DOCSLIB.ORG

Revolutionary War, and Maybe More Importantly, the Events That Led up to the Revolutionary War

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Cold Open: In the late 18th century, a relatively small group of rag-tag American colonists would defeat the military of the most powerful empire in the world - the British Empire - and they gave birth to a nation that would itself soon become the most powerful nation in the world, the United States of America. A nation that ironically would save Britain and the rest of Europe from almost certain defeat at the hands of the Nazis just over a century- and-a-half later. Today, just days after the 4th of July, America’s Independence Day commemorating the Declaration of Independence of the United States signed on July 4, 1776, we’re breaking down the events of the Revolutionary War, and maybe more importantly, the events that led up TO the Revolutionary War. Following the end of the French and Indian War in 1763 that kept France from kicking early American colonizers out of the Ohio River valley and perhaps off of the continent itself, Britain was deeply in debt and decided to tax the American colonies to help repay that debt. And the colonists, well… they didn’t care for that decision. They didn’t like taxes. And they really didn’t like how they had no say when it came to being taxed They were irritated by that whole “taxation without representation” situation. And the harder Britain tried to collect money for a war that did in fact protect and save its early American colonists, the more those colonists grew weary of being governed by a nation that they felt less and less like a part of, a nation that felt more and more like a foreign ruler. And eventually, barely a decade removed from a war where Britain had fought on behalf of American colonists to protect them from the French, the Americans now fought against the British, and were eventually aided by the French. Funny how your greatest enemy can become your strongest ally. How exactly did this war begin? And why was it really fought? How much do you know about the most important war in American history? Find out all of this and more, and hopefully have some laughs along the way in this patriotic YIP, YIP, YAW! edition of Timesuck! PAUSE TIMESUCK INTRO I.Welcome! A.Happy Monday: Welcome back to the Cult of the Curious, meatsacks. And a belated Happy 4th of July to all the American meat sacks. Recording this Suck in advance of the 4th and hoping I had a great time at the big 4th of July BBQ my wife Lynze aka Queen of the Suck puts together every year. Hoping I still have all my fingers as you hear this. I’m Dan Cummins, the Master Sucker, Uncle Sam’s Foot Stool, Sultan of the Suck-Summer, Danquita the Nana SexFruit Sucker, and you are listening to Timesuck. Recording today in the Suck Dungeon here in Couer d’Alene, Idaho. Reverend Doctor Joe Motherfuckin’ Paisley, Zaq Script Keeper Flannary, and Queen of the Suck Lynze all around pushing buttons and doing Suck related things. Hail Nimrod! Hail Lucifina! Praise Bojangles and Triple M. Feeling Triple M today. Soon, you will be too. B.Charity: TBD C.Pre-Roll: E Toro Ad?? D.Thank You For Reviews: Thanks for all the recent podcast ratings and reviews on places like iTunes. They for sure help us find new listeners and we appreciate that greatly. So many new listeners lately. It’s an exciting summer here in the Suck Dungeon. E.Feel the Heat: My new Feel the Heat vinyl album is gonna be out soon! The Fuck Chuck story, the burning my ween on a heater story, my insane look at the afterlife, and more - various limited pressings available for preorder right now. Lock it in and the album will ship out on July 15th. The link to buy this album is in today’s episode description. Just click that bad boy to go the Romanus Records Shopify store. https://romanusrecords.myshopify.com/pages/dan-cummins-feel-the- heat-space-lizard-early-access-pre-order F. Detroit Stand Up Special: Tickets are selling fast to the taping of my next stand up special in Detroit. PUMPED! Friday, October 18th, two show at the Crofoot Ballroom in Pontiac, Michigan. Cool indie rock venue. Gonna be a super fun night. Cameras. Lights. And I think some of the funniest stories and jokes I’ve ever told on stage. I’m really letting it rip on this one. Over an hour of standup and I think basically all of it is too fucked up to ever be safe enough for a late night TV stand up spot. Links to both the early and late show in the episode description. G.Tour Dates: Other upcoming tour dates include July 26-27 Cincinnati, OH West Liberty Funnybone August 1-3 Charlotte, NC, The Comedy Zone August 4 Richmond, VA, The Funny Bone August 9-10 Orlando, FL, The Improv And the next live Ant Hill Kids Cult Suck in Orlando on August 11th. H.Merch: Need copy from Kate!!! I.Segue to Topic: Alright, meat sacks. It’s Revolutionary War time. PAUSE TIMESUCK INTERLUDE II.Intro/Establish Premiss: Today’s tale is more than a tale of a war, it’s the origin story for the United States. It all started with a field trip. While attending a science exhibit, a bookish, orphaned, lonely, and unpopular high school nerd from Queens named George Washington was bitten by a radioactive spider. He soon discovers he possesses new and strange powers. He now has the proportional strength and agility of an arachnid. But he’s sad - because one time in Gotham City after a movie his parents were shot and killed in front of him. So he changes his name to Benjamin Franklin and builds a laboratory inside a cave and he starts wearing a bat suit. Wait. That is the Spider Man’s origin story. Combined with Batman’s origin story. Combined with nonsense. Today is the USA’s origin story. As you might remember from episode 140, the King Arthur suck, we have already done the origin story on England. And while there are certainly less dragons and wizards in this tale, and that FOR SURE is a bummer - it’s still a super cool story. Preeminent American history expert, Pulitzer Prize winner, and Brown University history professor Gordon Wood summarizes the American Revolution like this… “The history of the American Revolution, like the history of the nation as a whole, ought NOT to be viewed as a story of right and wrong or good and evil from which moral lessons are to be drawn. No doubt the story of the Revolution is a dramatic one: Thirteen insignificant British colonies huddled along a narrow strip of the Atlantic coast three thousand miles from the centers of Western civilization becoming in fewer than three decades a huge, sprawling republic of nearly four million expansive-minded, evangelical, and money-hungry citizens is a spectacular tale, to say the least. But the Revolution, like the whole of American history, is not a simple morality play; it is a complicated and often ironic story that needs to be explained and understood, not celebrated or condemned.” I like that. I feel like so many stories I was taught as a kid were oversimplified to the point of no longer being accurate. Nuanced history dumbed down into black and white morality tales of preposterously good guys versus preposterously bad guys. That’s not how life works. Early Americans weren’t supremely virtuous, angelic visionaries. Mostly, they were people who just didn’t want to pay what they felt were an unfair amount of taxes. And they were people who didn’t like being told what to do - like don’t expand beyond the Appalachian mountains. I get it. I also don’t like paying certain taxes and I also don’t like being told what to do. The American Revolution was less about the whole all men are created equal rhetoric, and more about money. Did new political ideals and visions of a new type of freedom matter to early revolutionaries? Of course! I don’t mean to downplay that. But, as you’ll soon see, if the British would’ve just imposed less taxes on the colonies, and given them a little more freedom when it came to territorial expansion, and also included early Americans in the British Parliament, the colonies would’ve likely remained loyal to the British Empire for many, many years to come. We might still be British. Who knows. Money makes the world go round. Always has. Always will. Those who don’t have it want it. Those who have it, tend to want more of it. Doesn’t mean you can’t be moral and responsible with it, but, rare for a revolution to be fought on behalf of ideals that don’t at least include the promise of more money or more of what money buys. The have nots want to have more. Isn’t that the origin tale of almost every revolution? Before we jump into a timeline of the specific events that led up to the war and the events of the war itself, let’s go over a few contextual concepts. Like the European colonization of North America. A. The New World: The “new world” was introduced to European power players shortly after Columbus did NOT find a shorter trade route for Spain to India, China, the Spice Islands and more.
Recommended publications
  • Days and Ways in Old Boston

    Days and Ways in Old Boston

    Soc, 3C\, fct* Digitized by the Internet Archive in 2014 http://archive.org/details/dayswaysinoldbosOOross_0 DAYS AND WAYS IN OLD BOSTON / DAYS AND WAYS IN OLD BOSTON EDITED BY WILLIAM S. ROSSITER Drawings by Malcolm Fraser and Jacques Reich of the Art Staff of the Century Magazine, Next) York BOSTON R. H. STEARNS AND COMPANY 1915 Copyright R. H. Stearns and Company 1914 THE BUM FORD PRESS CONCORD, N. H. PREFACE Impressed with the interesting changes that had taken place in Boston and its business methods within the last two generations, we began some time since the preparation of a brief pamphlet calling attention to some of these changes which had occurred during the business life of Mr. R. H. Stearns, who founded this business in 1847 and died in 1909. It was our intention to distribute gratui- tously this pamphlet (partly advertising and partly historical) among our customers. As the work progressed, however, we found so much of interest which had occurred in the year '47 and so much of Boston history which was connected with our present location, that the original plan of a small booklet was abandoned. Moreover, competent judges advised us that the material thus collected was of more than passing importance—most of it indeed being of real historic value—which could not fail to interest a much wider circle of readers. We therefore decided to eliminate the adver- tising matter (unless occasional reference in signed articles or illustrations showing some of the changes which have taken place at the historic corner where this business is now located could be so construed) and to print in permanent book form the material which had been collected.
  • The Gaspee Affair As Conspiracy by Lawrence J

    The Gaspee Affair As Conspiracy by Lawrence J

    The Gaspee Affair as Conspiracy By Lawrence J. DeVaro, Jr. Rhode Island History, October 1973, pp. 106-121 Digitized and reformatted from .pdf available on-line courtesy RI Historical Society at: http://www.rihs.org/assetts/files/publications/1973_Oct.pdf On the afternoon of June 9, 1772, His Majesty's schooner Gaspee grounded on a shoal called Namquit Point in Narragansett Bay. From the time of their arrival in Rhode Island's waters in February, the Gaspee and her commander, Lieutenant William Dudingston, had been the cause of much commercial frustration of local merchants. Dudingston was insolent, described by one local newspaper as more imperious and haughty than the Grand Turk himself. Past accounts of his pettish nature followed him from port to port.[1] The lieutenant was also shrewd. Aware that owners of seized vessels — rather than navy captains deputized in the customs service — would triumph in any cause brought before Rhode Island's vice-admiralty court, Dudingston had favored the district vice-admiralty court at Boston instead, an option available to customs officials since 1768.[2] Aside from threatening property of Rhode Islanders through possible condemnation of seizures, utilization of the court at Boston invigorated opposition to trials out of the vicinage, a grievance which had irritated merchants within the colony for some time.[3] Finally the lieutenant was zealous — determined to be a conscientious customs officer even if it meant threatening Rhode Island's flourishing illicit trade in non-British, West-Indian molasses. Governor Joseph Wanton of Rhode Island observed that Dudingston also hounded little packet boats as they plied their way between Newport and Providence.
  • James Bowdoin: Patriot and Man of the Enlightenment (Pamphlet)

    James Bowdoin: Patriot and Man of the Enlightenment (Pamphlet)

    JAMES BOWDOIN N COLLEGE May 2 8 — September i 2 1976 Digitized by the Internet Archive in 2015 https://archive.org/details/jannesbowdoinpatrOObowd_0 JAMES BOWDOIN Patriot and Man of The Enlightenment JAMES Bowdoin's role in the American Revolution has never re- ceived frofer fublic recognition. Bowdoin^s friendship with Franklin, Washington, Revere and others fut him in the midst of the struggle for Independence; at the same time his social position and family ties gave him entree to British leaders and officials. In lyyo, his own brother-in-law was Colonial Secretary for the Gover- nor, yet Bowdoin wrote the tract on the Boston Massacre, which clearly blamed the British for the incident and sent Boston down the road toward Revolution. This exhibition seeks not only to reveal Bowdoin^s importance in the Revolution, but also his contributions in the field of finance, science, literature and the arts. He was as well educated as any American in the eighteenth century and subscribed to the principles of The Enlightenment, which encouraged iyivestigation into the nat- ural world and practice of the graces of life. To accomplish these goals, the Museum commissioned the frst major biography of Bowdoin in the form of a catalogue which will be published on July 4, igy6. We are most grateful to Professor Gordon E. Kershaw, author of The Kennebeck Proprietors, 1749- 1775, and specialist on James Bowdoin, for writing the catalogue. The Museum has also attempted to tell the Bowdoin story purely with objects of art. Like books, objects contain data and ideas. Their stories can be ^Wead^^ if only one examines the object and asks certain questions such as: what kind of society is needed to produce such a work? What traditional or European motifs are used, which motifs are rejected and what new ones are introduced? What was the use or function of the object? Beyond this, the exhibition is intended to show that James Bowdoin expressed an interest in art not only in commissions for painting and silver but also in the execution of a bank note or scientific instrument.
  • Commonly Appearing Terms 1607-1763

    Commonly Appearing Terms 1607-1763

    commonly Appearing Terms 1607-1763 Indentured Servants People who came to America and was placed under contract to work for another over a period of time, especially during the 17th and 19th centuries (ex. redemptioners, victims of religious or political persecution, people kidnapped, convicts and paupers) Proprietary, Royal, Charter Colonies Proprietary colony: any of certain colonies, as Maryland and Pennsylvania, that were granted to an individual group by the British crown and that were granted full rights of self-government Royal colony: a colony, as New York, administered by a royal governor and council appointed by the British crown, and having a representative assembly elected by the people charter colony: a colony, as Virginia, Massachusetts, connecticut, or Rhode Island, chartered to an individual, trading company, etc., by the British crown Pilgrims/Separatists Pilgrims: a person who journeys, esp. a long distance, to some sacred place as an act of religious devotion Separatists: a person who separates, withdraws, or secedes, as from an established church Trade and Navigation Acts A series of laws which restricted the use of foreign shipping for trade between England and its colonies, started in 1651 Peter Zenger trial He printed a document that criticized William cosby, the Governor of New York; shortly afterwards, cosby had Zenger arrested on a charge of seditious libel; later found innocent of the seditious libel House of Burgesses The elected lower house in the legislative assembly in the New Worldestablished in the colony of Virginia in 1619 Mayflower Compact The first governing document of Plymouth colony, written by the colonists King Phillip's War An armed conflict between Native American inhabitants of present-day southern New England and English colonists and their Native American allies from 1675±1676.
  • See You in Seattle

    See You in Seattle

    SPRING 2021 Vol. 115, No. 4 See You in Seattle The 2021 Congress Convenes Compatriot Stan Harrell donates copy of Rights of Man to SAR >>> <<< Country music star Ricky Skaggs inducted into SAR SPRING 2021 Vol. 115, No. 4 16 12 Young visitors view copy of the Rights of Man at SAR Genealogical Research Library ON THE COVER Clockwise from top left, Pike Place Market; Chihuly Garden and Glass; LeMay: America’s Car Museum; and Mount Rainier. 5 o Letters t the Editor 12 Cecil Stanford Harrell: 24 The Insurrection Act of 1807: Businessman, Patriot, A Military Perspective 6 2021AR S Congress in Renton, Philanthropist Washington 29 The “Almost Battle” 14 Daniel Boone Base Camp of Marshfield 8 A Big Year for Ricky Skaggs 250th Anniversary Series: State Society & Chapter News 9 Help Build the SAR Congress 16 30 Medals Collection The Gaspee Affair 40 In Our Memory/New Members 10 Selections from the SAR 20 Eleven Revolutions: Should Our Museum Collection Organization Be Renamed? 47 When You Are Traveling THE SAR MAGAZINE (ISSN 0161-0511) is published quarterly (February, May, August, November) and copyrighted by the National Society of the Sons of the American Revolution, 809 West Main Street, Louisville, KY 40202. Periodicals postage paid at Louisville, KY and additional mailing offices. Membership dues include The SAR Magazine. Subscription rate $10 for four consecutive issues. Single copies $3 with checks payable to “Treasurer General, NSSAR” mailed to the HQ in Louisville. Products and services advertised do not carry NSSAR endorsement. The National Society reserves the right to reject content of any copy.
  • The Muse of Fire: Liberty and War Songs As a Source of American History

    The Muse of Fire: Liberty and War Songs As a Source of American History

    3 7^ A'£?/</ THE MUSE OF FIRE: LIBERTY AND WAR SONGS AS A SOURCE OF AMERICAN HISTORY DISSERTATION Presented to the Graduate Council of the North Texas State University in Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY By Kent Adam Bowman, B.A., M.A Denton, Texas August, 1984 Bowman, Kent Adam, The Muse of Fire; Liberty and War Songs as a Source of American History. Doctor of Philosophy (History), August, 1984, 337 pp., bibliography, 135 titles. The development of American liberty and war songs from a few themes during the pre-Revolutionary period to a distinct form of American popular music in the Civil War period reflects the growth of many aspects of American culture and thought. This study therefore treats as historical documents the songs published in newspapers, broadsides, and songbooks during the period from 1765 to 1865. Chapter One briefly summarizes the development of American popular music before 1765 and provides other introductory material. Chapter Two examines the origin and development of the first liberty-song themes in the period from 1765 to 1775. Chapters Three and Four cover songs written during the American Revolution. Chapter Three describes battle songs, emphasizing the use of humor, and Chapter Four examines the figures treated in the war song. Chapter Five covers the War of 1812, concentrating on the naval song, and describes the first use of dialect in the American war song. Chapter Six covers the Mexican War (1846-1848) and includes discussion of the aggressive American attitude toward the war as evidenced in song.
  • What Were the Causes and Effects of the American Revolution? (1.03) How Would You Elaborate on the Emergence of an American Iden

    What Were the Causes and Effects of the American Revolution? (1.03) How Would You Elaborate on the Emergence of an American Iden

    LEARNING-FOCUSED TOOLBOX Course: Heather Huneycutt Date: February 4, 2009 ET Topic: American Revolution Civics/World History Days: 25 Subject Area(s): Social Studies Grade(s): 9, 10 Key Learning: The learner will investigat the foundations of the American political system and explore basic values and princples of American democracy. Unit Essential Question: What were the causes and effects of the American Revolution? (1.03) How would you elaborate on the emergence of an American identity? (1.04) Page 1 of 3 LEARNING-FOCUSED TOOLBOX Course: Heather Huneycutt Date: February 4, 2009 ET Topic: American Revolution Civics/World History Days: 25 Subject Area(s): Social Studies Grade(s): 9, 10 Concept: Concept: Concept: Causes Battles Effects/Post-War Lesson Essential Questions: Lesson Essential Questions: Lesson Essential Questions: What events and actions led the How would you describe the first How did the events of the colonies to rebel against Great Britain? battles fought between the British and Revolutionary time period influence (A) the colonists? (A) the formation of a national identity? (A) How did the colonists react to the How would you describe the strategies treatment they received from the behind the Northern Campaign? (A) How would you explain the postiton of British government? (A) women and African Americans after How would you summarize the scope the Revolutionary period? (A) of the war at sea? (A) How did land acquistion after the Revolutionary War lead to conflicts? (A) How did the colonists justify taking land from the Native
  • S^Flnoiuersary Sqibcbrfnion $19,99

    S^Flnoiuersary Sqibcbrfnion $19,99

    >4 - EVEWINO HERALD, niiiri.. June U. ItK \ Bolton High School names top seniors BOLTON ^— Adam Cellarte lle r, PhHaChris RinliRich, Rensselaer Math ASt l^ienreScience Award,Award th«the wi._ u#__ ______ j . ___. Misa Manning and Anastasia Morianos went to Laurie Manning for highest poten­ Teresa Landrey, Martin Fergoaon, and Yale Gub of Hartford Book Award, and and for outstanding service to the senior Lori Sheets have been named as the five was made a member of tbe Sociedad tial in achievement in shorthand; Laurie class, Ann CIscon, Sara Waddell, and Gagnon, outstanding accomplishment in m top scholars in this year’s graduati^ Honoraria Hispanica. Winkler. Winkler was also awarded the class at Bolton High School. The first two Other graduates named as Connecticut advanced accounting and for outstanding outstanding sportsman award. accomplishment in the business education » I hold the title of valedictorian and State Scholars were Ferguson and Miss Named for outstanding efforts and salutatorian. curriculum. Penny Gillum was given the Landrey, Miss Landrey also received the achievement in Spanish II was Heather Teller has also been hbnored by being Brlarwood College Book Award for a .... ; ■ - •: University of Connecticut Alumni Briggs and for excellence in Spanish I, V named a Presidential Scholar and he and Association Award. promising junior planning a career in « . Kate Shorey. business. Rich are National Merit Scholarship Suzanne Fenton was presented with the Sara Waddell was named for four years * winners. Harvard Book Award and Seth Teller was Miss Manning was cited for placing of outstanding achievement in all areas of third in the state shorthand competition Teller was also awarded the Bausch St cited for bis high score on the National home economics and for outstanding im­ Lomb science award, was cited for Merit Scholarship Qualifying Test.
  • Bee Playoff Round 2

    Bee Playoff Round 2

    NHBB Nationals Bee 2015-2016 Bee Playoff Round 2 Bee Playoff Round 2 Regulation Questions (1) Cardinal Innitzer offered aid for this event, only to be told that its home country had \neither cardinals nor cannibals." The New York Times' Walter Duranty won a Pulitzer Prize for his correspondence work, which explicitly denied this event. In 2007, the (+) Verkhovna Rada declined to vote on a bill that would criminalize the denial of this event; that bill was proposed by Viktor (*) Yushchenko. The possession of food was a criminal offense during, for the point, what 1932-33 Soviet-engineered genocide in which over three million Ukrainians starved to death? ANSWER: Holodomor (prompt on descriptions of a Soviet famine in Ukraine; do not accept or prompt \Holocaust") (2) Richard Brewer was appointed the leader of a group with this name by John B. Wilson. That group was created to catch the killers of John Tunstall. William Tyrod defeated a force with this name, led by Herman Husband, at the Battle of Alamance in North Carolina. One group of this name employed Billy the Kid during the (+) Lincoln County War. A militia group of this name was led by Charles Jackson in Shelby County, close to the Louisiana-Texas border, in a cattle-thieving conflict in which 40 people died in the (*) 1840s. For the point, give this shared name of several 19th century forces, one of which fought a war with the Moderators, who used vigilante action to control the government. ANSWER: Regulators (accept Lincoln Country Regulators; do not accept vigilantes) (3) Both of these countries were thrown out of the 1987 World Juniors after the Punch-Up in Piestany.
  • “[America] May Be Conquered with More Ease Than Governed”: the Evolution of British Occupation Policy During the American Revolution

    “[America] May Be Conquered with More Ease Than Governed”: the Evolution of British Occupation Policy During the American Revolution

    “[AMERICA] MAY BE CONQUERED WITH MORE EASE THAN GOVERNED”: THE EVOLUTION OF BRITISH OCCUPATION POLICY DURING THE AMERICAN REVOLUTION John D. Roche A dissertation submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History. Chapel Hill 2015 Approved by: Wayne E. Lee Kathleen DuVal Joseph T. Glatthaar Richard H. Kohn Jay M. Smith ©2015 John D. Roche ALL RIGHTS RESERVED ii ABSTRACT John D. Roche: “[America] may be conquered with more Ease than governed”: The Evolution of British Occupation Policy during the American Revolution (Under the Direction of Wayne E. Lee) The Military Enlightenment had a profound influence upon the British army’s strategic culture regarding military occupation policy. The pan-European military treatises most popular with British officers during the eighteenth century encouraged them to use a carrot-and-stick approach when governing conquered or rebellious populations. To implement this policy European armies created the position of commandant. The treatises also transmitted a spectrum of violence to the British officers for understanding civil discord. The spectrum ran from simple riot, to insurrection, followed by rebellion, and culminated in civil war. Out of legal concerns and their own notions of honor, British officers refused to employ military force on their own initiative against British subjects until the mob crossed the threshold into open rebellion. However, once the people rebelled the British army sought decisive battle, unhindered by legal interference, to rapidly crush the rebellion. The British army’s bifurcated strategic culture for suppressing civil violence, coupled with its practical experiences from the Jacobite Rebellion of 1715 to the Regulator Movement in 1771, inculcated an overwhelming preference for martial law during military campaigns.
  • Chapter 5 LEP Boot Camp

    Chapter 5 LEP Boot Camp

    Chapter 5 LEP Boot Camp Rationale: In order to facilitate efficient comprehension of the LEP, we will be doing an “LEP Boot Camp” this week. This should help you manage the LEP better, take better notes, find the main idea easier, succeed on the reading quizzes, improve on the tests and ultimately pass the AP US History exam. Directions: For each “Green Section” (green sections are the sub-sections under each blue section) do the following: o Read the Sub-Title and the associated Main Idea Question: Think about 1)how the title relates to the Main Idea Question 2) what the question is asking 3)what the form of the answer will be 4)what kind of information should you be looking for and 5)what you think the answer will be (remember to be flexible about your correctness). o Read the Section: Read the section with all of the above in mind. Don’t take notes while you go. Read for comprehension and try to answer the Main Idea Question in your head. o Generate a Rank Ordered Vocabulary List: List Specific Factual Information (SFI) in order of most to least important (you can leave off the stuff that’s not critically important). Remember that SFI can be people, documents, dates, historical vocabulary, etc… To find out what should be on the list think about the following questions. 1) Which SFI best helps you answer the Main Idea Question? 2) Which SFI is essential for answering the question versus which is nice detail? o Define Your Vocabulary Words: Make sure to clearly say what it is and why its significant o Write a Main Idea Statement: Answer the Main Idea Question in one complete sentence that restates the question and completely answers it.
  • Period 3 Study Guide

    Period 3 Study Guide

    A P U S H K E Y C O N C E P T S P E R I O D 3 Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence G U I D E movement and the Revolutionary War. 1 7 5 4 - 1 8 0 0 Key Concept 3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government. K E Y C O N T E N T Key Concept 3.3: Migration within North America and competition over resources, French & Indian War Albany Plan boundaries, and trade intensified conflicts among peoples and nations. Treaty of Paris (1763) Pontiac's Rebellion Proclamation of 1763 Sugar Act M A I N I D E A S Stamp Act/Stamp Act Congress The competition among the British, French, and American Indians for Quartering Act Declaratory Act economic and political advantage in North America culminated in the Townshend Act Seven years’ War (the French and Indian War), in which Britain defeated MA Circular Letter Boston Massacre, 1770 France and allied American Indians. Gaspee Affair The desire of many colonists to assert ideals of self-government in the Tea Act of 1773/ Boston Tea Party Intolerable/Coercive Acts face of renewed British imperial efforts led to a colonial independence 1st Continental Congress movement and war with Britain. Lexington & Concord 2nd Continental Congress The ideals that inspired the revolutionary cause reflected new beliefs Common Sense about politics, religion, and society that had been developing over the Declaration of Independence course of the 18th century Salutary Neglect Federalism After declaring independence, American political leaders created new Articles of Confederation constitutions and declarations of rights that articulated the role of the Land Ordinance of 1785 Northwest Ordinance, 1787 state and federal governments while protecting individual liberties and 3/5 Compromise limiting both centralized power and excessive popular influence.