate knowledge of early taxes passed by the British Parliament by adding to personal timeline and debating as colonists the taxes. (Students will be assigned as those loyal to Parliament, those not loyal, and those that haven’t yet made of their minds.)

Anticipatory Set: “How would you feel if taxes were passed and you had no voice in this decision?” Discuss their thoughts on this issue.

Materials: LCD projector, laptop, www.ushistory.org, personal timelines, crayons, colored pencils

Procedure: 1. “How would you feel if taxes were passed and you had no voice in this decision?” Discuss their thoughts on this issue. 2.Tell students that we will research on a website the early events that led to the Revolution. Students will be taking notes on graphic organizer listing events. 3.Utilize the website to find information about the Sugar Act of 1764, the Quartering Act of 1765 and the Stamp Act of 1765. Students will write information of these acts on graphic. 4. Following viewing of website and taking of notes, students will discuss feelings of these events. Some students will argue for these and others will argue against. 5. Students will complete next pages of personal timeline using information from website. 6. As whole class discuss the differences of opinion with the passing of these taxes.

Assessment: Informal: note-taking from website, discussion, debate Formal: pages of timeline

Closure: As whole class discuss the differences of opinion with the passing of these taxes.

Active Participation: discussion, viewing and taking notes of website, writing timeline, debate

Lesson #4 7 Road to Independence

Objective: Given p.61-64 of Why America Is Free, students will complete a cause and effect sheet demonstrating their knowledge about the Stamp Act and the Stamp Act Congress and the Townshend Acts

Anticipatory Set: “What could you do if a rule was passed here at school that you didn’t agree with?” Lead discussion and lead them towards talking to leader who made new rule.

Materials: Why America Is Free p. 61-72, paper and pencils, chart to complete of cause and effect of various acts and taxes

Procedure: 1. “What could you do if a rule was passed here at school that you didn’t agree with?” Lead discussion and lead them towards talking to leader who made new rule. 2. Together read and take notes about the following in Why America Is Free. Students also work in their groups. a. Stamp Act of 1765 b. The Quartering Act of 1765 c. Virginia Resolutions May 1765 and Patrick Henry d. Formation of Sons of Liberty e. The Stamp Act Congress in October 1765 f. November 1 Stamp Act goes into effect g. American boycott of English goods begins h. March 1766 King George III repeals Stamp Act i. Parliament passes Townshend Revenue Acts 3. Discuss what “Cause and Effect” is and how we can chart it. 4. Looking back at the information they’ve gathered students will complete a cause/effect chart about these events. 5. Discuss with students and have them share how one event can lead to another and then another.

Assessment: Informal: discussion, reading as group, taking notes Formal: completion of cause/effect chart Closure: Discuss with students and have them share how one event can lead to another and then another. Active Participation: discussion, reading as group, taking notes, sharing information

Lesson #5

8 Road to Independence

Objective: After listening to the British version and the colonists’ version of the Boston Massacre, students will write a journal entry sharing their feelings about this event demonstrating their knowledge of this event.

Anticipatory Set: “Can the same event be told two different ways?” “Can these versions of this event sound different?” Lead discussion about these two questions.

Materials: Rise to Rebellion by Jeff Shaara, copy of Boston Gazette, Paul Revere picture of Boston Massacre, www.bostonmassacre.net

Procedure: 1. “Can the same event be told two different ways?” “Can these versions of this event sound different?” Lead discussion about these two questions. 2. Read March 5, 1770 entry in Rise to Rebellion by Jeff Shaara. As read ask questions about how events are progressing 3. Write quick notes on events emphasizing actions of Private White and Captain Preston. 4. Lead discussion on this version and how they would feel. Did the soldiers act recklessly? Did the colonists act recklessly? 5. Read to students Boston Gazette version of the Boston Massacre. 6. Write quick notes on events emphasizing actions of soldiers and colonists at the Customs House 7. Discuss differences of these two versions. Is one more correct than the other? 8. Using quick notes students will write a journal entry about the Boston Massacre. They are residents of Boston and are either loyalists or Patriots. 9. Show Paul Revere picture of Boston Massacre. Is this picture accurate from what we know of the Boston Massacre? If it is not accurate, why would this picture be created, how would it affect colonists in other colonies? Tomorrow we will study the effects of this event on the British soldiers and the colonists.

Assessment: Informal: discussion, quick notes Formal: journal entry

Closure: Show Paul Revere picture of Boston Massacre. Is this picture accurate from what we know of the Boston Massacre? If it is not accurate, why would this picture be created, how would it affect colonists in other colonies? Tomorrow we will study the effects of this event on the British soldiers and the colonists.

Active Participation: discussion, listening and taking quick notes, journal entry

Lesson #6 9 Road to Independence

Objective: After reading and discussing John Adams and the Boston Massacre by Milton Bellini students will demonstrate their knowledge of the Trial of the Boston Massacre by completing a pyramid poem.

Anticipatory Set: Review the Boston Massacre. Ask students, “Do you think the British soldiers should go on trial for murder? Who could be their lawyer?”

Materials: Copies of John Adams and the Boston Massacre, paper and pencils,

Procedure:

1. Review the Boston Massacre. Ask students, “Do you think the British soldiers should go on trial for murder? Who could be their lawyer?”

2. Introduce book and briefly tell about John Adams – just his early life as a lawyer in Boston.

3. Read book together utilizing SRI techniques (highlighting section, note-taking of main ideas/details)

4. Discuss trial and part John Adams played in this trial. Discuss soldiers and their sentences. Was this a fair trial? Why did some people not agree with John Adams being the lawyer for the soldiers?

5. Review story pyramid format with students.

6. With partner write a pyramid poem about the Trail of the Boston Massacre. Share poems with class. These poems will be included in their unit folder.

7. Ask students, “What was most surprising about this trial?”

Assessment: Informal: reading, discussion, SRI techniques, sharing with partner Formal: Pyramid Poem

Closure: Ask students, “What was most surprising about this trial?”

Active Participation: reading, discussion, SRI techniques, sharing with partner Enrichment Activity: extra research at www.bostonmassacre.net Lesson #7 10 Road to Independence

Objective: Following a class reading of the play “Tea Overboard! The Boston Tea Party” students will demonstrate their knowledge of the sequence of events by creating a picture/word story strip.

Anticipatory Set: What taxes have the British imposed upon the colonists? How have the colonists responded? How do you feel about these actions? Comments by both sides of situation to be given.

Materials: copies of “Tea Overboard! The Boston Tea Party”, story strips and pencils, crayons or colored pencils, glue

Procedure: 1. What taxes have the British imposed upon the colonists? How have the colonists responded? How do you feel about these actions? Comments by both sides of situation to be given. 2. Introduce play and have list of characters on chart paper. Assign parts to students.

3. Have student/characters read the play “Tea Overboard! The Boston Tea Party”

4. Discuss the play and actions of the colonists. Debate both sides of issue. Was this a legal act?

5. Show students how to make a story strip.

6. Students to create a story strip of at least 8 frames of The Boston Tea Party. Share story strips and put in folder or on board.

7. Review Boston Tea Party and opinions of its legality.

Assessment: Informal: reading of play, discussion and debate of actions Formal: story strip

Closure: Review Boston Tea Party and opinions of its legality.

Active Participation: reading of play, discussion and debate of actions

Lesson #8 11 Road to Independence

Objective: Given a reading and discussion of text pages 279-281 and Why America Is Free pages 74-75 and pages from Internet History Place Prelude to Revolution, students will demonstrate knowledge of the Coercive or Intolerable Acts by creating another cause and effect chart on the events bringing about these acts.

Anticipatory Set: “How do you think the King and Parliament will react to the Boston Tea Party?” Lead discussion.

Materials: text, Why America Is Free, Internet pages from “Prelude to Revolution”, paper and pencils, cause and effect chart, chart paper

Procedure:

1. “How do you think the King and Parliament will react to the Boston Tea Party?” Lead discussion. 2. Read together using SRI techniques text pages 279-281 and list reactions of Parliament and colonists on chart paper. 3. Discuss reactions of both parties. Those that are Patriots or Tories will debate issues. 4. Read together pages 74-75 of Why America Is Free and compare information. 5. Pass out pages from Internet site History Place “Prelude to Revolution” and go over dates to be covered on cause/effect chart – March 1774 to June 1774. 6. With partner complete cause/effect chart using information from internet pages. Share with another pair of partners. 7. Together go over events/reactions of Coercive/Intolerable acts. 8. “What do you think will happen next? The colonists are getting angry with the acts passed by Parliament and Parliament is getting very annoyed with the colonists.” Lead discussion

Assessment: Informal: partner reading, discussion and debate, comparing information Formal: cause and effect chart

Closure: “What do you think will happen next? The colonists are getting angry with the acts passed by Parliament and Parliament is getting very annoyed with the colonists.” Lead discussion Active Participation: partner reading, discussion and debate, comparing information

Lesson #9 12 Road to Independence

Objective: Given information from various sources students will demonstrate their knowledge of The First Continental Congress by debating as Patriots and Tories the issues brought about from the Declaration and Resolves of the First Continental Congress.

Anticipatory Set: “What do you think will happen next? The colonists are getting angry with the acts passed by Parliament and Parliament is getting very annoyed with the colonists.” Review what was said yesterday.

Materials: text pages 279-281, Why America Is Free p. 74-75, Internet site information from HistoryWiz.com, Kidport.com, U-S-History.com, copies of the Declaration and Resolves of the First Continental Congress.

Procedure: 1. “What do you think will happen next? The colonists are getting angry with the acts passed by Parliament and Parliament is getting very annoyed with the colonists.” Review what was said yesterday. 2. Assign groups readings from selected text, books and internet sites. Students are to find out the colonial and Parliament’s reaction to the Coercive/Intolerable Acts. Write information on chart paper. 3. Together use information students have found and create two charts – colonists’ response at First Continental Congress and Parliament’s response. 4. Students will volunteer to be on Patriot or Tory side to debate the issues. 5. Pass out copies of Declaration and Resolves of the First Continental Congress 6. Debating teams will debate the Coercive/Intolerable Acts. Teacher leads debate with key questions. 7. “What are the colonists thinking about now? How is Parliament reacting? Do all colonists feel the same way about Parliament? Do all members of Parliament want to further punish the colonies?” Lead discussion.

Assessment: Informal; reading charting, discussion, debate

Closure: “What are the colonists thinking about now? How is Parliament reacting? Do all colonists feel the same way about Parliament? Do all members of Parliament want to further punish the colonies?” Lead discussion.

Active Participation: reading charting, discussion, debate

Lesson #10 13 Road to Independence Objective: Given fact and fiction and map of Paul Revere’s Ride students will demonstrate knowledge of this event by completing an online interactive story map. (During Reading students will be reading “And then what happened, Paul Revere?”)

Anticipatory Set: “The Parliament and King have sent more soldiers to Boston and they have blockaded the harbor. British commanders are told to keep the colonists in line, particularly Patriots such as Sam Adams and John Hancock. The colonists have gathered arms and hidden them in towns outside of Boston. What do you think the colonists and British soldiers should do?” Lead discussion.

Materials: copies of The Real Story of Paul Revere’s Ride, Longfellow’s Poem “the Midnight Ride of Paul Revere” Christopher Bing version, Internet site www.PaulRevereHouse.org interactive map, map Cobblestone magazine “The Battle of Lexington and Concord” p. 20-21.

Procedure: 1. “The Parliament and King have sent more soldiers to Boston and they have blockaded the harbor. British commanders are told to keep the colonists in line, particularly Patriots such as Sam Adams and John Hancock. The colonists have gathered arms and hidden them in towns outside of Boston. What do you think the colonists and British soldiers should do?” Lead discussion. 2. Read to students Christopher Bing version of “Midnight Ride of Paul Revere” and discuss what happened. 3. Pass out copies of The Real Story of Paul Revere’s Ride from website. Discuss what really happened. 4. Compare and contrast two versions of the story of Paul Revere 5. Using map from Cobblestone magazine “The Battle of Lexington and Concord” p. 20-21 on overhead trace route of Revere, Dawes and Prescott. 6. In computer lab students will complete with partner the interactive map from www.paulreverehouse.org 7. “Paul Revere, William Dawes, and Samuel Prescott have warned the colonists that the “regulars are out!”. What do you think the colonists will do now?”

Assessment: Informal; reading, discussion, map activity, compare and contrast Formal: Interactive map Closure: “Paul Revere, William Dawes, and Samuel Prescott have warned the colonists that the “regulars are out!” What do you think the colonists will do now?”

Active Participation: reading, discussion, map activity, compare and contrast

Lesson 11 Culminating Activity A Half-Day Activity 14 Road to Independence

Objective: Following review of events, acts and actions of colonists and Parliament students will demonstrate knowledge of their role as a colonist (Patriot or Tory) by “fighting” the Battles of Lexington and Concord.

Anticipatory Set: “Paul Revere, William Dawes, and Samuel Prescott have warned the colonists that the “regulars are out!” What do you think the colonists will do now? What will the British soldiers do?” Lead discussion with both sides arguing their point.

Materials: copies of Cobblestone magazine “The Battles of Lexington and Concord” p. 15-17, p.22-24, p. 25-29, paper and pencils for scripts, playground

Procedure: 1. “Paul Revere, William Dawes, and Samuel Prescott have warned the colonists that the “regulars are out!” What do you think the colonists will do now? What will the British soldiers do?” Lead discussion with both sides arguing their point. 2. To find out what happened students will be given copies of Cobblestone magazine articles p. 15-17, p.22-24, and p. 25-29. Students will be organized in their Patriot, Tory and neutral groups to read articles. 3. As students read these articles they will design the battles Lexington and Concord based on their role in the conflict. Students are to include actual dialogue from the research. They will also include those that are “killed”. 4. After students have been given time to create their “battle” scene, the class will go to the playground to set up the battles. 5. Students that are Patriots will take their positions as Patriots on Lexington Green. Tories will assume the roles as British regulars marching towards Lexington Green. This will be videotaped. 6. The students will then “fight” the battle at Concord, the Old North Bridge, and Battle Road. 7. “What has now happened between the colonists and the British? What will other colonist think about these battles when they hear about them? What will the King and Parliament think about these battles when news of them arrives in London? Are these “The Shots Heard Round the World?” Lead discussion

Assessment: Informal: discussion, debate, writing script Formal: accuracy of depiction of “battles” on playground

Closure: “What has now happened between the colonists and the British? What will other colonist think about these battles when they hear about them? What will the King

15 and Parliament think about these battles when news of them arrives in London? Are these “The Shots Heard Round the World?” Lead discussion

Active Participation: discussion, debate, writing script, fighting “battles”

16 Overview of Unit Road to Independence

The unit of study Road to Independence covers the period of time from 1763 to 1775. The primary purpose of this unit is to study, research, and analyze the events leading up to the American Revolution. Lessons will deal in-depth the various laws, taxes and actions of the British King and the Parliament during this time. They will then study the reactions of the colonist to these actions. At the beginning of the unit all students will be assigned one of three sides leading up to the Revolution – loyalist, future Patriot, neutral. As we discuss and debate the issues, the students will take the role of their assigned side to debate. The students that are on the neutral side will eventually decide which side they want to be on. This will be a completely integrated unit. During Reading/Language Arts the students will be reading further on the topics of the unit and writing various short research papers. During Fine Arts time the students will be working on the timelines, the hanging timeline, and the Power Point presentation.

17 The Avalon Project at Yale Law School Declaration and Resolves of the First Continental Congress

OCTOBER 14, 1774

Whereas, since the close of the last war, the British parliament, claiming a power, of right, to bind the people of America by statutes in all cases whatsoever, hath, in some acts, expressly imposed taxes on them, and in others, under various presences, but in fact for the purpose of raising a revenue, hath imposed rates and duties payable in these colonies, established a board of commissioners, with unconstitutional powers, and extended the jurisdiction of courts of admiralty, not only for collecting the said duties, but for the trial of causes merely arising within the body of a county:

And whereas, in consequence of other statutes, judges, who before held only estates at will in their offices, have been made dependant on the crown alone for their salaries, and standing armies kept in times of peace: And whereas it has lately been resolved in parliament, that by force of a statute, made in the thirty-fifth year of the reign of King Henry the Eighth, colonists may be transported to England, and tried there upon accusations for treasons and misprisions, or concealments of treasons committed in the colonies, and by a late statute, such trials have been directed in cases therein mentioned:

And whereas, in the last session of parliament, three statutes were made; one entitled, "An act to discontinue, in such manner and for such time as are therein mentioned, the landing and discharging, lading, or shipping of goods, wares and merchandise, at the town, and within the harbour of Boston, in the province of Massachusetts-Bay in New England;" another entitled, "An act for the better regulating the government of the province of Massachusetts-Bay in New England;" and another entitled, "An act for the impartial administration of justice, in the cases of persons questioned for any act done by them in the execution of the law, or for the suppression of riots and tumults, in the province of the Massachusetts-Bay in New England;" and another statute was then made, "for making more

18 effectual provision for the government of the province of Quebec, etc." All which statutes are impolitic, unjust, and cruel, as well as unconstitutional, and most dangerous and destructive of American rights:

And whereas, assemblies have been frequently dissolved, contrary to the rights of the people, when they attempted to deliberate on grievances; and their dutiful, humble, loyal, and reasonable petitions to the crown for redress, have been repeatedly treated with contempt, by his Majesty's ministers of state:

The good people of the several colonies of New-Hampshire, Massachusetts-Bay, Rhode Island and Providence Plantations, Connecticut, New-York, New-Jersey, Pennsylvania, Newcastle, Kent, and Sussex on Delaware, Maryland, Virginia, North- Carolina and South- Carolina, justly alarmed at these arbitrary proceedings of parliament and administration, have severally elected, constituted, and appointed deputies to meet, and sit in general Congress, in the city of Philadelphia, in order to obtain such establishment, as that their religion, laws, and liberties, may not be subverted: Whereupon the deputies so appointed being now assembled, in a full and free representation of these colonies, taking into their most serious consideration, the best means of attaining the ends aforesaid, do, in the first place, as Englishmen, their ancestors in like cases have usually done, for asserting and vindicating their rights and liberties, DECLARE,

That the inhabitants of the English colonies in North-America, by the immutable laws of nature, the principles of the English constitution, and the several charters or compacts, have the following RIGHTS:

Resolved, N.C.D. 1. That they are entitled to life, liberty and property: and they have never ceded to any foreign power whatever, a right to dispose of either without their consent.

Resolved, N.C.D. 2. That our ancestors, who first settled these colonies, were at the time of their emigration from the mother country, entitled to all the rights, liberties, and immunities of free and natural- born subjects, within the realm of England.

Resolved, N.C.D. 3. That by such emigration they by no means forfeited, surrendered, or lost any of those rights, but that they were, and their descendants now are, entitled to the exercise and enjoyment of all such of them, as their local and other circumstances enable them to exercise and enjoy.

19 Resolved, 4. That the foundation of English liberty, and of all free government, is a right in the people to participate in their legislative council: and as the English colonists are not represented, and from their local and other circumstances, cannot properly be represented in the British parliament, they are entitled to a free and exclusive power of legislation in their several provincial legislatures, where their right of representation can alone be preserved, in all cases of taxation and internal polity, subject only to the negative of their sovereign, in such manner as has been heretofore used and accustomed: But, from the necessity of the case, and a regard to the mutual interest of both countries, we cheerfully consent to the operation of such acts of the British parliament, as are bonfide, restrained to the regulation of our external commerce, for the purpose of securing the commercial advantages of the whole empire to the mother country, and the commercial benefits of its respective members; excluding every idea of taxation internal or external, for raising a revenue on the subjects, in America, without their consent.

Resolved, N.C.D. 5. That the respective colonies are entitled to the common law of England, and more especially to the great and inestimable privilege of being tried by their peers of the vicinage, according to the course of that law.

Resolved, N.C.D. 6. That they are entitled to the benefit of such of the English statutes, as existed at the time of their colonization; and which they have, by experience, respectively found to be applicable to their several local and other circumstances.

Resolved, N.C.D. 7. That these, his Majesty's colonies, are likewise entitled to all the immunities and privileges granted and confirmed to them by royal charters, or secured by their several codes of provincial laws.

Resolved, N.C.D. 8. That they have a right peaceably to assemble, consider of their grievances, and petition the king; and that all prosecutions, prohibitory proclamations, and commitments for the same, are illegal.

Resolved, N.C.D. 9. That the keeping a standing army in these colonies, in times of peace, without the consent of the legislature of that colony, in which such army is kept, is against law.

Resolved, N.C.D. 10. It is indispensably necessary to good government, and rendered essential by the English constitution, that the constituent branches of the legislature be independent of each other; that, therefore, the exercise of legislative power in several

20 colonies, by a council appointed, during pleasure, by the crown, is unconstitutional, dangerous and destructive to the freedom of American legislation.

All and each of which the aforesaid deputies, in behalf of themselves, and their constituents, do claim, demand, and insist on, as their indubitable rights and liberties, which cannot be legally taken from them, altered or abridged by any power whatever, without their own consent, by their representatives in their several provincial legislature.

In the course of our inquiry, we find many infringements and violations of the foregoing rights, which, from an ardent desire, that harmony and mutual intercourse of affection and interest may be restored, we pass over for the present, and proceed to state such acts and measures as have been adopted since the last war, which demonstrate a system formed to enslave America.

Resolved, N.C.D. That the following acts of parliament are infringements and violations of the rights of the colonists; and that the repeal of them is essentially necessary, in order to restore harmony between Great Britain and the American colonies, viz.

The several acts of Geo. III. ch. 15, and ch. 34.-5 Geo. III. ch.25.-6 Geo. ch. 52.-7 Geo.III. ch. 41 and ch. 46.-8 Geo. III. ch. 22. which impose duties for the purpose of raising a revenue in America, extend the power of the admiralty courts beyond their ancient limits, deprive the American subject of trial by jury, authorize the judges certificate to indemnify the prosecutor from damages, that he might otherwise be liable to, requiring oppressive security from a claimant of ships and goods seized, before he shall be allowed to defend his property, and are subversive of American rights.

Also 12 Geo. III. ch. 24, intituled, "An act for the better securing his majesty's dockyards, magazines, ships, ammunition, and stores," which declares a new offence in America, and deprives the American subject of a constitutional trial by jury of the vicinage, by authorizing the trial of any person, charged with the committing any offence described in the said act, out of the realm, to be indicted and tried for the same in any shire or county within the realm.

Also the three acts passed in the last session of parliament, for stopping the port and blocking up the harbour of Boston, for altering the charter and government of Massachusetts-Bay, and that which is entitled, "An act for the better administration of justice, etc."

21 Also the act passed in the same session for establishing the Roman Catholic religion, in the province of Quebec, abolishing the equitable system of English laws, and erecting a tyranny there, to the great danger (from so total a dissimilarity of religion, law and government) of the neighboring British colonies, by the assistance of whose blood and treasure the said country was conquered from France.

Also the act passed in the same session, for the better providing suitable quarters for officers and soldiers in his majesty's service, in North-America.

Also, that the keeping a standing army in several of these colonies, in time of peace, without the consent of the legislature of that colony, in which such army is kept, is against law.

To these grievous acts and measures, Americans cannot submit, but in hopes their fellow subjects in Great Britain will, on a revision of them, restore us to that state, in which both countries found happiness and prosperity, we have for the present, only resolved to pursue the following peaceable measures: 1. To enter into a non-importation, non- consumption, and non-exportation agreement or association. 2. To prepare an address to the people of Great-Britain, and a memorial to the inhabitants of British America: and 3. To prepare a loyal address to his majesty, agreeable to resolutions already entered into.

Source: Documents Illustrative of the Formation of the Union of the American States. Government Printing Office, 1927. House Document No. 398. Selected, Arranged and Indexed by Charles C. Tansill

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An Interactive Map of Paul Revere's Ride

On the map, find and click on illustrations that represent the eight items shown below to access photos and other details. If you have trouble locating an item, click on the link itself.

23 Paul Revere being rowed Arlington mile marker Paul Revere on horseback Buckman Tavern Isaac Hall House Hancock-Clark House William Dawes on horseback Revere capture site (Concord Road)

Note: Map not to scale. Revere and Dawes traveled separately to Lexington.

Map and Illustrations by Cortney Skinner [email protected].

Additional Thanks: Barbara Kerr, Medford Public Library; Doreen Stevens, Arlington Historical Society; Edith Juron Perlman, Curator of Collections, Evanston Historical Society and Charles Gates Dawes House; Richard Kollen, Archivist, Lexington Historical Society; Massachusetts Historical Society.

24 In 1774 and the Spring of 1775 Paul Revere was employed by the Boston Committee of Correspondence and the Massachusetts Committee of Safety as an express rider to carry news, messages, and copies of resolutions as far away as New York and Philadelphia.

On the evening of April 18, 1775, Paul Revere was sent for by Dr. Joseph Warren and instructed to ride to Lexington, Massachusetts, to warn Samuel Adams and John Hancock that British troops were marching to arrest them. After being rowed across the Charles River to Charlestown by two associates, Paul Revere borrowed a horse from his friend Deacon John Larkin. While in Charlestown, he verified that the local "Sons of Liberty" committee had seen his pre-arranged signals. (Two lanterns had been hung briefly in the bell-tower of Christ Church in Boston, indicating that troops would row "by sea" across the Charles River to Cambridge, rather than marching "by land" out Boston Neck. Revere had arranged for these signals the previous weekend, as he was afraid that he might be prevented from leaving Boston).

On the way to Lexington, Revere "alarmed" the country-side, stopping at each house, and arrived in Lexington about midnight. As he approached the house where Adams and Hancock were staying, a sentry asked that he not make so much noise. "Noise!" cried Revere, "You'll have noise enough before long. The regulars are coming out!" After delivering his message, Revere was joined by a second rider, William Dawes, who had been sent on the same errand by a different route. Deciding on their own to continue on to Concord, Massachusetts, where weapons and supplies were hidden, Revere and Dawes were joined by a third rider, Dr. Samuel Prescott. Soon after, all three were arrested by a British patrol. Prescott escaped almost immediately, and Dawes soon after. Revere was held for some time and then released. Left without a horse, Revere returned to Lexington in

25 time to witness part of the battle on the Lexington Green.