The Road to Revolution and a New Nation

UNIT 4 | EARLY MODERN: GLOBAL INTERACTIONS

UNIT 3 THE ROAD TO REVOLUTION AND A NEW NATION

1 UNIT 3 THE ROAD TO REVOLUTION AND A NEW NATION

UNIT 43 | EARLYTHE ROAD MODERN: TO REVOLUTION GLOBAL INTERACTIONS AND A NEW NATION

UNIT 3 | OVERVIEW, UNIT OBJECTIVES, ESSENTIAL QUESTIONS

Britain’s attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and the Revolutionary War. The competition among the British, French, and American Indians for economic and political advantage in North America culminated in the Seven Years’ War (the French and Indian War), in which Britain defeated France and allied American Indians. The desire of many colonists to assert ideals of self-government in the face of renewed British imperial efforts led to a colonial independence movement and war with Britain. The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government. The ideals that inspired the revolutionary cause reflected new beliefs about politics, religion, and society that had been developing over the course of the 18th Century. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state and federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence. New forms of national culture and political institutions developed in the United States alongside continued regional variations and differences over economic, political, social, and foreign policy issues. Migration within North America and competition over resources, boundaries, and trade intensified conflicts among peoples and nations. In the decades after American independence, interactions among different groups resulted in competition for resources, shifting alliances, and cultural blending.

TIMELINE: 1754 - 1800 INSTRUCTIONAL HOURS: 14

2 UNIT 3 THE ROAD TO REVOLUTION AND A NEW NATION

UNIT 43 | EARLYTHE ROAD MODERN: TO REVOLUTION GLOBAL INTERACTIONS AND A NEW NATION

UNIT OBJECTIVES • Analyze how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity. • Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society. • Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions. • Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America. • Describe ideas about women’s rights and gender roles have affected society and politics.

ESSENTIAL QUESTIONS • How did concepts of American identity and democratic ideals emerge and shape the movement for independence? • Why did the colonists rebel against Britain? • How did the Declaration of Independence shape belief systems and resistance movements throughout the western hemisphere? • How and why did the first major party system develop in the early republic?

3 UNIT 3 THE ROAD TO REVOLUTION AND A NEW NATION

UNIT 3 | THE ROAD TO REVOLUTION AND A NEW NATION

UNIT 3 | CONTENT

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LESSON 3.1.0 | OVERVIEW | Seeds of Liberty & Colonial Society

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LESSON 3.1.0 | OVERVIEW | Learning Outcomes, Vocabulary, & Outline

LEARNING OUTCOMES

• Explain the causes of migration to colonial North America and, later, the United States, and analyze immigration’s effects on U.S. society. • Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions. • Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.

LESSON ESSENTIAL QUESTIONS

• How did the Seven Years’ War (French and Indian War) affect the Native American population and the relations between Britain and its colonies?

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LESSON 3.1.1 | OPENING | EQ Notebook PURPOSE Each unit of the Crash Course US History Curriculum Essential Question with evidence they have (CCUSH) is guided by what we call an essential gathered throughout the unit. This provides question. The Essential Question Notebook (EQ students an opportunity to track their learning Notebook) is an informal writing resource for and to prepare them for future activities. To help students to track their learning and understanding students focus on the important ideas, this activity of a concept throughout a unit. Students will asks them to look at the big ideas through the lens be given an Essential Question at the beginning of the Essential Question. At this point, students of a unit and asked to provide a response based won’t have much background to bring to bear on on prior knowledge and speculation. Students will the issue just yet. This early exercise helps to bring then revisit the notebook in order to answer the to the fore what they know coming into the unit.

PROCESS Ask students to think about the essential Students can do this in the context of their questions for Unit 3 and Lesson 3.1, knowledge of US History, or relate it to their respectively. Students should write down own lives. the Essential Questions and record their responses to opening questions in their EQ ATTACHMENT Notebook Worksheets. • The EQ Unit 3 Notebook Worksheet

Example Opening Questions: How did the Seven Years’ War affect the Native American population and the relations between Britain and its colonies?

3 UNIT 3 | EQ Notebook Worksheet Answer the Essential Questions in Lesson 3.1.1., then again in Lesson 3.1.8. In your answer, be sure to include ideas such as historical context and how themes through history change over time. Use specific examples to support your claims or ideas.

ESSENTIAL QUESTIONS 1. How did the Seven Years’ War affect the Native American population and the relations between Britain and its colonies?

LESSON 3.1.1.

LESSON 3.1.8.

HOW HAS YOUR THINKING CHANGED?

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LESSON 3.1.2 | WATCH | Crash Course US History #5 The Seven Years’ War and the Great Awakening PREVIEW In which John Green teaches you about the primed the people for revolution. One was the beginnings of the American Revolution in a video Great Awakening. Religious revival was sweeping titled The Seven Years War. Confusing? Maybe. the country, introducing new ideas about religion John argues that the Seven Years War, which is often and how it should be practiced. At the same time called the French and Indian War in the US, laid thinkers like John Locke were rethinking the a lot of the groundwork for the Revolution. More relationship between rulers and the ruled. So in confusing? Why does this war have two names? this highly charged atmosphere, you can just Why were the French and Indians fighting each other? imagine what would happen if the crown started The Seven Years war was actually a global war trying to exert more control over the colonies. that went on for nine years. I think I’m having trouble The colonists would probably just rise up, right? making this clear. Anyway, the part of this global war that happened in North America was the French PURPOSE and Indian War. The French and Indian tribes In this video, students learn about the lead up to were the force opposing the British, so that’s the and the events of the Seven Years’ War, also called name that stuck. Let’s get away from this war, the French and Indian War. It is believed that these as it makes my head hurt. Other stuff was going events directly led to the American Revolution. on in the colonies in the 18th Century that

PROCESS As with all of the videos in the course, ask LINK students to watch the video before class. • Crash Course US History #5 – Remind students of John’s fast-talking and The Seven Years’ War and the Great play the video with captions. Pause and Awakening rewind when necessary. Before students watch the video, instruct them to begin to Video questions for students to answer consider the growing tensions of different during their viewing. colonists groups vying for economic control of the land and goods. How are these tensions leading to a breaking point?

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LESSON 3.1.2 | WATCH | Key Ideas – Factual Use these questions and prompts at the appropriate stopping points to check in with students and ensure they are getting the key concepts covered in the video.

1. (1:20) What is mercantilism? SAMPLE ANSWER: Mercantilism is the idea that the government should regulate the economy in order to increase national power. This means encouraging local production through tariffs and monopolies while also trying to ensure a favorable balance of trade.

2. (1:55) What were the most important colonial SAMPLE ANSWER: The most important trade goods era trade goods? were the ones that yielded the most money while also being highly addictive: tobacco and sugar.

3. (3:00) What factors contributed to the build SAMPLE ANSWER: A contributing factor to the up of the Seven Years’ War? building tension was the French colonists moving to the Mississippi and Ohio River valleys and establishing alliances with natives to dominate the fur trade. Meanwhile, the governor of Virginia awarded a land grant called the Ohio Company, which was essentially a real estate development meant to benefit his friends.

4. (4:30) What was the outcome of the SAMPLE ANSWER: Britain received Canada from Seven Years’ War in terms of territories the French and control of Florida from the Spanish. lost and gained? France received important Caribbean Islands and Spain took control of Cuba and The Philippines.

5. (5:25) Who perhaps suffered the most from SAMPLE ANSWER: It seems rather obvious, but the the war and why? natives suffered the most as France no longer had control and an alliance with them in the Mississippi and Ohio River valleys. This meant that the British were likely to expand westward and continue to threaten native way of life.

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6. (7:00) While ultimately a permanent SAMPLE ANSWER: The colonists’ response failure, what was the colonists’ response was the Proclamation Line of 1763, which forbade to Pontiac’s Rebellion? British settlement west of the Appalachian Mountains and reserved territory to the natives.

7. (7:50) Traditionally, how are republicanism SAMPLE ANSWER: Republicanism initially meant and liberalism defined? supporting a government without a king, but in the colonies it ultimately came to mean that only property-owning citizens possessed “virtue” which was defined in the 18th Century as a willingness to subordinate one’s personal interests to the public good. Liberalism asserted that the main task of government was to protect citizens’ natural rights, which were defined by John Locke as life, liberty, and property.

8. (8:50) What was the Great Awakening? SAMPLE ANSWER: The Great Awakening took place in the early decades of the 18th Century, and it was a revitalization of the religious feeling, energized by revival meetings and the introduction of new denominations.

LESSON 3.1.2 | WATCH | Conceptual Thinking Have students answer the following question in order for them to make connections across different concepts and think more critically about the information presented in the video.

1. Winston Churchill referred to the Seven Years’ War as the “first world war”. Given what you have just learned, what aspects of the war and its outcomes make his claim true?

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LESSON 3.1.3 | READ | Seven Years’ War

PURPOSE This article modified from The American Yawp empires. The feud turned bloody in 1754 when provides students with additional context a force of British colonists and Native American and information regarding life in America and allies, led by young George Washington, killed throughout the world leading up to the Seven a French diplomat. This incident led to a war, which Years’ War. France and Britain feuded over the would become known as the Seven Years’ War boundaries of their respective North American or the French and Indian War.

PROCESS Provide students with a copy of the attached ATTACHMENT document or have them download it on • Seven Years’ War their own time. Students should read actively by marking up the text and taking notes. Students should be prepared to answer any potential questions regarding the text.

8 READING | Seven Years’ War — The American Yawp Of the 87 years between the Glorious Revolution Abercrombie’s attack on Fort Carillon (Ticonderoga) (1688) and the American Revolution (1775), Britain in 1758. These victories were often the result of was at war with France and French-allied Native alliances with Native Americans. Americans for 37 of them. These were not wars in which European soldiers fought other European In Europe, the war did not fully begin until 1756, soldiers. American militiamen fought for the British when British-allied Frederick II of Prussia invaded against French Catholics and their Indian allies in the neutral state of Saxony. As a result of this all of these engagements. Warfare took a physical invasion, a massive coalition of France, Austria, and spiritual toll on British colonists. British towns Russia, and Sweden attacked Prussia and the located on the border between New England and few German states allied with Prussia. The ruler New France experienced intermittent raiding by of Austria, Maria Theresa, hoped to conquer the French-allied Native Americans. Raiding parties province of Silesia, which had been lost to Prussia would destroy houses and burn crops, but they in a previous war. In the European war, the British would also take captives. They brought these captives monetarily supported the Prussians, as well as the to French Quebec, where some were ransomed minor western German states of Hesse-Kassel back to their families in New England and others and Braunschwieg-Wolfbüttel. These subsidy converted to Catholicism and remained in New payments enabled the smaller German states France. In this sense, Catholicism threatened to to fight France and allowed the excellent Prussian literally capture Protestant lands and souls. army to fight against the large enemy alliance.

France and Britain feuded over the boundaries However, as in North America, the early part of the of their respective North American empires. war went against the British. The French defeated The feud turned bloody in 1754 when a force Britain’s German allies and forced them to surrender of British colonists and Native American after the Battle of Hastenbeck in 1757. The Austrians allies, led by young George Washington, killed defeated the Prussians in the Battle of Kolin, also in a French diplomat. This incident led to a war, 1757. However, Frederick of Prussia defeated the which would become known as the Seven Years’ French at the Battle of Rossbach in November of 1757. War or the French and Indian War. In North This battle allowed the British to rejoin the war in America, the French achieved victory in the early Europe. Just a month later, Frederick’s army defeated portion of this war. They attacked and burned the Austrians at the Battle of Leuthen, reclaiming multiple British outposts, such as Fort William the vital province of Silesia. In India and throughout Henry in 1757. In addition, the French seemed the world’s oceans, the British and their fleet to easily defeat British attacks, such as General consistently defeated the French. Robert Clive and Braddock’s attack on Fort Duquesne, and General his Indian allies defeated the French at the Battle

9 of Plassey in 1757. With the sea firmly in their control, the event boasted: “The time will come, when the British could send more troops to North America. Pope and Friar/Shall both be roasted in the fire/ When the proud Antichristian whore/will sink, and These newly arrived soldiers allowed the British to never rise more.”1 launch new offensives. The large French port and fortress of Louisbourg, in present day Nova Scotia, American colonists rejoiced over the defeat of fell to the British in 1758. In 1759, British General Catholic France and felt secure that the Catholics James Wolfe defeated French General Montcalm in Quebec could no longer threaten them. Of in the Battle of the Plains of Abraham, outside of course, the American colonies had been a haven Quebec City. In Europe, 1759 saw the British defeat for religious minorities since the seventeenth the French at the Battle of Minden, and destroy century. Early religious pluralism served as evidence large portions of the French fleet. The British referred of an “American melting pot” that included Catholic to 1759 as the “annus mirabilis” or the year of Maryland. But practical toleration of Catholics existed miracles. These victories brought about the fall of alongside virulent anti-Catholicism in public and French Canada, and for all intents and purposes, political arenas. It was a powerful and enduring the war in North America ended in 1760 with the rhetorical tool borne out of warfare and competition British capture of Montreal. The British continued between Britain and France. to fight against the Spanish, who entered the war in 1762. In this war, the Spanish successfully defended In part because of constant conflict with Catholic Nicaragua against British attacks but were unable France, Britons on either side of the Atlantic to prevent the conquest of Cuba and the Philippines. and of a variety of Protestant sects cohered around a pan-Protestant interest. British ministers in The Seven Years’ War ended with the peace treaties England called for a coalition to fight French and of Paris and Hubertusburg in 1763. The British Catholic empires that imperiled Protestantism. received much of Canada and North America from Missionary organizations such as the Society for the French, while the Prussians retained the important Promoting Christian Knowledge and the Society province of Silesia. This gave the British a larger for Propagation of the Gospel were founded at empire than they could control, which contributed the turn of the seventeenth century to evangelize to tensions leading to revolution. In particular, it Native Americans and limit Jesuits advances in exposed divisions within the newly expanded empire, converting them to Catholicism. The previously including language, national affiliation, and religious mentioned Protestant revivals of the so-called Great views. When the British captured Quebec in 1760, Awakening crisscrossed the Atlantic and founded a newspaper distributed in the colonies to celebrate a participatory religious movement during the 1730s

1 Canada Subjected: A New Song ([Unknown, 1760?]), quoted in Thomas Kidd, God of Liberty: A Religious History of the American Revolution (New York: Basic Books, 2010), 29.

10 and 1740s that united British Protestant churches. Preachers and merchants alike urged greater Atlantic trade to knit the Anglophone Protestant Atlantic together through commerce.

Source Emily Arendt et al., “Colonial Society,” Nora Slonimsky, ed., in The American Yawp, Joseph Locke and Ben Wright, eds., last modified August 1, 2016, http://www.AmericanYawp.com.

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LESSON 3.1.4 | WATCH | Crash Course US History #5 Taxes & Smuggling - Prelude to Revolution PREVIEW In which John Green teaches you about the roots responses, and various congresses. We’ll start of the American Revolution. The Revolution did with the end of the Seven Years War, and the not start on July 4, 1776. The Revolutionary War bill that the British ran up fighting the war. This didn’t start on July 4 either. (as you remember, led to taxes on colonial trade, which led to I’m sure, the Revolution and the Revolutionary colonists demanding representation, which led War are not the same thing) The shooting started to revolution. It all seems very complicated, on April 19, 1775, at Lexington and/or Concord, but Crash Course will get you through it in about MA. Or the shooting started with the Boston 12 minutes. Massacre on March 5, 1770. At least we can pin down the Declaration of Independence to July 4, PURPOSE 1776. Except that most of the signers didn’t sign In this video, students learn about the roots of the until August 2. The point is that the beginning American Revolution. It is often thought that unfair of the Revolution is very complex and hard to pin taxation was the cause for the revolution, but down. John will lead you through the bramble of declaring independence is much more complicated taxes, royal decrees, acts of parliament, colonial than just one answer.

PROCESS As with all of the videos in the course, ask LINK students to watch the video before class. • Crash Course US History #5 – Remind students of John’s fast-talking and Taxes & Smuggling: Prelude to Revolution play the video with captions. Pause and rewind when necessary. Before students Video questions for students to answer watch the video, instruct them to begin to during their viewing. consider how colonists viewed themselves in the decisions they made leading up to the revolution. How does that identity help answer the Essential Questions of the unit?

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LESSON 3.1.4 | WATCH | Key Ideas – Factual Use these questions and prompts at the appropriate stopping points to check in with students and ensure they are getting the key concepts covered in the video.

1. (:30) Stuck with 150 million pounds of war debt SAMPLE ANSWER: The British saw the main following the Seven Years’ War, how did the benefactors of the war to be the colonists, so they British government intend on paying it? sought to pay off war debt through taxation.

2. (1:20) How did the new taxes placed on SAMPLE ANSWER: Previous taxes had involved colonists differ from previous taxes? trying to regulate trade in a mercantilist way more than paying back war debt. Also the colonists were able to get around previous taxes through smuggling.

3. (1:35) Why were the colonists angry with how SAMPLE ANSWER: Colonists were angry because the British were imposing these new taxes? the new taxes lacked parliamentary representation, which is what the colonists sought. Some of the colonies had been setting their own taxes through their own legislatures for 100 years.

4. (2:25) What is significant about the Stamp Act SAMPLE ANSWER: The Stamp Act declared and the fallout from it? that all print material had to carry a stamp. The boycotting of British goods due to the act was the first major coordinated action by the colonies - perhaps the first united act. This formed committees of correspondence, which became the Sons of Liberty, to which the British repealed the Stamp Act.

5. (4:00) What violent event was born out of the SAMPLE ANSWER: The Townsend Acts gave Townsend Acts? rise to boycotts of even more British-made goods. These protests occasionally got of hand, like the Boston Massacre, where five colonists were killed — most famously Crispus Attucks. Of the nine British soldiers put on trial, seven were acquitted and two were convicted of manslaughter.

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6. (4:45) Were boycotts and protests effective for SAMPLE ANSWER: Most definitely. It nearly every the colonists? case of boycotts, British merchants were forced to push for the repeal of acts passed because they were suffering from lost revenue.

7. (6:35) According to John, why is it not an SAMPLE ANSWER: The First Continental Congress exaggeration to say that the First Continental established continental association to police the Congress was the first government in America? boycotts and encourage domestic manufacturing. And because coordinating action to achieve some end is what governments do, it’s not an exaggeration to say this was the first real colony- wide government in America.

8. (7:00) What was the shift in attitude amongst SAMPLE ANSWER: The change in attitude among colonists following the First Continental Congress? many colonists witnessed them making claims based on abstract ideas about freedom and natural rights. The Congress justified the actions as liberties of free and natural-born subjects of England while also talking about immutable laws of nature. It expressed the idea that all humans have certain rights derived from natural laws, which was a revolutionary idea.

9. (7:40) Why are the American Revolution and SAMPLE ANSWER: Simply declaring independence the American War for Independence not the does not make an independent nation, especially same event? considering that the fighting for independence had started fifteen months before the Declaration of Independence.

10. (8:30) Were all colonists pro-independence? SAMPLE ANSWER: Not all colonists were pro- Why or why not? independence. Elites in colonies like New York and Pennsylvania were nervous that revolutionary fervor was empowering artisans and small farmers, which the elites thought should not have a say in the political process.

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11. (10:20) What is the Olive Branch Petition? SAMPLE ANSWER: The Olive Branch Petition was a document sent by the Continental Congress in July 1775 suggesting that Americans were loyal British subjects who wanted reconciliation with Britain..

LESSON 3.1.4 | WATCH | Conceptual Thinking Have students answer the following question in order for them to make connections across different concepts and think more critically about the information presented in the video.

1. What attributes made Thomas Paine’s Common Sense so popular? What examples of present-day American politics can you equate with Common Sense?

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LESSON 3.1.5 | READ | Origins of the American Revolution

PURPOSE This journal from The American Yawp reinforces colonists had just helped to win a world war and and expands on topics discussed in the previous most had never been more proud to be British. activity. Throughout the 18th Century, colonists And yet, in a little over a decade, those same had developed significant emotional ties with colonists would declare their independence and both the British monarchy and the British break away from the British Empire. Seen from constitution. British subjects enjoyed a degree 1763, nothing would have seemed as improbable of liberty unknown in the unlimited monarchies as the American Revolution. of France and Spain. The British North American

PROCESS Provide students with a copy of the attached ATTACHMENTS document or have them download it on their • Origins of the American Revolution own time. Students should read actively by marking up the text and taking notes. Students should be prepared to answer any potential questions regarding the text. Students should also consider the Essential Questions of the unit and section while they read.

Potential follow-up questions for discussion: • What two factors contributed to Britain’s failure to define the • What justified the empire’s hands-off colonies’ relationship to the empire approach to the colonies? and institute a coherent program • What two seemingly conflicting bodies of of imperial reform? thought began to combine in the colonies • What are some examples of and challenge older ideas about authority? political institutions established What thoughts did this lead to? in the colonies?

16 READING | Origins of the American Revolution – The American Yawp Introduction personal gain. The “founding fathers” instigated In the 1760s, Benjamin Rush, a native of Philadelphia, and fought a revolution to secure independence recounted a visit to Parliament. Upon seeing from Britain, but they did not fight that revolution the King’s throne in the House of Lords, Rush said to create a “democracy.” To successfully rebel he “felt as if he walked on sacred ground” with against Britain, however, required more than a few dozen “founding fathers.” Common colonists “emotions that I cannot describe.”1 Throughout the eighteenth century, colonists had developed joined the fight, unleashing popular forces that significant emotional ties with both the British shaped the Revolution itself, often in ways not monarchy and the British constitution. British welcomed by elite leaders. But once unleashed, subjects enjoyed a degree of liberty unknown in these popular forces continued to shape the new the unlimited monarchies of France and Spain. nation and indeed the rest of American history. The British North American colonists had just helped to win a world war and most, like Rush, had never The Origins of the American Revolution been more proud to be British. And yet, in a little The American Revolution had both long-term origins over a decade, those same colonists would declare and short-term causes. In this section, we will look their independence and break away from the British broadly at some of the long-term political, intellectual, Empire. Seen from 1763, nothing would have seemed cultural, and economic developments in the as improbable as the American Revolution. eighteenth century that set the context for the crisis of the 1760s and 1770s. The Revolution built institutions and codified the language and ideas that still define Americans’ Between the Glorious Revolution of 1688 and image of themselves. Moreover, revolutionaries the middle of the eighteenth century, Britain had justified their new nation with radical new ideals largely failed to define the colonies’ relationship that changed the course of history and sparked to the empire and institute a coherent program of a global “age of revolution.” But the Revolution was imperial reform. Two factors contributed to these as paradoxical as it was unpredictable. A revolution failures. First, Britain was at war from the War of fought in the name of liberty allowed slavery to persist. the Spanish Succession at the start of the century Resistance to centralized authority tied disparate through the Seven Years’ War in 1763. Constant colonies ever closer together under new governments. war was politically consuming and economically The revolution created politicians eager to foster expensive. Second, competing visions of empire republican selflessness and protect the public good divided British officials. Old Whigs and their Tory but also encouraged individual self-interest and supporters envisioned an authoritarian empire,

1 Benjamin Rush to Ebenezer Hazard, October 22, 1768, in L. H. Butterfield, ed., Letters of Benjamin Rush, 2 vols. (Prince- ton: Princeton University Press, 1951), 1:68.

17 based on conquering territory and extracting In this same period, the colonies developed their resources. They sought to eliminate Britain’s own local political institutions. Samuel Adams, growing national debt by raising taxes and cutting in the Boston Gazette, described the colonies as spending on the colonies. The radical (or Patriot) each being a “separate body politic” from Britain. Whigs’ based their imperial vision on trade and Almost immediately upon each colony’s settlement, manufacturing instead of land and resources. they created a colonial assembly. These assemblies They argued that economic growth, not raising assumed many of the same duties as the Commons taxes, would solve the national debt. Instead exercised in Britain, including taxing residents, of an authoritarian empire, “patriot Whigs” argued managing the spending of the colonies’ revenue, that the colonies should have equal status with and granting salaries to royal officials. In the early the mother country. There were occasional attempts 1700s, elite colonial leaders lobbied unsuccessfully to reform the administration of the colonies, to get the Ministry to define their assemblies’ but debate between the two sides prevented legal prerogratives, but the Ministry was too coherent reform.2 occupied with European wars. In the first half of the eighteenth century, royal governors tasked Amidst the uncertainty, colonists developed their by the Board of Trade attempted to limit the own notions of their place in the empire. They power of the assemblies, but the assemblies’ saw themselves as British subjects “entitled to all power only grew. Many colonists came to see the natural, essential, inherent, and inseparable their assemblies as having the same jurisdiction rights of our fellow subjects in Great-Britain.” The over them that Parliament exercised over those eighteenth century brought significant economic in England. They interpreted British inaction as and demographic growth in the colonies. This success, justifying their tradition of local governance. The they believed, resulted partly from Britain’s hands- British Ministry and Parliament, however, disagreed.4 off approach to the colonies. By mid-century, colonists believed that they held a special place in the empire, Colonial political culture in the colonies also which justified Britain’s hands-off policy. In 1764, developed differently than that of the mother James Otis Jr. wrote, “The colonists are entitled country. In both Britain and the colonies, land was to as ample rights, liberties, and privileges as the the key to political participation, but because subjects of the mother country are, and in some land was more easily obtained in the colonies, respects to more.”3 a higher proportion of male colonists participated in politics. Colonial political culture drew inspiration

2 Jack P. Greene, The Constitutional Origins of the American Revolution (Cambridge: Cambridge University Press, 2010). 3 James Otis, The Rights of the Colonies Asserted and Proved (Boston, 1764), 52, 38. 4 Greene, Constitutional Origins of the American Revolution, 118.

18 from the “country” party in Britain. These ideas– At the same time as Locke’s ideas about knowledge generally referred to as the ideology of republicanism– and education spread in North America, the stressed the corrupting nature of power on the colonies also experienced an unprecedented wave individual, the need for those involved in self-governing of evangelical Protestant revivalism. In 1739-40, to be virtuous (i.e., putting the “public good” over the Rev. George Whitefield, an enigmatic, itinerant their own self-interest) and to be ever vigilant against preacher, traveled the colonies preaching Calvinist the rise of conspiracies, centralized control, sermons to huge crowds. Unlike the rationalism of and tyranny. Only a small fringe in Britain held Locke, his sermons were designed to appeal to his these ideas, but in the colonies, they were listeners’ emotions. Whitefield told his listeners that widely accepted.5 salvation could only be found by taking personal responsibility for one’s own unmediated relationship In the 1740s, two seemingly conflicting bodies with God, a process which came to be known of thought—the Enlightenment and the Great as a “conversion” experience. He also argued that Awakening—began to combine in the colonies and the current Church hierarchies populated by challenge older ideas about authority. Perhaps no “unconverted” ministers only stood as a barrier single philosopher had a greater impact on colonial between the individual and God. In his wake, thinking than John Locke. In his Essay Concerning new traveling preachers picked up his message Human Understanding, Locke argued that the mind and many congregations split. Both Locke and was originally a tabula rasa (or blank slate) and Whitefield had empowered individuals to question that individuals were formed primarily by their authority and to take their lives into their own hands. environment. The aristocracy then were wealthy or successful because they had greater access to In other ways, eighteenth-century colonists were wealth, education, and patronage and not because becoming more culturally similar to Britons, they were innately superior. Locke followed this a process often referred to as “Anglicization.” As essay with Some Thoughts Concerning Education, the colonial economies grew, they quickly which introduced radical new ideas about the became an important market destination for British importance of education. Education would produce manufacturing exports. Colonists with disposable rational human beings capable of thinking for income and access to British markets attempted themselves and questioning authority rather than to mimic British culture. By the middle of the tacitly accepting tradition. These ideas slowly eighteenth century, middle-class colonists could came to have far-reaching effects in the colonies also afford items previously thought of as luxuries and, later, the new nation. like British fashions, dining wares, and more. The desire to purchase British goods meshed with the

5 Bernard Bailyn, The Ideological Origins of the American Revolution (Cambridge: The Belknap Press of Harvard Universi- ty Press, 1967).

19 desire to enjoy British liberties.6 These political, intellectual, cultural, and economic developments built tensions that rose to the surface when, after the Seven Years’ War, Britain finally began to implement a program of imperial reform that conflicted with colonists’ understanding of the empire and their place in it.

Source James Ambuske et al., “The American Revolution,” Michael Hattem, ed., in The American Yawp, Joseph Locke and Ben Wright, eds., last modified August 1, 2016, http://www. AmericanYawp.com.

6 Jack P. Greene, Pursuits of Happiness: The Social Development of Early Modern British Colonies and the Formation of American Culture (Chapel Hill: University of North Carolina Press., 1988), 170-1. Also, see John Murrin, “Anglicizing an American Colony: The Transformation of Provincial Massachusetts,” PhD diss., Yale University, 1966.

20 LESSON 3.1 | SEEDSEEDS OF OF LIBERTY LIBERTY & & COLONIAL COLONIAL SOCIETY SOCIETY

LESSON 3.1.6 | READ | The Causes of the American Revolution PURPOSE This journal from The American Yawp reinforces and expands on topics discussed in the previous reading.

PROCESS Provide students with a copy of the attached ATTACHMENTS document or have them download it on their • The Causes of the American Revolution own time. Students should read actively by marking up the text and taking notes. Students should be prepared to answer any potential questions regarding the text. Students should also consider the Essential Questions of the unit and section while they read.

Potential follow-up questions for discussion: • What two reforms were passed • What are examples of resistances to the by Parliament in 1764? What were Stamp Act? the reactions to these reforms in • How did colonists’ cultural relationship the colonies? with England change?

21 READING | The Causes of the American Revolution – The American Yawp

Most immediately, the American Revolution resulted territory for which they had fought alongside directly from attempts to reform the British Empire the British. after the Seven Years’ War. The Seven Years’ War culminated nearly a half-century of war between In 1764, Parliament passed two more reforms. The Europe’s imperial powers. It was truly a world war, Sugar Act sought to combat widespread smuggling fought between multiple empires on multiple of molasses in New England by cutting the duty continents. At its conclusion, the British Empire had in half but increasing enforcement. Also, smugglers never been larger. Britain now controlled the North would be tried by vice-admiralty courts and not American continent east of the Mississippi River, juries. Parliament also passed the Currency Act, including French Canada. It had also consolidated its which restricted colonies from producing paper control over India. But, for the ministry, the jubilation money. Hard money, like gold and silver coins, was was short-lived. The realities and responsibilities scarce in the colonies. The lack of currency impeded of the post-war empire were daunting. War (let alone the colonies’ increasingly sophisticated transatlantic victory) on such a scale was costly. Britain doubled economies, but it was especially damaging in 1764 the national debt to 13.5 times its annual revenue. because a postwar recession had already begun. In addition to the costs incurred in securing victory, Between the restrictions of the Proclamation Britain was also looking at significant new costs of 1763, the Currency Act, and the Sugar Act’s required to secure and defend its far-flung empire, canceling of trials-by-jury for smugglers, some especially the western frontiers of the North American colonists began to fear a pattern of increased colonies. These factors led Britain in the 1760s taxation and restricted liberties. to attempt to consolidate control over its North American colonies, which, in turn, led to resistance. In March 1765, Parliament passed the Stamp Act. The act required many documents be printed King George III took the crown in 1760 and brought on paper that had been stamped to show the duty Tories into his Ministry after three decades of Whig had been paid, including newspapers, pamphlets, rule. They represented an authoritarian vision of diplomas, legal documents, and even playing cards. empire where colonies would be subordinate. The The Sugar Act of 1764 was an attempt to get Royal Proclamation of 1763 was Britain’s first merchants to pay an already-existing duty, but the major postwar imperial action concerning North Stamp Act created a new, direct (or “internal”) America. The King forbade settlement west of tax. Parliament had never before directly taxed the Appalachian Mountains in an attempt to limit the colonists. Instead, colonies contributed to the costly wars with Native Americans. Colonists, empire through the payment of indirect, “external” however, protested and demanded access to the taxes, such as customs duties. In 1765, Daniel

22 Dulany of Maryland wrote, “A right to impose an argued differently “shall be deemed an enemy internal tax on the colonies, without their consent to this his majesty’s colony.”2 The spread of these for the single purpose of revenue, is denied, extra resolves throughout the colonies helped a right to regulate their trade without their consent radicalize the subsequent responses of other is, admitted.”1 Also, unlike the Sugar Act, which colonial assemblies and eventually led to the primarily affected merchants, the Stamp Act directly calling of the Stamp Act Congress in New York affected numerous groups throughout colonial City in October 1765. Nine colonies sent delegates, society, including printers, lawyers, college graduates, including Benjamin Franklin, John Dickinson, and even sailors who played cards. This led, in part, Thomas Hutchinson, Philip Livingston, and James Otis.3 to broader, more popular resistance. The Stamp Act Congress issued a “Declaration Resistance to the Stamp Act took three forms, of Rights and Grievances,” which, like the Virginia distinguished largely by class: legislative resistance Resolves, declared allegiance to the King and by elites, economic resistance by merchants, and “all due subordination” to Parliament, but also popular protest by common colonists. Colonial elites reasserted the idea that colonists were entitled responded with legislative resistance initially by to the same rights as native Britons. Those rights passing resolutions in their assemblies. The most included trial by jury, which had been abridged famous of the anti-Stamp Act resolutions were by the Sugar Act, and the right to only be taxed the “Virginia Resolves,” passed by the House of by their own elected representatives. As Daniel Burgesses on May 30, 1765, which declared that the Dulany wrote in 1765, “It is an essential principle of colonists were entitled to “all the liberties, privileges, the English constitution, that the subject shall not franchises, and immunities . . . possessed by the be taxed without his consent.”4 Benjamin Franklin people of Great Britain.” When the resolves were called it the “prime Maxim of all free Government.” printed throughout the colonies, however, they Because the colonies did not elect members often included a few extra, far more radical resolves to Parliament, they believed that they were not not passed by the Virginia House of Burgesses, represented and could not be taxed by that body. the last of which asserted that only “the general In response, Parliament and the Ministry argued assembly of this colony have any right or power to that the colonists were “virtually represented,” impose or lay any taxation” and that anyone who just like the residents of those boroughs or counties

1 [Daniel Dulany], Considerations on the Propriety of imposing Taxes in the British Colonies, for the Purpose of raising a Revenue, by Act of Parliament. The Second Edition (Annapolis: Printed and Sold by Jonas Green, 1765), 34. For a 1766 London reprint, see https://archive.org/details/cihm_20394. 2 The Newport Mercury, June 24, 1765. This version was also reprinted in newspapers in New York, Boston, Philadelphia, and Maryland. 3 Proceedings of the Congress at New-York (Annapolis: Printed by Jonas Green, 1766). 4 [Dulany], Considerations on the Propriety of imposing Taxes in the British Colonies, 8.

23 in England that did not elect members to Parliament. The third, and perhaps, most crucial type of However, the colonists rejected the notion of virtual resistance was popular protest. Violent riots broke representation, with one pamphleteer calling it out in Boston, during which crowds burned the a “monstrous idea.”5 appointed stamp distributor for Massachusetts, Andrew Oliver, in effigy and pulled a building he The second type of resistance to the Stamp Act owned “down to the Ground in five minutes.”9 Oliver was economic. While the Stamp Act Congress resigned the position the next day. The following deliberated, merchants in major port cities were week, a crowd also set upon the home of his brother- preparing non-importation agreements, hoping in-law, Lt. Gov. Thomas Hutchinson, who had that their refusal to import British goods would publicly argued for submission to the stamp tax. lead British merchants to lobby for the repeal of Before the evening was over, much of Hutchinson’s the Stamp Act. In New York City, “upwards of two home and belongings had been destroyed.10 hundred principal merchants” agreed not to import, sell, or buy “any goods, wares, or merchandises” Popular violence and intimidation spread quickly from Great Britain.6 In Philadelphia, merchants throughout the colonies. In New York City, posted gathered at “a general meeting” to agree that “they notices read: would not Import any Goods from Great-Britain until the Stamp-Act was Repealed.”7 The plan worked. PRO PATRIA, By January 1766, London merchants sent a letter The first Man that either to Parliament arguing that they had been “reduced distributes or makes use of Stampt to the necessity of pending ruin” by the Stamp Act Paper, let him take care of and the subsequent boycotts.8 his House, Person, & Effects. Vox Populi; We dare.”11

5 [George Canning], A Letter to the Right Honourable Wills Earl of Hillsborough, on the connection between Great Britain and her American colonies (London: Printed for T. Becket, in the Strand; and J. Almon, in Piccadilly, 1768), 9. 6 “New York, October 31, 1765.” New-York Gazette, or Weekly Mercury, November 7, 1765. 7 “Resolution of Non-Importation made by the Citizens of Philadelphia,” October 25, 1765, mss., Historical Society of Pennsylvania. http://digitalhistory.hsp.org/pafrm/doc/resolution-non-importation-made-citizens-philadelphia-october-25-1765. For the published notice of the resolution, see “Philadelphia, November 7, 1765,” broadside, “Pennsylva- nia Stamp Act and Non-Importation Resolutions Collection,” American Philosophical Society, Philadelphia, PA. 8 “The Petition of the London Merchants to the House of Commons,” in Prologue to Revolution: Sources and Documents on the Stamp Act Crisis, 1764-1766, ed. Edmund S. Morgan (Chapel Hill: University of North Carolina Press, 1959), 130-1. 9 Gov. Francis Bernard to Lord Halifax, August 15, 1765, in Ibid., 107. 10 For Hutchinson’s own account of the events, see Thomas Hutchinson to Richard Jackson, August 30, 1765, in The Corre- spondence of Thomas Hutchinson, Volume 1: 1740-1766, ed. John W. Tyler (Boston: Colonial Society of Massachusetts, 2014), 291-4. 11 Documents Relative to the Colonial History of the State of New-York, procured in Holland, England, and France, 13 vols., ed. Edmund O’Callaghan (Albany: Weed, Parsons and Company, Printers, 1856),

24 CRASH COURSE | US HISTORY

By November 16, all of the original twelve stamp right of Parliament to regulate colonial trade. distributors had resigned, and by 1766, groups So Britain’s next attempt to draw revenues from who called themselves the “Sons of Liberty” were the colonies, the Townshend Acts, were passed formed in most of the colonies to direct and organize in June 1767, creating new customs duties on further popular resistance. These tactics had the common items, like lead, glass, paint, and tea, dual effect of sending a message to Parliament and instead of direct taxes. The Acts also created discouraging colonists from accepting appointments and strengthened formal mechanisms to enforce as stamp collectors. With no one to distribute the compliance, including a new American Board of stamps, the Act became unenforceable. Customs Commissioners and more vice-admiralty courts to try smugglers. Revenues from customs Pressure on Parliament grew until, in February of seizures would be used to pay customs officers 1766, they repealed the Stamp Act. But to save and other royal officials, including the governors, face and to try to avoid this kind of problem in the thereby incentivizing them to convict offenders. future, Parliament also passed the Declaratory Act, These acts increased the presence of the British asserting that Parliament had the “full power and government in the colonies and circumscribed the authority to make laws . . . to bind the colonies authority of the colonial assemblies, since paying and people of America . . . in all cases whatsoever.” the governor’s salary had long given the assemblies However, colonists were too busy celebrating the significant power over them. Unsurprisingly, colonists, repeal of the Stamp Act to take much notice of the once again, resisted. Declaratory Act. In New York City, the inhabitants raised a huge lead statue of King George III in honor Even though these were duties, many colonial of the Stamp Act’s repeal. It could be argued that resistance authors still referred to them as “taxes,” there was no moment at which colonists felt more because they were designed primarily to extract proud to be members of the free British Empire revenues from the colonies not to regulate trade. than 1766. But Britain still needed revenue from John Dickinson, in his “Letters from a Pennsylvania the colonies.12 Farmer,” wrote, “That we may legally be bound to pay any general duties on these commodities, The colonies had resisted the implementation relative to the regulation of trade, is granted; but of direct taxes, but the Declaratory Act reserved we being obliged by her laws to take them from Parliament’s right to impose them. And, in the Great Britain, any special duties imposed on their colonists’ dispatches to Parliament and in numerous exportation to us only, with intention to raise a pamphlets, they had explicitly acknowledged the revenue from us only, are as much taxes upon

12 Documents Relative to the Colonial History of the State of New-York, procured in Holland, England, and France, 13 vols., ed. Edmund O’Callaghan (Albany: Weed, Parsons and Company, Printers, 1856), 7:770. The image can be found here: https://pbs.twimg.com/media/Btm5M84IMAA4MCY.png:large.

25 us, as those imposed by the Stamp Act.” Hence, important part of this cultural shift. At the same many authors asked: once the colonists assented time, British goods and luxuries previously desired to a tax in any form, what would stop the British now became symbols of tyranny. Non-importation, from imposing ever more and greater taxes on the and especially, non-consumption agreements colonists?13 changed colonists’ cultural relationship with the mother country. Committees of Inspection that New forms of resistance emerged in which elite, monitored merchants and residents to make sure middling, and working class colonists participated that no one broke the agreements. Offenders together. Merchants re-instituted non-importation could expect to be shamed by having their names agreements, and common colonists agreed not to and offenses published in the newspaper and consume these same products. Lists were circulated in broadsides. with signatories promising not to buy any British goods. These lists were often published in newspapers, Non-importation and non-consumption helped bestowing recognition on those who had signed and forge colonial unity. Colonies formed Committees led to pressure on those who had not. of Correspondence to keep each other informed of the resistance efforts throughout the colonies. Women, too, became involved to an unprecedented Newspapers reprinted exploits of resistance, degree in resistance to the Townshend Acts. They giving colonists a sense that they were part of circulated subscription lists and gathered signatures. a broader political community. The best example The first political commentaries in newspapers of this new “continental conversation” came in the written by women appeared.14 Also, without new wake of the “Boston Massacre.” Britain sent imports of British clothes, colonists took to wearing regiments to Boston in 1768 to help enforce the simple, homespun clothing. Spinning clubs were new acts and quell the resistance. On the evening formed, in which local women would gather at one of March 5, 1770, a crowd gathered outside the their homes and spin cloth for homespun clothing for Custom House and began hurling insults, snowballs, their families and even for the community.15 and perhaps more at the young sentry. When a small number of soldiers came to the sentry’s aid, the Homespun clothing quickly became a marker of crowd grew increasingly hostile until the soldiers one’s virtue and patriotism, and women were an fired. After the smoke cleared, five Bostonians were

13 “The Declaratory Act,” The Avalon Project: Documents in Law, History, and Diplomacy, http://avalon.law.yale.edu/18th_ century/declaratory_act_1766.asp 14 “Address to the Ladies,” Boston Post-Boy, November 16, 1767; Boston Evening-Post, February 12, 1770. Many female contributions to political commentary took the form of poems and drama, as in the poetry of Hannah Griffitts and satiri- cal plays by Mercy Otis Warren. 15 Carol Berkin, Revolutionary Mothers: Women in the Struggle for America’s Independence (New York: Alfred A. Knopf, 2005), 17-8.

26 dead, including one of the ringleaders, Crispus and continental levels––far beyond anything Attucks, a former slave turned free dockworker. The anyone could have imagined a few years earlier. soldiers were tried in Boston and won acquittal, A new sense of shared grievances began to join thanks, in part, to their defense attorney, John the colonists in a shared American political identity. Adams. News of the “Boston Massacre” spread quickly through the new resistance communication Source networks, aided by a famous engraving initially James Ambuske et al., “The American Revolution,” Michael circulated by Paul Revere, which depicted blood- Hattem, ed., in The American Yawp, Joseph Locke and thirsty British soldiers with grins on their faces Ben Wright, eds., last modified August 1, 2016, http://www. firing into a peaceful crowd. The engraving was AmericanYawp.com. quickly circulated and reprinted throughout the colonies, generating sympathy for Boston and anger with Britain.

Resistance again led to repeal. In March of 1770, Parliament repealed all of the new duties except the one on tea, which, like the Declaratory Act, was left, in part, to save face and assert that Parliament still retained the right to tax the colonies. The character of colonial resistance had changed between 1765 and 1770. During the Stamp Act resistance, elites wrote resolves and held congresses while violent, popular mobs burned effigies and tore down houses, with minimal coordination between colonies. But methods of resistance against the Townshend Acts became more inclusive and more coordinated. Colonists previously excluded from meaningful political participation now gathered signatures, and colonists of all ranks participated in the resistance by not buying British goods, and monitoring and enforcing the boycotts.

Britain’s failed attempts at imperial reform in the 1760s created an increasingly vigilant and resistant colonial population and, most importantly, an enlarged political sphere––both on the colonial

27 LESSON 3.1 | SEEDSEEDS OF OF LIBERTY LIBERTY & & COLONIAL COLONIAL SOCIETY SOCIETY

LESSON 3.1.7 | ACTIVITY | Stamp Act Reactions PURPOSE This activity, modified from documents found at The and fueled discontent with British rule that led Gilder Lehrman Institute of American History and to the outbreak of the American Revolution. Why the Stanford History Education Group, is designed was a rather small tax so fiercely resented? In this to expose students to the thoughts and reactions lesson, students engage in key aspects of historical to the passing of the Stamp Act. The passage of thinking as they explore this question. the Stamp Act in 1765 outraged American colonists

PROCESS Give students access to the excerpts of Potential follow-up questions for discussion: reactions to the passage of the Stamp Act. • Why were colonists upset about the Students should read, annotating the text Stamp Act? as they work through the documents. They • Was the Stamp Act an unreasonable should then complete a Primary Source and unfair tax? Analysis Tool for each document. Upon • Were the British violating colonists’ rights? completion of the assignment, the class • How were the colonists behaving should discuss findings and compare ideas in response to the Stamp Act? (small groups might be best for this, sharing • Some historians have argued that out when done). This discussion should center the American Revolution happened on how growing tensions within the colonies because a few rich leaders riled up and new ideas on questioning the authority all the poor people. Do these documents of established norms led to the American provide evidence for argument? Is that Revolution. evidence believable?

ATTACHMENTS • Primary Source Analysis Tool • Stamp Act Reactions

28 READING | Stamp Act Reactions: A Report on Reaction to the Stamp Act –The Gilder Lehrman Institute of American History Background Information Excerpt On March 22, 1765, the British Parliament passed the There is a violent spirit of opposition raised on “Stamp Act” to help pay for British troops stationed the Continent against the execution of the Stamp in the colonies during the Seven Years’ War. It required Act, the mob in Boston have carried it very high the colonists to pay a tax, represented by a stamp, against Mr. Oliver the Secry (a Town born child) for on various papers, documents, and playing cards. It his acceptance of an office in consequence of that was a direct tax imposed by the British government act. They have even proceeded to some violence, without the approval of the colonial legislatures and and burnt him in Effigy &c. They threaten to pull was payable in hard-to-obtain British sterling, rather down & burn the Stamp Office now building, and than colonial currency. Further, those accused of that they will hold every man as Infamous that shall violating the Stamp Act could be prosecuted in Vice- presume to carry the Stamp Act into Execution; so Admiralty Courts, which had no juries and could be that it is thought Mr. Oliver will resign. I don’t find held anywhere in the British Empire. any such turbulent spirit to prevail among us, if it should, the means are in our Hands to prevent any Adverse colonial reaction to the Stamp Act ranged tumults or Insults; what the consequences may be in from boycotts of British goods to riots and attacks the Colonies who have no military force to keep the on the tax collectors. In this letter, Archibald rabble in order, I cannot pretend to say. Hinshelwood, merchant and rising politician from Nova Scotia, described his impressions of the Source Stamp Act and of the resulting colonial unrest: The Gilder Lehrman Institute of American History. (n.d.). “A “There is a violent spirit of opposition raised on Report on Reaction to the Stamp Act, 1765.” Retrieved from: the Continent against the execution of the Stamp http://ap.gilderlehrman.org/resource/report-reaction-stamp-act- Act, the mob in Boston have carried it very high 1765?period=3 against Mr. Oliver the Secry (a Town born child) for his acceptance of an office in consequence of that act. They have even proceeded to some violence, and burnt him in effigy &c.” Despite the evidence of hostility in the colonies to the south, Hinshelwood was hoping to be appointed a tax collector in Halifax. Although the Stamp Act occurred eleven years before the Declaration `of Independence, it defined the central issue that provoked the American Revolution: no taxation without representation.

29 READING | Stamp Act Reactions: B.W.’s Public Letter (Excerpted from Original) –Stanford History Education Group

Background Information I hope you will at this important Crisis, excuse an This public letter appeared on the front page of The animated address, from a hearty Friend to your Civil Boston-Gazette and Country Journal, a colonial Liberties, intended to warm your Imagination, and newspaper, on October 7, 1765. The author’s name excite your Activity; in the Prosecution of which, was printed as “B.W.” I shall, with great Freedom use the Words and adopt the Sentiments of a late inspired Writer: without To the Inhabitants of the Province of the marking the particular Passages, for which I am Massachusetts-Bay. obliged to that patriotic Genius.

MY DEAR COUNTRYMEN, It is a standing Maxim of English Liberty ‘That no man shall be taxed but with his own consent,” Had not His Excellency the Governor seen fit to and you very well know we were not, in any sober adjourn the General Assembly so suddenly, the Sense, represented in parliament, when this tax House of Representatives would doubtless, in a few was imposed. When the Legislature decree a Tax, days, have desired a recess; in order to consult as they represent the Community, such tax ought with, and take the Directions of their Constituents, to be considered as the voluntary Gift of the People respecting the necessity of a Compliance with to be applied to such uses, as they, by their the grievous and unconstitutional Tax laid upon the Representatives, shall think expedient. In the Colonies by the Stamp Act; after first acquainted Preamble to this Act it is said to be, “For His Excellency, by Way of Answer to his Speech, defraying the Expences of defending, protecting that they considered the Act as inconsistent and securing the British Colonies.” But lest you with the Charter Rights of the province, and that should fall in Love with the Act on Account of these themselves were not convinced of the Necessity Words in the Preamble, I would just observe to of a Submission. But His Excellency it seems was you that Impositions of this Kind are commonly in an unparliamentarily Way, informed of the ushered in under the Pretence of general Utility, Intentions of the House; and, to prevent their taking to make them the more easy to go down with the Place, adjourned the Court before the Committee People. The Colonies, my dear Friends, are of so and prepared the Draft of an Answer. much importance to the Mother Kingdom, that its very Existence, as a free State, depends on them. . . You have now, my Countrymen, the same Opportunity to instruct your Representatives as you would have Awake! Awake my Countrymen, and, by a regular had if the House had requested a Recess. & legal Opposition of those who enslave us and

30 our posterity. Nothing is wanting but your own inviolable Attachment to the inestimable Blessings Resolution –For great is the Authority, exalted the of Freedom. History will resound their deathless Dignity, and Powerful the majesty of the people. – Praises; and adorned with the precious Memorials And shall you, the Descendants of Britain, born in of their heroic and irrepressible Struggles against a land of Light, and reared in the Bosom of Liberty – Imposition of every Sort, will paint with eternal and shall you commence Cowards, at a time when reason undecrying Splendor. Impelled by their illustrious calls so loud for your Magnanimity? I know you Example, disdain the Tho’t of servile Acquiescence scorn such an injurious Aspersion –I know you disdain in a burdensome law. Consider gentlemen, that the Thought of so approbitious a Servility. -Some the least infraction of your Liberties is a Prelude of you perhaps imagine all Endeavors unavailable. to Encroachments. Such always was, and such –Banish so groundless a Fear. Be Men, and make will always be the Case. Recede therefore not an the Experiment. –Truth is omnipotent, and Reason inch from your indisputable Rights -On the contrary, must be finally victorious. This is your duty, your declare your Thoughts freely, and scruple to deliver Burden, your indispensable Duty. Ages remote, your sentiments in an Affair of such unspeakable Mortals yet unborn: will bless your generous Consequence. Indolence –Indolence has been the efforts, and revere the Memory of the Saviours Source of irretrievable Ruin –Langour and Timidity, of their Country. when the Public is concerned, are the origin of Evils mighty and innumerable. Why then, in the name The Love of Liberty is natural to our Species and of Heaven, should you behold an Infringement supine interwoven with the human Frame. –Inflamed with and inanimate? Why should you too late deplore this Love, do not countenance an Act so detrimental your Irresolution? Alas! When shall we see the to your Privileges. Perhaps you conceive we Glorious Flame of Patriotism lighted up and blazing shall after all be obliged to comply. What! –do out with unextinguishable flame? When shall we you take it for granted that so it must be? Did have our Interest, and that Interest the common Good? you not then think your selves free? Will you trifle with an inestimable Jewel? Regardless of your To assert your Rights doth your Resolution fail you? Country’s welfare, will you yield, and resign without Are you destitute of Courage? Tamely will you a Struggle? Are you not desirous to bequeath submit, and yield without a Contest? Come then, to Posterity the priceless Treasure you yourselves and by Imagination’s Aid, penetrate into Futurity. enjoy? Doubtless you resent the Insinuation. Behold your Offspring bred up to Bondage. Behold Courage then, my Brethren, and be not remiss in the Province swarming with Slaves and beggars, a Concern so momentous. Retrospect the Zeal of and your Lands: those lands you so much delight in, your Ancestors for the Enjoyment of the Rights and all owned by haughty and domineering Lords! Privileges. Trace the Renown of your Progenitors & recollect the Stands, the glorious Stands they have Pause, therefore, My Countrymen, and consider. often made against the Yoke of Thralldom: -For their Revolve the Consequences in a dispassionate Mind.

31 –Weigh them in the Scale of Reason- in the Balance of cool deliberate Reflection: if any of you have been until this Time insensible to your Danger, awake now out of your Lethargy –Start, O start from your Trance: By the inconquerable Spirit of the ancient Britons: -by the Genius of that Constitution which abhors every species of Vassallage; -by the august Title of Englishmen; -by the grand Prerogatives of Human Nature; the lovely image if the Infinite Deity; -and what is more than all, by that Liberty wherewith Christ has made you free; I exhort you to instruct your Representatives against proceeding by any ways or means whatsoever, the Operation of this grievous and burdensome Law. Acquaint them fully of your Sentiments of the matter: that they may be inexcusable if they should act contrary to your declared Minds. They are cloathed with Power, not to sport with the Interests of Human nature; but to be faithful guardians of the liberties of the Country –We have therefore a Right to expect that they will do every Thing in their Power for our Relief under our pressing Difficulties –We have also from the Change in the Ministry, some Reason to hope for a repeal of the Act. –Happy, thice happy I should be, to have it in my Power to congratulate my Countrymen on so memorable a Deliverance: whilst I left the Enemies of truth and liberty to humble themselves in Sackcloth and Amen.

B.W.

Sources B.W. “To the Inhabitants of the Province of the Massachusetts- Bay,” The Boston-Gazette and Country Journal, October 7, 1765. Stanford History Education Group. “Stamp Act.” Retrieved from: https://sheg.stanford.edu/stamp-act

32 NAME COURSE HANDOUT | Primary Source Analysis Tool TIME

TOPIC: AUTHOR:

SOURCE TITLE: PUBLICATION DATE:

OBSERVE: WHAT WERE THE MAIN IDEAS/THEMES OF THE PIECE? (THIS BOX SHOULD HAVE OBJECTIVE STATEMENTS ABOUT WHAT IS IN THE PIECE, NOT WHAT YOU PERSONALLY FEEL ABOUT THE IDEAS IN THE SOURCE.)

QUOTES: WHAT QUOTES DID YOU FIND TO BE PARTICULARLY IMPORTANT OR INTERESTING?

REFLECTION: WHAT DO YOU THINK WAS MOST COMPELLING OR INTERESTING ABOUT THE SOURCE? WHY IS THIS SOURCE IMPORTANT? WHAT CAN IT TELL US ABOUT THE PERIOD? DO ANY OF ITS IDEAS APPLY TO AMERICA TODAY?

QUESTIONS: WHAT QUESTIONS DO YOU HAVE ABOUT THE SOURCE OR THE TOPIC, GENERALLY?

33 LESSON 3.1 | SEEDSEEDS OF OF LIBERTY LIBERTY & & COLONIAL COLONIAL SOCIETY SOCIETY

LESSON 3.1.8 | CLOSING | EQ Notebook

PURPOSE At the start of the lesson, students looked at the specific passages and evidence from the content in essential questions without much to go on. Now the unit that provided insights into answering the that the lesson is over, students should revisit the driving questions. essential questions. This time, students should cite

PROCESS At the start of this lesson on the colonization Ask students to think about these questions of North America, students were given four and respond on their EQ Notebook Worksheets. Unit 3 Essential Questions and one Lesson 3.2 Essential Question. As a reminder, here they Now that students have spent some time are again: with the material of this unit, they should look back over the content covered as well Unit 3 Essential Questions: as any additional information they have • How did concepts of American come across, and write down any quotes or identity and democratic ideals evidence that provide new insights into the emerge and shape the movement essential questions assigned for this lesson. for independence? Once they’ve finished, they should think • Why did the colonists rebel against Britain? about how this new information has impacted • How did the Declaration of their thinking about the unit essential Independence shape belief systems question, and write down their thoughts and resistance movements in their EQ Notebook. throughout the western hemisphere? • How and why did the first major party ATTACHMENT system develop in the early republic? • The EQ Unit 3 Notebook Worksheet

Lesson 3.2 Essential Questions: • How did the Seven Years’ War (French and Indian War) affect the Native American population and the relations between Britain and its colonies?

34 UNIT 3 | EQ Notebook Worksheet Answer the Essential Questions in Lesson 3.1.1., then again in Lesson 3.1.8. In your answer, be sure to include ideas such as historical context and how themes through history change over time. Use specific examples to support your claims or ideas.

ESSENTIAL QUESTIONS 1. How did the Seven Years’ War affect the Native American population and the relations between Britain and its colonies?

LESSON 3.1.1.

LESSON 3.1.8.

HOW HAS YOUR THINKING CHANGED?

35 LESSON 3.2 | DECLARING & ACHIEVING INDEPENDENCE

LESSON 3.2.0 | OVERVIEW | Declaring & Achieving Independence

The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government. The ideals that inspired the revolutionary cause reflected new beliefs about politics, religion, and society that had been developing over the course of the 18th Century. Enlightenment ideas and philosophy inspired many American political thinkers to emphasize individual talent over hereditary privilege, while religion strengthened Americans’ view of themselves as a people blessed with liberty. The colonists’ belief in the superiority of republican forms of government based on the natural rights of the people found expression in Thomas Paine’s Common Sense and the Declaration of Independence. The American Revolution and the ideals set forth in the Declaration of Independence reverberated in France, Haiti, and Latin America, inspiring future independence movements. The Articles of Confederation unified the newly independent states, creating a central government with limited

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power. After the Revolution, difficulties over international trade, finances, interstate commerce, foreign relations, and internal unrest led to calls for a stronger central government. In the debate over ratifying the Constitution, Anti-Federalists opposing ratification battled with Federalists, whose principles were articulated. in the Federalist Papers (primarily written by Alexander Hamilton and James Madison). Federalists ensured the ratification of the Constitution by promising the addition of a Bill of Rights that enumerated individual rights and explicitly restricted the powers of the federal government.

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LESSON 3.2.0 | OVERVIEW | Learning Outcomes, Questions, & Outline

LEARNING OUTCOMES

LESSON ESSENTIAL QUESTIONS • What are the most revolutionary acts or events to be born out of the American Revolution? • What is the significance to the Declaration of Independence?

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LESSON 3.2.1 | OPENING | EQ Notebook

PURPOSE Each unit of the Crash Course US History Curriculum Essential Question with evidence they have (CCUSH) is guided by what we call an essential gathered throughout the unit. This provides question. The Essential Question Notebook (EQ students an opportunity to track their learning Notebook) is an informal writing resource for and to prepare them for future activities. To help students to track their learning and understanding students focus on the important ideas, this activity of a concept throughout a unit. Students will asks them to look at the big ideas through the lens be given an Essential Question at the beginning of the Essential Question. At this point, students of a unit and asked to provide a response based won’t have much background to bring to bear on on prior knowledge and speculation. Students will the issue just yet. This early exercise helps to bring then revisit the notebook in order to answer the to the fore what they know coming into the unit.

PROCESS Ask students to think about the essential Students can do this in the context of their questions for Unit 3 and Lesson 3.2, knowledge of US History, or relate it to their respectively. Students should write down own lives. the Essential Questions and record their responses to opening questions in their ATTACHMENTS EQ Notebook Worksheets. • The EQ Unit 3 Notebook Worksheet

Example Opening Questions: • What are the most revolutionary acts or events to be born out of the American Revolution? • What is the significance to the Declaration of Independence?

39 UNIT 3 | EQ Notebook Worksheet Answer the Essential Questions in Lesson 3.2.1., then again in Lesson 3.2.8. In your answer, be sure to include ideas such as historical context and how themes through history change over time. Use specific examples to support your claims or ideas.

ESSENTIAL QUESTIONS 1. What are the most revolutionary acts or events to be born out of the American Revolution? 2. What is the significance of the Declaration of Independence?

LESSON 3.2.1.

LESSON 3.2.8.

HOW HAS YOUR THINKING CHANGED?

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LESSON 3.2.2 | WATCH | Crash Course US History #7 Who Won the American Revolution? PREVIEW In which John Green teaches you about the poor and disenfranchised. The reality is it took American Revolution. And the Revolutionary War. a long time for this whole democracy thing to get I know we’ve labored the point here, but they underway, and the principles of life, liberty, weren’t the same thing. In any case, John will and the pursuit of happiness weren’t immediately teach you about the major battles of the war, available to all these newly minted Americans. and discuss the strategies on both sides. Everyone is familiar with how this war played out for the PURPOSE Founding Fathers; they got to become the Founding In this video, students learn about those inhabitants Fathers. But what did the revolution mean to of North America prior to European contact. Who the common people in the United States? For white, were those people, how many were there, how did property-owning males, it was pretty sweet. they arrive in North America? What were their They gained rights that were a definite step up civilizations like? This video examines the complexity from being British Colonial citizens. For everyone and diversity of native inhabitants while also else, the short-term gains were not clear. Women’s looking closely at their relationship with Europeans rights were unaffected, and slaves remained once they arrived. in slavery. As for poor white folks, they remained

PROCESS As with all of the videos in the course, ask LINK students to watch the video before class. • Crash Course US History #7 – Remind students of John’s fast-talking and Who Won the American Revolution? play the video with captions. Pause and rewind when necessary. Before students Video questions for students to answer watch the video, instruct them to begin during their viewing. to consider who tends to benefit from war? What was the aim of the American Revolution if colonists simply traded political control from one set of elite class to another? What other factors may have been at play in the minds of colonists?

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LESSON 3.2.2 | WATCH | Key Ideas – Factual Use these questions and prompts at the appropriate stopping points to check in with students and ensure they are getting the key concepts covered in the video.

1. (1:20) What was the main strategy of the British SAMPLE ANSWER: The main strategy of the British in the Revolutionary War? in the war was to capture all of the cities and force the colonists to surrender. This worked in as much as the British were able to take control of Boston, New York, and Charleston.

2. (2:10) What was perhaps the most important SAMPLE ANSWER: The most important battle in (not famous) battle in the north? Why? the north was Saratoga, which was a major defeat for the British. While it is sometimes put forth as an example of the superiority of the Continental fighting man, the British mostly lost because of poor leadership.

3. (2:35) What was the key battle in the fighting SAMPLE ANSWER: The key battle of the war in the of the south? south was the defeat of the British at Yorktown in 1781. Lord Cornwallis made a tactical decision to station his troops on a peninsula, surrounded on three sides of water which were filled with French ships.

4. (4:30) Describe the Native American response SAMPLE ANSWER: The natives didn’t have a unified to the war. response, but were profoundly affected by the war. Generally they wanted to stay out of the conflict and remain neutral. However, mosts Iroquois fought with the British while Oneidas joined with the Patriots. Sometimes there were divisions within tribes themselves: younger chiefs tended to side with the British, while elders sided with Americans. Unsurprisingly, American troops were particularly brutal to American Indians who fought for the British, often burning their villages and enslaving prisoners.

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5. (5:35) What was the role of women in the war? SAMPLE ANSWER: Some colonial women fought in the war, like Deborah Sampson, who dressed up as a man and fought at several battles. Most women didn’t get much out of the Revolution as they were still considered wards of their husbands or saleable assets of their fathers. However, the idea of Republican Motherhood became important, which held that for the republic to survive, it was necessary to have a well-educated citizenry, of which women were the primary educators.

6. (6:15) If the war did not end slavery, improve SAMPLE ANSWER: The war brought about lives of women, or discplace the elite level revolutionary ideas like what is written in the of men in power, what was revolutionary about Declaration of Independence: “We hold these the war? truths to be self evident, that all men are created equal, that they are endowed by their creator with certain inalienable rights and that among these are life, liberty, and the pursuit of happiness.”

7. (6:50) How did the war open freedom to religion? SAMPLE ANSWER: With independence, the Church of England ceased to be the Church of America. Also, some colonists in leadership like Thomas Jefferson called for a “wall of separation” between church and state.

8. (7:15) How did the revolution change SAMPLE ANSWER: New ideas of liberty led to the economy? a decline in apprenticeship and indentured servitude. There was also an immediate split between the north, with its reliance on paid labor, and the south, with its reliance on slavery.

9. (8:55) How was liberty defined at the time? SAMPLE ANSWER: Liberty was equated to owning property.

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10. (9:40) What is significant about James Otis? SAMPLE ANSWER: James Otis believed that liberty should mean freedom to those enslaved. He believed that unless slaves were free, there could be no liberty. This is in stark contrast to what other Founding Fathers believed.

11. (10:40) What radical change took place between SAMPLE ANSWER: Due to frequent protests 1777 and 1804? against slavery, all states north of Maryland ceased the practice of slavery between those years, although this practice was slow to completely take hold. In 1776, there were fewer than 10,000 free people of color; by 1810, there were nearly 200,000 free black Americans.

12. (11:20) What was Gordon Wood’s radical view SAMPLE ANSWER: Wood wrote in his book “The on equality? Radicalism of the American Revolution,” that no one American is inherently better than any other.

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LESSON 3.2.3 | READ | Independence

PURPOSE This article adapted from The American Yawp picks or conservative? But such questions are hardly up following the Boston Massacre. Historians have limited to historians. From Abraham Lincoln quoting long argued over the causes and character of the the Declaration of Independence in his “Gettysburg American Revolution. Was the Revolution caused by Address” to modern-day “Tea Party” members British imperial policy or by internal tensions within wearing knee breeches, the Revolution has remained the colonies? Were colonists primarily motivated at the center of American political culture. Indeed, by constitutional principles, ideals of equality, or how one understands the Revolution often dictates economic self-interest? Was the Revolution radical how one defines what it means to be “American.”

PROCESS Provide students with a copy of the attached ATTACHMENT document or have them download it on their • Independence own time. Students should read actively by marking up the text and taking notes. Students should be prepared to answer any potential questions regarding the text. Students should also consider the Essential Questions of the unit and section while they read.

45 READING | Independence – The American Yawp Following the Boston Massacre in 1770, the conflict The widespread support for resisting the Tea between the colonies and the mother country Act had more to do with principles. By buying cooled. The colonial economy improved as the the tea, even though it was cheaper, colonists postwar recession receded. The Sons of Liberty would be paying the duty and thereby implicitly in some colonies sought to continue nonimportation acknowledging Parliament’s right to tax them. even after the repeal of the Townshend Acts. According to the Pennsylvania Chronicle, Prime But, in New York, a door-to-door poll of the population Minister Lord North was a “great schemer” revealed that the majority wanted to end who sought “to out wit us, and to effectually nonimportation.1 Yet, Britain’s desire and need establish that Act, which will forever after be to reform imperial administration remained. pleaded as a precedent for every imposition the Parliament of Great-Britain shall think proper In April of 1773, Parliament passed two acts to aid to saddle us with.”2 the failing East India Company, which had fallen behind in the annual payments it owed Britain. But The Tea Act stipulated that the duty had to be the Company was not only drowning in debt; paid when the ship unloaded. Newspaper essays it was also drowning in tea, with almost 15 million and letters throughout the summer of 1773 pounds of it in stored in warehouses from India in the major port cities debated what to do upon to England. So, in 1773, the Parliament passed the the ships’ arrival. In November, the Boston Regulating Act, which effectively put the troubled Sons of Liberty, led by Samuel Adams and John company under government control. It then passed Hancock, resolved to “prevent the landing and the Tea Act, which would allow the Company to sale of the [tea], and the payment of any duty sell its tea in the colonies directly and without the thereon” and to do so “at the risk of their lives usual import duties. This would greatly lower the and property.”3 The meeting appointed men to cost of tea for colonists, but, again, they resisted. guard the wharfs and make sure the tea remained on the ships until they returned to London. This Merchants resisted because they deplored the worked and the tea did not reach the shore, but East India Company’s monopoly status that made it by December 16, the ships were still there. Hence, harder for them to compete. But, like the Sugar another town meeting was held at the Old South Act, it only affected a small, specific group of people. Meeting House, at the end of which dozens of men

1 New York Gazette, or Weekly Post-Boy, June 18, July 9, 16, 1770. 2 The Pennsylvania Chronicle, September 27, 1773. For an example of how fast news and propaganda was spreading throughout the colonies, this piece was reprinted in the Massachusetts Gazette, October 4, 1773; New-Hampshire Gazette, and Historical Chronicle, October 15, 1773; Virginia Gazette, October 21, 1773. 3 Massachusetts Gazette, and Boston Post-Boy, November 29, 1773.

46 disguised as Mohawk Indians made their way the war effort by what means they could. Women to the wharf. The Boston Gazette reported what across the thirteen colonies could most readily happened next: express their political sentiments as consumers and producers. Because women were often But, behold what followed! A number of brave making decisions regarding which household & resolute men, determined to do all in their items to purchase, their participation in consumer power to save their country from the ruin which boycotts held particular weight.6 Some women their enemies had plotted, in less than four also took to the streets as part of more unruly hours, emptied every chest of tea on board the mob actions, participating in grain riots, raids three ships . . . amounting to 342 chests, into on the offices of royal officials, and demonstrations the sea ! ! without the least damage done to the against the impressment of men into naval service. ships or any other property.4 The agitation of so many helped elicit responses from both Britain and the colonial elites. As word spread throughout the colonies, patriots were emboldened to do the same to the tea sitting Britain’s response was swift. The following spring, in their harbors. Philadelphians prevented tea Parliament passed four acts known collectively, was prevented from unloading in their port, and by the British, as the “Coercive Acts.” Colonists, colonists either dumped or seized tea stores in however, referred to them as the “Intolerable Charleston and New York. Numerous other smaller Acts.” First, the Boston Port Act shut down the “tea parties” also took place throughout 1774. harbor and cut off all trade to and from the city. The Massachusetts Government Act put Popular protest spread across the continent the colonial government entirely under British and down through all levels of colonial society. control, dissolving the assembly and restricting Fifty-one women in Edenton, North Carolina, town meetings. The Administration of Justice for example, signed an agreement––published Act allowed any royal official accused of a crime in numerous newspapers––in which they to be tried in Britain rather than by Massachusetts promised “to do every Thing as far as lies in our courts and juries. Finally, the Quartering Act, Power” to support the boycotts.5 The ladies of passed for all colonies, allowed the British army Edenton were not alone in their desire to support to quarter newly arrived soldiers in colonists’

4 Boston Gazette, December 20, 1773. 5 Virginia Gazette, November 3, 1774; Cynthia A. Kierner, “The Edenton Ladies: Women, Tea, and Politics in Revolution- ary North Carolina,” in North Carolina Women: Their Lives and Times, ed. Michele Gillsepie and Sally G. McMillen (Athens: University of Georgia Press, 2014), 12-33. 6 Ellen Hartigan-O’Connor, The Ties that Buy: Women and Commerce in Revolutionary America (Philadelphia: University of Pennsylvania Press, 2009), 178-84.

47 homes. Boston had been deemed in open rebellion, Congress convened on September 5, 1774. Over and the King, his Ministry, and Parliament acted the next six weeks, elite delegates from every decisively to end the rebellion. colony but Georgia issued a number of documents, including a “Declaration of Rights and Grievances.” The Ministry, however, did not anticipate the This document repeated the arguments that other colonies coming to the aid of Massachusetts. colonists had been making since 1765: colonists Colonists collected food to send to Boston. retained all the rights of native Britons, including Virginia’s House of Burgesses called for a day of the right to be taxed only by their own elected prayer and fasting to show their support. Rather representatives as well as the right to trial-by-jury. than isolating Massachusetts, as the Ministry had hoped, the Coercive Acts fostered the sense of Most importantly, the Congress issued a document shared identity created over the previous decade. known as the “Continental Association.” The After all, if the Ministry and Parliament could Association declared that “the present unhappy dissolve Massachusetts’ government, nothing could situation of our affairs is occasioned by a ruinous stop them from doing the same to any of her sister system of colony administration adopted by colonies. In Massachusetts, patriots created the the British Ministry about the year 1763, evidently “Provincial Congress,” and, throughout 1774, calculated for enslaving these Colonies, and, they seized control of local and county governments with them, the British Empire.” The Association and courts.7 In New York, citizens elected committees recommended “that a committee be chosen in to direct the colonies’ response to the Coercive every county, city, and town … whose business Acts, including a Mechanics’ Committee of middling it shall be attentively to observe the conduct colonists. By early 1774, Committees of of all persons touching this association.” These Correspondence and/or extra-legal assemblies Committees of Inspection would consist largely were established in all of the colonies except of common colonists. They were effectively deputized Georgia. And throughout the year, they followed to police their communities and instructed to Massachusetts’ example by seizing the powers publish the names of anyone who violated the of the royal governments. Association so they “may be publicly known, and universally condemned as the enemies of Committees of Correspondence agreed to send American liberty.” The delegates also agreed delegates to a Continental Congress to coordinate to a continental non-importation, non-consumption, an inter-colonial response. The First Continental and non-exportation agreement and to “wholly

7 Ray Raphael, The First American Revolution: Before Lexington and Concord (New York: New Press, 2002), 59-168.

48 discontinue the slave trade.” In all, the Continental powder stores in Lexington and Concord. The Association was perhaps the most radical document town militia met them at the Lexington Green. of the period. It sought to unite and direct The British ordered the militia to disperse when twelve revolutionary governments, establish someone fired, setting off a volley from the economic and moral policies, and empower British. The battle continued all the way to the next common colonists by giving them an important town, Concord. News of the events at Lexington and unprecedented degree of on-the-ground spread rapidly throughout the countryside. Militia political power.8 members, known as “minutemen,” responded quickly and inflicted significant casualties on the But not all colonists were patriots. Indeed, many British regiments as they chased them back to remained faithful to the King and Parliament, Boston. Approximately 20,000 colonial militiamen while a good number took a neutral stance. As lay siege to Boston, effectively trapping the British. the situation intensified throughout 1774 and In June, the militia set up fortifications on Breed’s early 1775, factions emerged within the resistance Hill overlooking the city. In the misnamed “Battle movements in many colonies. Elite merchants of Bunker Hill,” the British attempted to dislodge who traded primarily with Britain, Anglican clergy, them from the position with a frontal assault, and colonists holding royal offices depended and, despite eventually taking the hill, they suffered on and received privileges directly from their severe casualties at the hands of the colonists. relationship with Britain. Initially, they sought to exert a moderating influence on the resistance While men in Boston fought and died, the Continental committees but, following the Association, Congress struggled to organize a response. a number of these colonists began to worry that The radical Massachusetts delegates––including the resistance was too radical and aimed at John Adams, Samuel Adams, and John Hancock–– independence. They, like most colonists in this implored the Congress to support the Massachusetts period, still expected a peaceful reconciliation militia then laying siege to Boston with little to with Britain, and grew increasingly suspicious of no supplies. Meanwhile, many delegates from the the resistance movement. Middle Colonies––including New York, New Jersey, and Philadelphia––took a more moderate position, However, by the time the Continental Congress calling for renewed attempts at reconciliation. In the met again in May 1775, war had already broken South, the Virginia delegation contained radicals such out in Massachusetts. On April 19, 1775, British as Richard Henry Lee and Thomas Jefferson, while regiments set out to seize local militias’ arms and South Carolina’s delegation included moderates

8 American Archives: Fourth Series containing A Documentary History of the English Colonies in North America, ed. Peter Force (Washington D.C., 1837), 1:913-6. https://archive.org/stream/AmericanArchives-FourthSeriesVolume1-Containin- gADocumentaryHistory/AaSeries4VolumeI#page/n455/mode/2up.

49 like John and Edward Rutledge. The moderates empire.” By the start of 1776, talk of independence worried that supporting the Massachusetts militia was growing while the prospect of reconciliation would be akin to declaring war. dimmed.

The Congress struck a compromise, agreeing In the opening months of 1776, independence, to adopt the Massachusetts militia and form for the first time, became part of the popular a Continental Army, naming Virginia delegate, debate. Town meetings throughout the colonies George Washington, commander-in-chief. They approved resolutions in support of independence. also issued a “Declaration of the Causes of Necessity Yet, with moderates still hanging on, it would take of Taking Up Arms” to justify this decision. At another seven months before the Continental the same time, the moderates drafted an “Olive Congress officially passed the independence Branch Petition” which assured the King that resolution. A small forty-six-page pamphlet the colonists “most ardently desire[d] the former published in Philadelphia and written by a recent Harmony between [the mother country] and these immigrant from England captured the American Colonies.” Many understood that the opportunities conversation. Thomas Paine’s Common Sense for reconciliation were running out. After Congress argued for independence by denouncing had approved the document, Benjamin Franklin monarchy and challenging the logic behind the wrote to a friend saying, “The Congress will British Empire, saying, “There is something send one more Petition to the King which I suppose absurd, in supposing a continent to be perpetually will be treated as the former was, and therefore governed by an island.” His combination of easy will probably be the last.” Congress was in the language, biblical references, and fiery rhetoric strange position of attempting reconciliation proved potent and the pamphlet was quickly while publicly raising an army. published throughout the colonies. Arguments over political philosophy and rumors of battlefield The petition arrived in England on August 13, 1775, developments filled taverns throughout but, before it was delivered, the King issued the colonies. his own “Proclamation for Suppressing Rebellion and Sedition.” He believed his subjects in North George Washington had taken control of the army America were being “misled by dangerous and and after laying siege to Boston forced the British ill-designing men,” who, were “traitorously to retreat to Halifax. In Virginia, the royal governor, preparing, ordering, and levying war against us.” Lord Dunmore issued a proclamation declaring In an October speech to Parliament, he dismissed martial law and offering freedom to “all indentured the colonists’ petition. The King had no doubt servants, Negros, and others” if they would leave that the resistance was “manifestly carried on their masters and join the British. Though only about for the purpose of establishing an independent 500-1000 slaves joined Lord Dunmore’s “Ethiopian

50 regiment,” thousands more flocked to the British their enslaved people inland, away from the later in the war, risking capture and punishment coastal temptation to join the British armies, for a chance at freedom. Former slaves occasionally sometimes separating families in the process. fought, but primarily served as laborers, skilled workers, and spies, in companies called “Black On May 10, 1776, nearly two months before the Pioneers.” British motives for offering freedom Declaration of Independence, the Congress voted were practical rather than humanitarian, but the a resolution calling on all colonies that had not proclamation was the first mass emancipation already established revolutionary governments of enslaved people in American history. Slaves could to do so and to wrest control from royal officials.9 now choose to run and risk their lives for possible The Congress also recommended that the colonies freedom with the British army, or hope that the United should begin preparing new written constitutions. States would live up to its ideals of liberty. In many ways, this was the Congress’s first (Pennsylvania Evening Post, September 21, 1776.) declaration of independence. A few weeks later, on June 7, Richard Henry Lee offered the Dunmore’s Proclamation had the additional effect following resolution: of pushing many white Southerners into rebellion. After the Somerset case in 1772 abolished Resolved, That these United Colonies are, and slavery on the British mainland, some American of right ought to be, Free and Independent States, slave-owners began to worry about the growing that they are absolved from all allegiance to abolitionist movement in the mother country. the British Crown, and that all political connexion Somerset and now Dunmore began to convince between them and the state of Great Britain is, some slave owners that a new independent and ought to be, totally dissolved.10 nation might offer a surer protection for slavery. Indeed, the Proclamation laid the groundwork Delegates went scurrying back to their assemblies for the very unrest that loyal southerners had for new instructions and nearly a month later, on hoped to avoid. Consequently, slaveholders July 2, the resolution finally came to a vote. It was often used violence to prevent their slaves from passed 12-0 with New York, under imminent threat joining the British or rising against them. Virginia of British invasion, abstaining. enacted regulations to prevent slave defection, threatening to ship rebellious slaves to the West The passage of Lee’s resolution was the official Indies or execute them. Many masters transported legal declaration of independence, but, between

9 Journals of the Continental Congress, 1774-1789, 34 vols. (Washington D.C.: Government Printing Office, 1904-37), 4:342. http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(jc004109. 10 “Report & the resolution for independancy agreed to July 2d. 1776,” ms., Papers of the Continental Congress, No. 23, folio 17, National Archives, Washington D.C. http://www.archives.gov/exhibits/american_originals/declarat.html.

51 the proposal and vote, a committee had been Neither the grievances nor the rhetoric of the named to draft a public declaration in case the preamble were new. Instead, they were the resolution passed. Virginian Thomas Jefferson culmination of both a decade of popular resistance drafted the document, with edits being made by to imperial reform and decades more of long- his fellow committee members John Adams and term developments that saw both sides develop Benjamin Franklin, and then again by the Congress incompatible understandings of the British Empire as a whole. The famous preamble went beyond and the colonies’ place within it. The Congress the arguments about the rights of British subjects approved the document on July 4, 1776. However, under the British Constitution, instead referring it was one thing to declare independence; it was to “natural law”: quite another to win it on the battlefield.

We hold these truths to be self-evident, that all Source men are created equal, that they are endowed James Ambuske et al., “The American Revolution,” Michael by their Creator with certain unalienable Rights, Hattem, ed., in The American Yawp, Joseph Locke and that among these are Life, Liberty and the Ben Wright, eds., last modified August 1, 2016, http://www. pursuit of Happiness. That to secure these rights, AmericanYawp.com. Governments are instituted among Men, deriving their just powers from the consent of the governed, That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government.11

The majority of the document outlined a list of specific grievances that the colonists had with the many actions taken by the British during the 1760s and 1770s to reform imperial administration. An early draft blamed the British for the transatlantic slave trade and even for discouraging attempts by the colonists to promote abolition. Delegates from South Carolina and Georgia as well as those from northern states who profited from the trade all opposed this language and it was removed.

11 Journals of the Continental Congress, 5:510-6.

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LESSON 3.2.4 | READ | The War for Independence

PURPOSE This journal from The American Yawp provides students with additional details or expands upon topics covered in the previous activity regarding the Revolutionary War.

PROCESS Provide students with a copy of the attached ATTACHMENT document or have them download it on their • The War for Independence own time. Students should read actively by marking up the text and taking notes. Students should be prepared to answer any potential questions regarding the text. Students should also consider the Essential Questions of the unit and section while they read.

Potential follow-up questions for discussion: • Following a string of severe • How were slaves and free people losses, what decision did George of color impacted by the revolution? Washington make to improve • What are some of the mishaps troop morale? and oversights of the Articles • Why was Saratoga a major turning of Confederation? point in the war? • Why was fighting in the south considered a “civil” war?

53 READING | The War for Independence – The American Yawp The war began at Lexington and Concord, more than Army much needed supplies and a morale boost a year before Congress declared independence. following the disaster at New York.2 In 1775, the British believed that the mere threat of war and a few minor incursions to seize supplies An even greater success followed in upstate would be enough to cow the colonial rebellion. Those New York. In 1777, in an effort to secure the minor incursions, however, turned into a full-out Hudson River, British General John Burgoyne led military conflict. Despite an early American victory an army from Canada through upstate New at Boston, the new states faced the daunting task York. There, he was to meet up with a detachment of taking on the world’s largest military. of General Howe’s forces marching north from Manhattan. However, Howe abandoned the plan In the summer of 1776, the British forces that had without telling Burgoyne and instead sailed to abandoned Boston arrived at New York. The largest Philadelphia to capture the new nation’s capital. expeditionary force in British history, including The Continental Army defeated Burgoyne’s men tens of thousands of German mercenaries known at Saratoga, New York.3 This victory proved a major as “Hessians” followed soon after. New York was turning point in the war. Benjamin Franklin had the perfect location to launch expeditions aimed been in Paris trying to secure a treaty of alliance at seizing control of the Hudson River and isolating with the French. However, the French were New England from the rest of the continent. Also, reluctant to back what seemed like an unlikely New York contained many loyalists, particularly cause. News of the victory at Saratoga convinced among its merchant and Anglican communities. In the French that the cause might not have been as October, the British finally launched an attack on unlikely as they had thought. A “Treaty of Amity Brooklyn and Manhattan. The Continental Army and Commerce” was signed on February 6, 1778. took severe losses before retreating through The treaty effectively turned a colonial rebellion New Jersey.1 With the onset of winter, Washington into a global war as fighting between the British needed something to lift morale and encourage and French soon broke out in Europe and India. reenlistment. Therefore, he launched a successful surprise attack on the Hessian camp at Trenton Howe had taken Philadelphia in 1777 but returned on Christmas Day, by ferrying the few thousand men to New York once winter ended. He slowly realized he had left across the Delaware River under the that European military tactics would not work cover of night. The victory won the Continental in North America. In Europe, armies fought head-on

1 Barnet Schecter, The Battle for New York: The City at the Heart of the American Revolution (New York: Walker & Co, 2002). 2 David Hackett Fischer, Washington’s Crossing (New York: Oxford University Press, 2004). 3 Richard M. Ketchum, Saratoga: Turning Point of America’s Revolutionary War (New York: H. Holt, 1997).

54 battles in attempt to seize major cities. However, command of Gen. Charles Cornwallis. Cornwallis in 1777, the British had held Philadelphia and had dug his men in at Yorktown awaiting supplies New York and yet still weakened their position. and reinforcements from New York. However, the Meanwhile, Washington realized after New Continental and French armies arrived first, quickly York that the largely untrained Continental Army followed by a French navy contingent, encircling could not match up in head-on battles with the Cornwallis’s forces and, after laying siege to the professional British army. So he developed his city, forcing his surrender. The capture of another own logic of warfare, which involved smaller, army left the British without a new strategy and more frequent skirmishes and avoided any major without public support to continue the war. Peace engagements that would risk his entire army. negotiations took place in France and the war came As long as he kept the army intact, the war would to an official end on September 3, 1783.5 continue, no matter how many cities the British captured. Americans celebrated their victory, but it came at great cost. Soldiers suffered through brutal In 1778, the British shifted their attentions to the winters with inadequate resources. During the South, where they believed they enjoyed more single winter at Valley Forge in 1777-8, over 2,500 popular support. Campaigns from Virginia to South Americans died from disease and exposure. Life Carolina and Georgia captured major cities but the was not easy on the home front either. Women British simply did not have the manpower to retain on both sides of the conflict were frequently military control. And, upon their departures, severe left alone to care for their households. In addition fighting ensued between local patriots and loyalists, to their existing duties, women took on roles often pitting family members against one another. usually assigned to men on farms and in shops and The War in the South was truly a civil war.4 taverns. Abigail Adams addressed the difficulties she encountered while “minding family affairs” on By 1781, the British were also fighting France, their farm in Braintree, Massachusetts. Abigail Spain, and Holland. The British public’s support managed the planting and harvesting of crops, in for the costly war in North America was quickly the midst of severe labor shortages and inflation, waning. The Americans took advantage of the while dealing with several tenants on the Adams’ British southern strategy with significant aid from property, raising her children, and making clothing the French army and navy. In October, Washington and other household goods. In order to support the marched his troops from New York to Virginia in family economically during John’s frequent absences an effort to trap the British southern army under the and the uncertainties of war, Abigail also invested

4 David K. Wilson, The Southern Strategy: Britain’s Conquest of South Carolina and Georgia, 1775-1780 (Columbia: University of South Carolina Press, 2005). 5 Richard M. Ketchum, Victory at Yorktown: The Campaign that Won the Revolution (New York: Henry Holt, 2004).

55 in several speculative schemes and sold resisted allowing free blacks and former slaves imported goods.6 to join the Continental Army, but he eventually relented. In 1775, Peter Salem’s master freed While Abigail remained safely out of the fray, him to fight with the militia. Salem faced British other women were not so fortunate. The Revolution Regulars in the battles at Lexington and Bunker was not only fought on distant battlefields. It was Hill, where he fought valiantly with around three- fought on women’s very doorsteps, in the fields dozen other black Americans. Salem not only next to their homes. There was no way for contributed to the cause, but he earned the ability women to avoid the conflict, or the disruptions to determine his own life after his enlistment and devastations it caused. As the leader of the ended. Salem was not alone, but many more slaves state militia during the Revolution, Mary Silliman’s seized upon the tumult of war to run away husband, Gold, was absent from their home for and secure their own freedom directly. Historians much of the conflict. On the morning of July 7, 1779, estimate that between 30,000 and 100,000 slaves when a British fleet attacked nearby Fairfield, deserted their masters during the war. Connecticut, it was Mary who calmly evacuated her household, including her children and servants, Men and women together struggled through years to North Stratford. When Gold was captured of war and hardship. For patriots (and those who by loyalists and held prisoner, Mary, six months remained neutral), victory brought new political, pregnant with their second child, wrote letters social, and economic opportunities but it also to try to secure his release. When such appeals brought new uncertainties. The war decimated were ineffectual, Mary spearheaded an effort, entire communities, particularly in the South. along with Connecticut Governor, John Trumbull, Thousands of women throughout the nation had to capture a prominent Tory leader to exchange for been widowed. The American economy, weighed her husband’s freedom.7 down by war debt and depreciated currencies, would have to be rebuilt following the war. State Slaves and free blacks also impacted (and were constitutions had created governments, but now impacted by) the Revolution. The British were the men would have to figure out how to govern. first to recruit black (or “Ethiopian”) regiments, The opportunities created by the Revolution had as early as Dunmore’s Proclamation of 1775 in come at great cost, in both lives and fortune, Virginia, which promised freedom to any slaves and it was left to the survivors to seize those who would escape their masters and join the British opportunities and help forge and define this new cause. At first, Washington, a slaveholder himself, nation-state that they had helped create.

6 Woody Holton, Abigail Adams (New York: Free Press, 2009), 208-17. 7 Joy Day Buel and Richard Buel, The Way of Duty: A Woman and Her Family in Revolutionary America (New York: W. W. Norton & Co., 1995), 145-70.

56 The Consequences of the American Revolution strong legislatures with more regular elections and Like the earlier distinction between “origins” and moderately increased the size of the electorate. “causes,” the Revolution also had short- and long- A number of states followed the example of Virginia term consequences. Perhaps the most important and included a declaration or “bill” of rights in immediate consequence of declaring independence their constitution designed to protect the rights of was the creation of state constitutions in 1776 individuals and circumscribe the prerogative of the and 1777. The Revolution also unleashed powerful government. Pennsylvania’s first state constitution political, social, and economic forces that would was the most radical and democratic. They created transform the new nation’s politics and society, a unicameral legislature and an Executive Council including increased participation in politics but no genuine executive. All free men could and governance, the legal institutionalization of vote, including those who did not own property. religious toleration, and the growth and diffusion Massachusetts’ constitution, passed in 1780, of the population, particularly westward expansion. was less democratic in structure but underwent The Revolution also had significant short-term a more popular process of ratification. In the effects on the lives of women in the new United fall of 1779, each town sent delegates––312 in States of America. In the long-term, the Revolution all––to a constitutional convention in Cambridge. would also have significant effects on the lives of Town meetings debated the constitution draft slaves and free blacks as well as the institution and offered suggestions. Anticipating the later of slavery itself. It also affected Native Americans federal constitution, Massachusetts established by opening up western settlement and creating a three-branch government based on checks and governments hostile to their territorial claims. Even balances between the branches. 1776 was the more broadly, the Revolution ended the mercantilist year of independence, but it was also the economy, opening new opportunities in trade and beginning of an unprecedented period of constitution- manufacturing. making and state-building.

The new states drafted written constitutions, which, The Continental Congress ratified the Articles of at the time, was an important innovation from Confederation in 1781. The Articles allowed each the traditionally unwritten British Constitution. state one vote in the Continental Congress. But the These new state constitutions were based on the Articles are perhaps most notable for what they idea of “popular sovereignty,” i.e., that the power did not allow. Congress was given no power to and authority of the government derived from levy or collect taxes, regulate foreign or interstate the people.8 Most created weak governors and commerce, or establish a federal judiciary. These

8 Willi Paul Adams, The First American Constitutions: Republican Ideology and the Making of the State Constitutions in the Revolutionary Era (Chapel Hill: Published for the Institute of Early American History by the University of North Carolina Press, 1980; repr. Lanham: Rowman and Littlefield, 2001), 126-46.

57 shortcomings rendered the post-war Congress the Revolution did not result in civic equality for rather impotent. women. Instead, during the immediate post-war period, women became incorporated into the polity Political and social life changed drastically after to some degree as “republican mothers.” These independence. Political participation grew as new republican societies required virtuous citizens more people gained the right to vote, leading and it became mothers’ responsibility to raise and to a greater importance being placed on educate future citizens. This opened opportunity for representation within government.9 In addition, women regarding education, but they still remained more common citizens (or “new men”) played largely on the peripheries of the new American polity. increasingly important roles in local and state governance. Hierarchy within the states under- Approximately 60,000 loyalists ended up leaving went significant changes. Society became less America because of Revolution. Loyalists came deferential and more egalitarian, less aristocratic from all ranks of American society, and many lived and more meritocratic. the rest of their lives in exile from their homeland. A clause in the Treaty of Paris was supposed to The Revolution’s most important long-term economic protect their property and require the Americans consequence was the end of mercantilism. The to compensate Loyalists who had lost property British Empire had imposed various restrictions during the war because of their allegiance. The on the colonial economies including limiting trade, Americans, however, reneged on this promise settlement, and manufacturing. The Revolution and, throughout the 1780s, the states continued opened new markets and new trade relationships. seizing property held by Loyalists. Some colonists The Americans’ victory also opened the western went to England, where they were strangers territories for invasion and settlement, which created and outsiders in what they had thought of as their new domestic markets. Americans began to create mother country. Many more, however, settled their own manufactures, no longer content to rely on on the peripheries of the British Empire throughout those in Britain. the world, especially Nova Scotia, New Brunswick, and Quebec. The Loyalists had come out on the Despite these important changes, the American losing side of a Revolution, and many lost everything Revolution had its limits. Following their they had and were forced to carve out new lives unprecedented expansion into political affairs from scratch far from the homes they had known during the imperial resistance, women also for their entire lives.10 served the patriot cause during the war. However,

9 Gordon S. Wood, The Creation of the American Republic, 1776-1787 (Chapel Hill: Published for the Institute of Early American History and Culture by the University of North Carolina Press, 1969). Willi Paul Adams, The First American Con- stitutions: Republican Ideology and the Making of the State Constitutions in the Revolutionary Era (Chapel Hill: Published for the Institute of Early American History by the University of North Carolina Press, 1980; repr. Lanham: Rowman and Littlefield, 2001), 126-46. 10 Maya Jasanoff, Liberty’s Exiles: American Loyalists in the Revolutionary World (New York: Vintage Books, 2011).

58 In 1783, thousands of Loyalist former slaves fled a tension that eventually boiled over in the 1830s with the British army. They hoped that the British and 1840s and effectively tore the nation in two in government would uphold the promise of freedom the 1850s and 1860s.12 and help them establish new homes elsewhere in the Empire. The Treaty of Paris, which ended the Native Americans, too, participated in and were war, demanded that British troops leave runaway affected by the Revolution. Many Native American slaves behind, but the British military commanders tribes and confederacies, such as the Shawnee, upheld earlier promises and evacuated thousands Creek, Cherokee, and Iroquois, had sided with the of freedmen, transporting them to Canada, the British. They had hoped for a British victory that Caribbean, or Great Britain. They would eventually would continue to restrain the land-hungry colonial play a role in settling Nova Scotia, and through settlers from moving west beyond the Appalachian the subsequent efforts of David George, a black Mountains. Unfortunately, the Americans’ victory loyalist and Baptist preacher, some settled in Sierra and Native Americans’ support for the British created Leone, in Africa. Black loyalists, however, continued a pretense for justifying the rapid, and often to face social and economic marginalization, brutal expansion into the western territories. Native including restrictions on land ownership within American tribes would continue to be displaced the British Empire.11 and pushed further west throughout the nineteenth century. Ultimately, American independence marked The fight for liberty led some Americans to manumit the beginning of the end of what had remained of their slaves, and most of the new northern states Native American independence. soon passed gradual emancipation laws. Some manumission also occurred in the Upper South, but Source in the Lower South, some masters revoked their James Ambuske et al., “The American Revolution,” Michael offers of freedom for service, and other freedmen Hattem, ed., in The American Yawp, Joseph Locke and were forced back into bondage. The Revolution’s Ben Wright, eds., last modified August 1, 2016, http://www. rhetoric of equality created a “revolutionary AmericanYawp.com. generation” of slaves and free blacks that would eventually encourage the antislavery movement. Slave revolts began to incorporate claims for freedom based on revolutionary ideals. In the long-term, the Revolution failed to reconcile slavery with these new egalitarian republican societies,

11 Alan Gilbert, Black Patriots and Loyalists: Fighting for Emancipation in the War of Independence (Chicago: University of Chicago Press, 2012). 12 Ira Berlin, Many Thousands Gone: The First Two Centuries of Slavery in North America (Cambridge: Harvard University Press, 1998), 217-89.

59 LESSON 3.2 | DECLARING & ACHIEVING INDEPENDENCE

LESSON 3.2.5 | READ | The Indians’ War of Independence

PURPOSE All nations have their creation stories, where myth The Gilder Lehrman Institute of American History and history merge, and the creation story of the examines the treatment of natives during the United States is no exception. This essay from American War for Independence.

PROCESS Provide students with a copy of the attached ATTACHMENT document or have them download it on their • The Indians’ War of Independence own time. Students should read actively by marking up the text and taking notes. Students should be prepared to answer any potential questions regarding the text. Students should also consider the Essential Questions of the unit and section while they read.

60 READING | The Indians’ War of Independence –The Gilder Lehrman Institute of American History In the Declaration of Independence, Thomas posed a greater threat than did a distant king to Jefferson clearly described the role of American their land, their liberty, and their way of life. The Indians in the American Revolution. In addition American War of Independence was an Indian war to his other oppressive acts, King George III had for independence as well. “endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages whose known This was not the first time Indians had waged a war rule of warfare, is an undistinguished destruction of independence. A dozen years before American of all ages, sexes and conditions.” Inscribed in the colonists rebelled against Britain, American Indians founding document of the United States, almost in the Ohio Valley and Great Lakes took on the a sacred text, Jefferson’s words placed Indians on mightiest empire in the world. In 1763, fresh from the wrong side of the struggle for liberty and the their triumphs in the French and Indian War, wrong side of history from the very beginning of the the British were behaving like conquerors in Indian Revolution. Thus while Americans fought for their country. Baulking at the presence of British rights and freedoms, Jefferson argued that Native garrisons and the absence of British gifts, which Americans fought against them, the vicious pawns the Indians believed served to cement alliances of a tyrannical king. and ensure good faith relationships, Pontiac of the Ottawas, Guyashota of the Senecas, Shingas of the Delawares, and other war chiefs launched All nations have their creation stories, where myth a multi-tribal assault that destroyed every British and history merge, and the creation story of the fort west of the Appalachians except Detroit, Niagara, United States is no exception. In July 1776, the and Fort Pitt. The colonial government in London British had not—at least not yet—unleashed Indian responded by declaring the Appalachian Mountains warriors on the frontiers. In fact, the Stockbridge the boundary between British settlement and Indian Indians of western Massachusetts, who were among lands. This Royal Proclamation of 1763 alienated the first to get involved in the Revolution, joined American land speculators like George Washington Washington’s army, fighting against the redcoats. who had hoped to get rich by selling trans- Most Indians tried to stay neutral in what they saw Appalachian lands to westward moving settlers. as a British civil war—getting caught in the middle Designed to bring order to the American frontier, of a domestic disturbance is never a good idea. Even the Proclamation initiated a chain of events that when, eventually, most sided with the British, they culminated in revolution and independence. were not fighting against freedom; like the American patriots, they fought to defend their freedom as they When the Revolution broke out, therefore, Indian understood it. In Indian eyes, aggressive Americans peoples knew that Indian lands were at stake. The

61 Cherokees had every reason to be concerned. For constituted the dominant Native power in more than half a century, they had seen their lands northeastern North America. They were in Georgia, eastern Tennessee, and western North accustomed to exerting their influence and and South Carolina whittled away in treaty after flexing their muscles in colonial and intertribal treaty with the colonies, and the tempo of land loss diplomacy, and to playing off rival colonial escalated alarmingly in the late 1760s and 1770s. powers, which they had done for much of the Young Cherokee men, frustrated by their fathers’ eighteenth century. But the Revolution shattered policies of selling land, were determined to prevent the unity of the League. Mohawks, led by war further erosion of the Cherokee homeland. They chief Joseph Brant and his sister, Molly Brant, seized the outbreak of the Revolution as an occasion supported the Crown, due in no small measure to drive trespassers off their lands. Cherokee to the influence of Sir William Johnson, Molly warriors attacked frontier settlements in 1776, but Brant’s husband. they did so on their own, without British support and against the advice of British agents who urged An Irish-trader-turned-Superintendent of Indian them to wait until they could coordinate with Affairs, Johnson had lived among the Mohawks for His Majesty’s troops. American forces immediately years and functioned as the pivotal figure in British- retaliated, burning Cherokee towns and forcing Iroquois relations until his death in 1774. But the Cherokee chiefs to sue for peace, which they did at Mohawks’ neighbors, the Oneidas, leaned toward the cost of ceding even more land. Many Cherokees, the colonists, influenced by their missionary, Samuel led by a war chief named Dragging Canoe, migrated Kirkland, a Presbyterian/Congregationalist who rather than make peace with the Americans. They favored breaking with the Church of England. At the kept up the fight from new towns they built around Battle of Oriskany in 1777, Oneidas fought alongside Chickamauga Creek in southwestern Tennessee. the Americans, while Mohawks and Senecas fought American campaigns against the Chickamauga with the British, a devastating development Cherokees sometimes struck the villages of those for Iroquois society that was built around clan and Cherokees who had made peace instead because kinship ties. they were closer and offered easier targets. The Revolution left the Cherokee Nation devastated and Like the Cherokees, many Iroquois lost their homes divided, but the Chickamaugas remained defiant during the Revolution. Mohawks were driven from and continued to fight against American dominance the Mohawk Valley and Oneidas fleeing retaliation until 1795. lived in squalid refugee camps around Schenectady, New York. In 1779 George Washington dispatched The Revolution divided the Iroquois or Haudenosaunee General John Sullivan to conduct a scorched-earth as well. The Six Nations of the Iroquois League campaign in Iroquois country. Sullivan’s troops in upstate New York—the Mohawks, Oneidas, burned forty Iroquois towns, cut down orchards, Onondagas, Cayugas, Senecas, and Tuscaroras— and destroyed millions of bushels of corn. Without

62 shelter or food to sustain them, thousands of Iroquois were fighting to keep pioneers like Daniel Boone people fled to the British fort at Niagara. But Niagara out of their Kentucky hunting grounds before the lay at the end of a long supply line that was closed Revolution, and they fought in Lord Dunmore’s War during the winter months when vessels from Montreal against Virginia in 1774. and Quebec could not navigate the ice-bound Great Lakes. The refugees at Niagara endured exposure, The Revolution turned the Ohio Valley into a fiercely starvation, sickness, and misery during one of the contested war zone. Henry Hamilton, the British coldest winters on record. Iroquois warriors resumed commander at Detroit, and George Morgan, the attacks on American settlements on the frontiers American agent at Fort Pitt, competed for the of New York and Pennsylvania, to take grain and cattle allegiance of the tribes. Most tried to remain neutral as much as scalps and captives. but neutrality was not a viable option. The Shawnee chief Cornstalk, who had led his warriors in Lord At the end of war, many Iroquois relocated north Dunmore’s War, now counseled a neutral stance of the new border into Canada rather than stay in and cultivated peaceful relations with the Americans. New York and deal with the Americans. Joseph But Cornstalk was seized under a flag of truce Brant and his followers settled on lands set aside for at Fort Randolph and murdered by American militia them by the British government on the Grand River in 1777. in Ontario, the genesis of the Six Nations Reserve. Others—Senecas at Tonawanda and Buffalo Most Shawnees made common cause with the Creek, for example—remained on their ancestral British, who had been telling them they could expect homeland. Formerly masters of the region, they nothing less than annihilation at the hands of the now struggled to survive in a new world dominated Americans. However, Cornstalk’s sister, Nonhelema, by Americans. continued to work for peace and assisted the Americans. Kentucky militia crossed the Ohio River Between the Cherokees and the Iroquois, in the almost every year to raid Shawnee villages. About territory drained by the Ohio River, Indian peoples half of the Shawnees migrated west to present-day lived in a perilous situation. The Ohio Valley had Missouri, which was claimed by Spain. Those who been virtually emptied of human population because remained moved their villages farther and farther of intertribal wars in the seventeenth century. away from American assault. By the end of the But it had become a multi-tribal homeland again by Revolution most American Indians living in Ohio the eve of the Revolution. Delawares, Shawnees, were concentrated in the northwestern region. Mingos, and other tribes had gravitated toward the region, attracted by rich hunting grounds Like their Shawnee neighbors, the Delawares were and growing trade opportunities, and pressured initially reluctant to take up arms or support the by colonial expansion in the east. European British. In fact, the Delaware chief, White Eyes, led settlers were not far behind. Shawnee warriors his people in making the Treaty of Fort Pitt in 1778,

63 the first Indian treaty made by the new nation. The to all the territory between the Atlantic and the Delawares and the United States Congress agreed Mississippi and between the Great Lakes and Florida. to a defensive alliance. But American militiamen murdered White Eyes, their best friend in the Ohio There were no American Indians at the Peace of Indian country. American authorities put out that Paris and Indians were not mentioned in its terms. he had died of smallpox but the damage was done. They were furious and incredulous when they Like the Shawnees, Delawares took up the hatchet learned that their allies had sold them out and given and made Britain’s war their own. away their lands. Fully expecting another war with the young republic, the British in Canada maintained Americans struck back—blindly. In 1782 a force alliances with Indians for years after the Revolution, of American militia marched into the town of but tribes south of the new international border now Gnadenhatten. It was a community of Delaware had to deal primarily with the United States. At the Indians who had converted to the Moravian faith. start of the Revolution, despite American entreaties They were Christians and they were pacifists. But all and assurances, the Indians had worried and the that mattered to the militia was the fact that they British had warned that the Americans were only were Delawares. The Americans divided them into interested in taking their land. The worries and three groups—men, women, and children. Then, warnings were well founded. with the Indians kneeling before them singing hymns, they took up butchers’ mallets and bludgeoned to Although George Washington, his secretary of war death 96 people. Gnadenhatten means “Tents of Henry Knox, Thomas Jefferson, and other good men Grace.” Delaware warriors, now fighting as allies of of the founding generation wrestled with the British, exacted brutal revenge for the massacre how to deal honorably with Indian peoples, the when American soldiers fell into their hands. taking of Indian land was never in doubt. After the long war against Britain, the United States In the east, the fighting between redcoats and government had no money; its only resource was rebels effectively ended after Lord Cornwallis the land the British had ceded at the Peace of Paris– surrendered to Washington’s army and their French Indian land. Acquiring actual title to that land and allies at Yorktown in 1781. In the west, Indians transforming it into “public land” that could be sold continued their war for independence and there to American settlers to help fill the treasury was things did not go so well for the Americans. In 1782, vital to the future, even the survival, of the new for example, Shawnee and other warriors ambushed republic. Having won its independence from the and roundly defeated Daniel Boone and a force British Empire, the United States turned to build of Kentuckians at the Battle of Blue Licks. But the what Jefferson called “an empire of liberty.” In this British had had enough. At the Peace of Paris empire, all citizens shared the benefits. But–and in April 1783, Britain recognized the independence this was a question that plagued the nation and the of the United States and transferred its claims national conscience for generations–who qualified

64 as citizens? Did African Americans? Did women? compromising where they had no choice, adapting Did Native Americans? And how could Americans and adjusting to changes, and preserving what they claim to deal honorably with Indian peoples at the could of Indian life and culture in a nation that was same time as they built their nation on Indian lands? intent on eradicating both.

The Declaration of Independence provided answers The American nation won its war for independence and justifications: hadn’t Indians fought against in 1783. American Indian wars for independence American rights and freedoms at the moment of the continued long after. In their ongoing struggles for nation’s birth? They could not now expect to share their rights, and their tribal sovereignty within the those rights and freedoms that had been won at such constitutional democracy that grew out of the a cost. The United States had no obligation to American Revolution, some would say, Native include Indians in the body politic or to protect Americans are still fighting to realize the promise Indian lands. But, the Declaration had also made of that revolution. clear that Indians were “savages,” and Washington, Jefferson, and others believed that the United Source States did have an obligation to “civilize” them. The Calloway, Colin G. “The Indians’ War of Independence.” United States must and would take the Indians’ Retrieved from: http://ap.gilderlehrman.org/essay/indians%27- lands; that was inevitable. But it would give them war-independence?period=3 civilization in return, and that was honorable.

For Native Americans, this translated into a dual assault on their lands and cultures, which were inextricably linked. In the years following the Revolution, American settlers invaded Indian country. So too, at different times and places, did American soldiers, Indian agents, land speculators, treaty commissioners, and missionaries. Indians fought back: they disputed American claims to their homelands, killed trespassers, and sometimes inflicted stunning defeats on American armies. Not until General Anthony Wayne defeated the allied northwestern tribes at the Battle of Fallen Timbers in 1794 did the Indians make peace at the Treaty of Greenville and cede most of Ohio to the United States. Then, Indians turned to more subtle forms of resistance in what remained of their homelands,

65 LESSON 3.2 | DECLARING & ACHIEVING INDEPENDENCE

LESSON 3.2.6 | WATCH | Crash Course US History #8 The Constitution, The Articles, and Federalism

PREVIEW In which John Green teaches you about the United reasonable process for making changes to the thing. States Constitution. During and after the American You’ll learn about Shays’ Rebellion, the Federalist Revolutionary War, the government of the new Papers, the elite vs rabble dynamic of the houses country operated under the Articles of Confederation. of congress, and start to find out just what an Anti- While these Articles got the young nation through Federalist is. its war with England, they weren’t of much use when it came to running a country. So, the Founding PURPOSE Fathers decided try their hand at nation-building, and In this video, students examine what happened they created the Constitution of the United States, following victory in the American War for which you may remember as the one that says We Independence. In learning about the political The People at the top. John will tell you how the landscape of the new republic, students will convention came together, some of the compromises examine massive hurdles that must have been that had to be made to pass this thing, and why overcome by the government and a disagreement it’s very lucky that the framers installed a somewhat as to what a stable government should look like.

PROCESS As with all of the videos in the course, ask LINK students to watch the video before class. • Crash Course US History #8 – Remind students of John’s fast-talking and The Constitution, The Articles, play the video with captions. Pause and and Federalism rewind when necessary. Before students watch the video, instruct them to begin to Video questions for students to answer during consider how fragile the new republic was. their viewing. What did the Founding Fathers get right? What did they get wrong?

66 LESSON 3.2 | DECLARING & ACHIEVING INDEPENDENCE

LESSON 3.2.6 | WATCH | Key Ideas – Factual Use these questions and prompts at the appropriate stopping points to check in with students and ensure they are getting the key concepts covered in the video.

1. (:48) What was the first government SAMPLE ANSWER: The first government set up by established by the Continental Congress? the Continental Congress was called the Articles Describe it. of Confederation, which only lasted 10 years. The Articles established a “government” that consisted of a one-house body of delegates with each state having a single vote who could make decisions on certain issues that affected all the states.

2. (1:35) What were the limitations of SAMPLE ANSWER: The government would declare the government? war, conduct foreign affairs, and make treaties. It could coin money, but it couldn’t collect taxes, which was left to the states.

3. (2:10) What two things did The Articles SAMPLE ANSWER: The government could make accomplish? treaties, which it did with natives, who surrendered land north of the Ohio River. Following this, the government created the Northwest Ordinance of 1787.

4. (2:50) What did the Northwest Ordinance SAMPLE ANSWER: The ordinance set up the of 1787 accomplish? creation of five new states between the Ohio and Mississippi Rivers. It also acknowledged that American Indians had a claim to the land and that they should be treated better if settlers wanted to avoid violence. The ordinance also outlawed slavery in all five of the new states.

5. (3:15) Why is the Articles of Confederation SAMPLE ANSWER: The government was considered government considered a disaster? a disaster because it could not collect taxes. Due to the war, both state and national governments had accumulated massive debt and the main source of

67 LESSON 3.2 | DECLARING & ACHIEVING INDEPENDENCE

revenue became tariffs. Because Congress couldn’t impose these tariffs, states had to individually, which made international trade a nightmare.

6. (3:40) What was Shay’s Rebellion? SAMPLE ANSWER: In the late 1780s, Massachusetts farmers rose up and closed the courts to prevent those courts from foreclosing upon debt-encumbered farms.

7. (6:15) What was the first conflict SAMPLE ANSWER: The first conflict was between of the Constitutional Convention? states with big populations and those with small populations. Large states supported James Madison’s Virginia Plan, which called for a two-house legislature with representation in both proportional to a state’s population. Smaller states, fearing that larger states would dominate decisions, rallied behind the New Jersey Plan, which called for a single legislative house with equal representation for each state.

8. (6:45) What was the Great Compromise? SAMPLE ANSWER: The Great Compromise by What were the terms under it? Connecticut’s Roger Sherman proposed two houses, a House of Representatives with representation proportional to each state’s population, and a Senate with two members from each state. House members served two year terms and were designed to be responsive to the people, while Senators served six year terms.

9. (7:15) What is the Three-Fifths Compromise? SAMPLE ANSWER: The Three-Fifths Compromise revolved around how slaves should count toward the population of a state. States with slaves wanted them counted toward the total population, despite slaves not being allowed to vote. The issue was solved with the Three-Fifths Compromise that determined for the purpose of population, the

68 LESSON 3.2 | DECLARING & ACHIEVING INDEPENDENCE

total number of white people plus Three-Fifths the population of “other persons” (note: slaves) would be the basis for the calculation.

10. (7:50) What was problematic about the Fugitive SAMPLE ANSWER: The Fugitive Slave Clause Slave Clause? required any escaped slave to be returned to their master, even if the slave moved to a state without slavery. This meant that on some level, states couldn’t enforce their own laws.

11. (8:05) What two principles were embraced SAMPLE ANSWER: To avoid tyranny in the to avoid tyranny? government, the Constitution embraced separation of powers where the government was divided into three branches and the Constitution incorporated checks and balances and federalism, which is the idea that governmental authority rests both in the national and state governments.

12. (10:00) What are the Federalist Papers? SAMPLE ANSWER: In order for the Constitution to be ratified, 9 out of the 13 states were required to ratify it. In order to convince delegates to vote for ratification, Alexander Hamilton (my names is Alexander Hamilton), James Madison, and John Jay wrote a series of 85 essays that were a powerful and persuasive argument for why a strong national government is necessary, not a threat to people’s liberty.

13. (11:45) What was the position of the Anti- SAMPLE ANSWER: The Anti-Federalists saw less of Federalists? a need for a strong national government that would foster trade and protect creditors. They were also very afraid of a strong government, especially one dominated by the wealthy.

69 LESSON 3.2 | DECLARING & ACHIEVING INDEPENDENCE

LESSON 3.2.7 | READ | Hamilton v. Jefferson

PURPOSE Two letters to George Washington allow students to context and tone, and discuss the personalities consider the competing politics and personalities of of two of America’s biggest influences on the Thomas Jefferson and Alexander Hamilton. Students early republic. will analyze primary source documents, study their

PROCESS Provide students with copies of the excerpts ATTACHMENT of letters to George Washington. Students • Hamilton v. Jefferson should read, annotating the text as they work • Primary Source Analysis Tool through the documents. They should then complete a Primary Source Analysis Tool for each document. Upon completion of the assignment, the class should discuss findings and compare ideas (small groups might be best for this, sharing out when done).

70 READING | Hamilton v. Jefferson – Stanford History Education Groupa

Alexander Hamilton Letter to George Nevertheless, I pledge my honor to you Sir, that Washington, 1792 (Modified) if you shall form a plan to reunite the members of your administration, I will faithfully cooperate. Dear Sir, And I will not directly or indirectly say or do a thing to cause a fight. I have the honor to remain I have received your letter of August 26th. I sincerely regret that you have been made to feel Sir, Your most Obedient and Humble servant uneasy in your administration. I will do anything to smooth the path of your administration, and heal A Hamilton the differences, though I consider myself the deeply injured party. This letter was written by Alexander Hamilton to President George Washington on September 9, I know that I have been an object of total 1792. Hamilton was Secretary of the Treasury opposition from Mr. Jefferson. I know from the in Washington’s administration. most authentic sources, that I have been the frequent subject of most unkind whispers by him. Source I have watched a party form in the Legislature, Stanford History Education Group. “Hamilton v. Jefferson.” with the single purpose of opposing me. I believe, Retrieved from: https://sheg.stanford.edu/hamilton-jefferson. from all the evidence I possess, that the National Gazette (a newspaper) was instituted by Jefferson for political purposes, with its main purpose to Thomas Jefferson Letter to George oppose me and my department. Washington, 1792 (Modified)

Nevertheless, I can truly say that, besides DEAR SIR, explanations to confidential friends, I never directly or indirectly responded to these attacks, I received your letter of August 23rd. You note until very recently. that there have been internal tensions in your administration. These tensions are of great But when I saw that they were determined to concern to me. I wish that you should know the oppose the banking system, which would ruin whole truth. the credit and honor of the Nation, I considered it my duty to resist their outrageous behavior. I have never tried to convince members of the legislature to defeat the plans of the Secretary of Treasury. I value too highly their freedom

71 of judgment. I admit that I have, in private conversations, disapproved of the system of the Secretary of Treasury. However, this is because his system stands against liberty, and is designed to undermine and demolish the republic.

I would like for these tensions to fade away, and my respect for you is enough motivation to wait to express my thoughts until I am again a private citizen. At that point, however, I reserve the right to write about the issues that concern the republic.

I will not let my retirement be ruined by the lies of a man who history—if history stoops to notice him—will remember a person who worked to destroy liberty. –Still, I repeat that I hope I will not have to write such a thing.

I trust that you know that I am not an enemy to the republic, nor a waster of the country’s money, nor a traitor, as Hamilton has written about me.

In the meantime I am with great and sincere affection and respect, dear Sir, your most obedient and most humble servant.

Thomas Jefferson

This letter was written by Thomas Jefferson to President George Washington on September 9, 1792. Jefferson was Secretary of State in Washington’s administration.

Source Stanford History Education Group. “Hamilton v. Jefferson.” Retrieved from: https://sheg.stanford.edu/hamilton-jefferson.

72 HANDOUT | Primary Source Analysis Tool

TOPIC: AUTHOR:

SOURCE TITLE: PUBLICATION DATE:

OBSERVE: WHAT WERE THE MAIN IDEAS/THEMES OF THE PIECE? (THIS BOX SHOULD HAVE OBJECTIVE STATEMENTS ABOUT WHAT IS IN THE PIECE, NOT WHAT YOU PERSONALLY FEEL ABOUT THE IDEAS IN THE SOURCE.)

QUOTES: WHAT QUOTES DID YOU FIND TO BE PARTICULARLY IMPORTANT OR INTERESTING?

REFLECTION: WHAT DO YOU THINK WAS MOST COMPELLING OR INTERESTING ABOUT THE SOURCE? WHY IS THIS SOURCE IMPORTANT? WHAT CAN IT TELL US ABOUT THE PERIOD? DO ANY OF ITS IDEAS APPLY TO AMERICA TODAY?

QUESTIONS: WHAT QUESTIONS DO YOU HAVE ABOUT THE SOURCE OR THE TOPIC, GENERALLY?

73 LESSON 3.2 | DECLARING & ACHIEVING INDEPENDENCE

LESSON 3.2.8 | CLOSING | EQ Notebook

PROCESS At the start of this lesson on the colonization Ask students to think about these questions of North America, students were given four and respond on their EQ Notebook Unit 3 Essential Questions and one Lesson 3.1 Worksheets. Essential Question. As a reminder, here they are again: Now that students have spent some time with the material of this unit, they should Unit 3 Essential Questions: look back over the content covered as well • How did concepts of American identity and as any additional information they have democratic ideals emerge and shape the come across, and write down any quotes movement for independence? or evidence that provide new insights into • Why did the colonists rebel against Britain? the essential questions assigned for this • How did the Declaration of Independence lesson. Once they’ve finished, they should shape belief systems and resistance think about how this new information has movements throughout the western impacted their thinking about the unit hemisphere? essential question, and write down their • How and why did the first major party thoughts in their EQ Notebook. system develop in the early republic? ATTACHMENT Lesson 3.1 Essential Questions: • The EQ Unit 3 Notebook Worksheet • What are the most revolutionary acts or events to be born out of the American Revolution? • What is the significance to the Declaration of Independence?

74 UNIT 3 | EQ Notebook Worksheet Answer the Essential Questions in Lesson 3.2.1., then again in Lesson 3.2.8. In your answer, be sure to include ideas such as historical context and how themes through history change over time. Use specific examples to support your claims or ideas.

ESSENTIAL QUESTIONS 1. What are the most revolutionary acts or events to be born out of the American Revolution? 2. What is the significance of the Declaration of Independence?

LESSON 3.2.1.

LESSON 3.2.8.

HOW HAS YOUR THINKING CHANGED?

75 LESSON 3.3 | CONTINUED CONFLICT IN A NEW NATION

LESSON 3.3.0 | OVERVIEW | Continued Conflict in a New Nation

In the decades after American independence, interactions among different groups resulted in competition for resources, shifting alliances, and cultural blending. Various American Indian groups repeatedly evaluated and adjusted their alliances with Europeans, other tribes, and the U.S., seeking to limit migration of white settlers and maintain control of tribal lands and natural resources. British alliances with American Indians contributed to tensions between the U.S. and Britain. An ambiguous relationship between the federal government and American Indian tribes contributed to problems regarding treaties and American Indian legal claims relating to the seizure of their lands. The continued presence of European powers in North America challenged the United States to find ways to safeguard its borders, maintain neutral trading rights, and promote its economic interests. The expansion of slavery in the deep South and adjacent western lands and rising anti-slavery sentiment began to create distinctive regional attitudes toward the institution. Ideas about national identity increasingly found expression in works of art, literature, and architecture.

76 LESSON 3.3 | CONTINUED CONFLICT IN A NEW NATION

LESSON 3.3.0 | OVERVIEW | Learning Outcomes, Vocabulary, & Outline

LEARNING OUTCOMES

• Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions. • Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America. • Explain how religious groups and ideas have affected American society and political life. • Explain how ideas about women’s rights and gender roles have affected society and politics. • Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions.

LESSON ESSENTIAL QUESTIONS

• How were the seeds of revolution and rebellion planted into different oppressed groups thanks to the revolution? • What are examples of significant acts of resistance during this era?

LESSON OUTLINE

77 LESSON 3.3 | CONTINUED CONFLICT IN A NEW NATION

LESSON 3.3.1 | OPENING | EQ Notebook PURPOSE Each unit of the Crash Course US History Curriculum Essential Question with evidence they have (CCUSH) is guided by what we call an essential gathered throughout the unit. This provides question. The Essential Question Notebook (EQ students an opportunity to track their learning Notebook) is an informal writing resource for and to prepare them for future activities. To help students to track their learning and understanding students focus on the important ideas, this activity of a concept throughout a unit. Students will asks them to look at the big ideas through the lens be given an Essential Question at the beginning of the Essential Question. At this point, students of a unit and asked to provide a response based won’t have much background to bring to bear on on prior knowledge and speculation. Students will the issue just yet. This early exercise helps to bring then revisit the notebook in order to answer the to the fore what they know coming into the unit.

PROCESS Ask students to think about the essential Students can do this in the context of their questions for Unit 3 and Lesson 3.3, knowledge of US History, or relate it to their respectively. Students should write down own lives. the Essential Questions and record their responses to opening questions in their ATTACHMENT EQ Notebook Worksheets. • The EQ Unit 3 Notebook Worksheet

Example Opening Questions: • How were the seeds of revolution and rebellion planted into different oppressed groups thanks to the revolution? • What are examples of significant acts of resistance during this era?

78 UNIT 3 | EQ Notebook Worksheet Answer the unit essential Lessons 3.3.1, then again in Lesson 3.3.9. In your answer, be sure to include ideas such as historical context and how themes through history change over time. Use specific examples to support your claims or ideas.

ESSENTIAL QUESTIONS 1. How were the seeds of revolution and rebellion planted into different oppressed groups thanks to the revolution? 2. What are examples of significant acts of resistance during this era?

LESSON 3.3.1.

LESSON 3.3.9.

HOW HAS YOUR THINKING CHANGED?

79 LESSON 3.3 | CONTINUED CONFLICT IN A NEW NATION

LESSON 3.3.2 | READ | Slavery, Anti-Slavery and Atlantic Exchange

PURPOSE Students will read a document modified from The American Yawp about slave trade in the 18th Century.

PROCESS Provide students with a copy of the ATTACHMENT attached document or have them download • Slavery, Anti-Slavery it on their own time. Students should read and Atlantic Exchange actively by marking up the text and taking notes. Students should be prepared to answer any potential questions regarding the text. Students should also consider the Essential Questions of the unit and section while they read.

80 READING | Slavery, Anti-Slavery and Atlantic Exchange — The American Yawp Slavery was a transatlantic institution. However, to Christianity would not lead to freedom, and it developed distinct characteristics in British owners could not free their slaves unless they North America. By 1750, slavery was legal in every transported them out of the colony. Slave owners North American English colony, but local economic could not be convicted of murder for killing a slave; imperatives, demographic trends, and cultural practices conversely, any black Virginian who struck a white all contributed to distinct colonial variants of slavery. colonist would be severely whipped. Virginia planters used the law to maximize the profitability of their Virginia, the oldest of the English mainland colonies, slaves and closely regulate every aspect of their imported its first slaves in 1619. Virginia planters daily lives. built larger and larger estates and guaranteed that these estates would remain intact through the In South Carolina and Georgia, slavery was also use of primogeniture (where a family’s estate would central to colonial life but specific local conditions descend to the eldest male heir) and the entail created a very different system of slavery. Georgia (a legal procedure that prevented the breakup and was founded by the philanthropist James Oglethorpe, sale of estates). This distribution of property, which who originally banned slavery from the colony. But kept wealth and property consolidated, guaranteed by 1750 slavery was legal throughout the region. that the great planters would dominate social and South Carolina had been a slave colony from its economic life in the Chesapeake. This system also founding and, by 1750, was the only mainland colony fostered an economy dominated by tobacco. with a majority enslaved African population. The By 1750 there were approximately 100,000 African Fundamental Constitutions of Carolina, co-authored slaves in Virginia, at least 40% of the colony’s total by the philosopher John Locke in 1669, explicitly population.1 The majority of these slaves worked legalized slavery from the very beginning. Many on large estates under the gang system of labor, early settlers in Carolina were slaveholders from working from dawn to dusk in groups with close British Caribbean sugar islands, and they brought supervision by a white overseer or enslaved “driver” their brutal slave codes with them. Defiant slaves who could use physical force to compel labor. could legally be beaten, branded, mutilated, even castrated. In 1740 a new law stated that killing Virginians used the law to protect the interests a rebellious slave was not a crime and even of slaveholders. In 1705 the House of Burgesses the murder of a slave was treated as a minor passed its first comprehensive slave code. Earlier misdemeanor. South Carolina also banned the freeing laws had already guaranteed that the children of of slaves unless the freed slave left the colony. enslaved women would be born slaves, conversion

1 Donald Matthews, Religion in the Old South (Chicago: University of Chicago Press, 1977), p. 6.

81 Despite this brutal regime, a number of factors participated in a thriving underground market that combined to give South Carolina slaves more allowed them a degree of economic autonomy. independence in their daily lives. Rice, the staple Carolina slaves also had an unparalleled degree crop underpinning the early Carolina economy, of cultural autonomy. This autonomy coupled with was widely cultivated in West Africa, and planters the frequent arrival of new Africans enabled commonly requested that merchants sell a slave culture that retained many African practices.2 them slaves skilled in the complex process of rice Syncretic languages like Gullah and Geechee cultivation. Slaves from Senegambia were contained many borrowed African terms, and particularly prized. The expertise of these slaves traditional African basket weaving (often combined contributed to one of the most lucrative economies with Native American techniques) survives in the in the colonies. The swampy conditions of rice region to this day. plantations, however, fostered dangerous diseases. Malaria and other tropical diseases spread, This unique Low Country slave culture contributed and caused many owners to live away from their to the Stono Rebellion in September 1739. On plantations. These elites, who commonly owned a Sunday morning while planters attended church, a number of plantations, typically lived in Charleston a group of about 80 slaves set out for Spanish townhouses to avoid the diseases of the rice fields. Florida under a banner that read “Liberty!,” burning West Africans, however, were far more likely to plantations and killing at least 20 white settlers have a level of immunity to malaria (due to a genetic as they marched. They were headed for Fort Mose, trait that also contributes to higher levels of sickle a free black settlement on the Georgia-Florida cell anemia), reinforcing planters’ racial belief that border, emboldened by the Spanish Empire’s offer Africans were particularly suited to labor in tropical of freedom to any English slaves. Though the Stono environments. Rebellion was ultimately unsuccessful – the local militia defeated the rebels in battle, captured and With plantation owners often far from home, Carolina executed many of the slaves, and sold others to the slaves had less direct oversight than those in sugar plantations of the West Indies – it was a violent the Chesapeake. Furthermore, many Carolina rice reminder to South Carolina planters that their slaves plantations used the task system to organize would fight for freedom. slave labor. Under this system, slaves were given a number of specific tasks to complete in day, Slavery was also an important institution in the mid- but once those tasks were complete slaves often Atlantic colonies. While New York, New Jersey, and had time to grow some crops of their own on garden Pennsylvania never developed plantation economies, plots allotted by plantation owners. These slaves slaves were often employed on larger farms

2 Sylvia R. Frey and Betty Wood, Come shouting to Zion: African American Protestantism in the American South and British Caribbean to 1830 (Chapel Hill: University of North Carolina Press, 1998).

82 growing cereal grains. Enslaved Africans worked originated in war, where captives were enslaved alongside European tenant farmers on New York’s rather than executed. To pacifist Quakers, then, Hudson Valley “patroonships,” huge tracts of land the very foundation of slavery was illegitimate. granted to a few early Dutch families. As previously Furthermore Quaker belief in the equality of souls mentioned, slaves were also a common sight in challenged the racial basis of slavery. By 1758, Philadelphia, New York City, and other ports where Quakers in Pennsylvania disowned members who they worked in the maritime trades and domestic engaged in the slave trade, and by 1772 slave- service. New York City’s economy was so reliant owning Quakers could be expelled from their meetings. on slavery that over 40% of its population was These local activities in Pennsylvania had broad enslaved by 1700, while 15-20% of Pennsylvania’s implications as the decision to ban slavery and colonial population was enslaved by 1750.3 In New slave trading was debated in Quaker meetings York, the high density of slaves and a particularly throughout the English-speaking world. The free diverse European population increased the threat black population in Philadelphia and other northern of rebellion. A 1712 slave rebellion in New York City cities also continually agitated against slavery. resulted in the deaths of 9 white colonists. In retribution, 21 slaves were executed and 6 others Slavery as a system of labor never took off in committed suicide before they could be burned Massachusetts, Connecticut, or New Hampshire, alive. In 1741, another planned rebellion by African though it was legal throughout the region. The slaves, free blacks, and poor whites was uncovered, absence of cash crops like tobacco or rice minimized unleashing a witch-hunt that only stopped after the economic use of slavery. In Massachusetts, 32 slaves and free blacks and 5 poor whites were only about 2% of the population was enslaved as late executed. Another 70 slaves were deported, likely as the 1760s. The few slaves in the colony were to the sugar cane fields of the West Indies.4 concentrated in Boston along with a sizeable free black community that made up about 10% of the Increasingly uneasy about the growth of slavery city’s population.5 While slavery itself never really in the region, Quakers were the first group took root in New England, the slave trade was to turn against slavery. Quaker beliefs in radical a central element of the region’s economy. Every non-violence and the fundamental equality major port in the region participated to some of all human souls made slavery hard to justify. extent in the transatlantic trade – Newport, Rhode Most commentators argued that slavery Island alone had at least 150 ships active in the

3 See Appendix D of Dorothy Schneider and Carl J. Schneider, Slavery in America (New York: Infobase Publishing, 2007). 4 Thomas Joseph Davis, A Rumor of Revolt: The “Great Negro Plot” in Colonial New York (New York: The Free Press, 1985). 5 United States Census Bureau, “Colonial and Pre-Federal Statistics,” (http://www2.census.gov/prod2/statcomp/documents/CT1970p2-13.pdf) and James Oliver Horton‪ and Lois E. Horton, ‪Black Bostonians: Family Life and Community Struggle in the Antebellum North (New York: Holmes and Meier, 1999), p. xiv.

83 trade by 1740 – and New England also provided foodstuffs and manufactured goods to West Indian plantations.6

Source: Emily Arendt et al., “Colonial Society,” Nora Slonimsky, ed., in The American Yawp, Joseph Locke and Ben Wright, eds., last modified August 1, 2016, http://www.AmericanYawp.com.

6 Elaine F. Crane, “‘The First Wheel of Commerce’: Newport, Rhode Island and the Slave Trade, 1760-1776,” Slavery and Abolition, 1:2 (1980): 178-198.

84 LESSON 3.3 | CONTINUED CONFLICT IN A NEW NATION

LESSON 3.3.3 | READ | New Freedoms of the 18th Century

PURPOSE This reading from The American Yawp provides students with an overview in the changes of religious thoughts that took hold in the 18th Century. Some of these thoughts may have contributed to revolutionary ideas born in the pursuit of independence.

PROCESS Provide students with a copy of the ATTACHMENT attached document or have them download • New Freedoms of the 18th Century it on their own time. Students should read actively by marking up the text and taking notes. Students should be prepared to answer any potential questions regarding the text. Students should also consider the Essential Questions of the unit and section while they read.

85 READING | Pursuing Religious and Individual Freedom — The American Yawp Debates on religious expression continued throughout predestination that God had decided in advance the 18th century. In 1711 a group of New England who was damned and who was saved. However, ministers published a collection of sermons entitled he worried that his congregation had stopped Early Piety. The most famous of them, Increase searching their souls and were merely doing Mather, wrote the preface. In it he asked the question good works to prove they were saved. With a “What did our forefathers come into this wilderness missionary zeal, Edwards preached against worldly for?” His answer was simple: to test their faith against sins and called for his congregation to look the challenges of America and win. The grandchildren inwards for signs of God’s saving grace. His most of the first settlers had been born into the comfort of famous sermon was called “Sinners in the Hands well-established colonies and worried that their faith of an Angry God.” Suddenly in the winter of 1734 had suffered. This sense of inferiority sent colonists these sermons sent his congregation into violent looking for a reinvigorated religious experience. convulsions. The spasms first appeared amongst The result came to be known as the Great Awakening. known sinners in the community. Over the next 6 months the physical symptoms spread to half of Only with hindsight does the Great Awakening look the 600 person-congregation. Edwards shared the like a unified movement. The first revivals began work of his revival in a widely circulated pamphlet. unexpectedly in the Congregational churches of New England in the 1730’s and then spread through Over the next decade itinerant preachers were more the 1740’s and 1750’s to Presbyterians, Baptists successful in spreading the spirit of revival around and Methodists in the other Thirteen Colonies. America. These preachers had the same Different places at different times experienced spiritual goal as Edwards, but brought with them a revivals of different intensities. Yet in all of these new religious experience. They abandoned communities colonists discussed the same need traditional sermons in favor of outside meetings to strip their lives of worldly concerns and return where they could whip up the congregation into to a more pious lifestyle. The form it took was an emotional frenzy that might reveal evidence of something of a contradiction. Preachers became saving grace. Many religious leaders were key figures in encouraging individuals to find suspicious of the enthusiasm and message of a personal relationship with God. these revivals, but colonists flocked to the spectacle. The first signs of religious revival appeared in Jonathan Edwards’ congregation in Northampton, The most famous itinerant preacher was George Massachusetts. Edwards was a theologian Whitefield. According to Whitefield the only who shared the faith of the early Puritan settlers. type of faith that pleased God was heartfelt. The In particular he believed in the idea called established churches only encouraged apathy.

86 “The Christian World is dead asleep,” Whitefield the 1740s and 1750s between “New Lights,” who explained, “Nothing but a loud voice can awaken still believed in a revived faith, and “Old Lights,” them out of it.” He would be that voice. Whitefield who thought it was deluded nonsense. was a former actor with a dramatic style of preaching and a simple message. Thundering By the 1760s, the religious revivals had petered against sin and for Jesus Christ, Whitefield out; however, they left a profound impact on invited everyone to be born again. It worked. America. Leaders like Edwards and Whitefield Through the 1730’s he traveled from New York encouraged individuals to question the world to South Carolina converting ordinary men, women around them. This idea reformed religion in America and children. “I have seen upwards of a thousand and created a language of individualism people hang on his words with breathless silence,” that promised to change everything else. If you wrote a socialite in Philadelphia, “broken only by challenged the church, what other authority an occasional half suppressed sob.” A farmer recorded figures might you question? The Great Awakening the powerful impact this rhetoric could have: “And provided a language of individualism, reinforced my hearing him preach gave me a heart wound; by in print culture, which reappeared in the call for God’s blessing my old foundation was broken up, independence. While pre-revolutionary America and I saw that my righteousness would not save me.” had profoundly oligarchical qualities, the groundwork The number of people trying to hear Whitefield’s was laid for a more republican society. However, message were so large that he preached in the society did not transform easily overnight. It would meadows at the edges of cities. Contemporaries take intense, often physical, conflict to change regularly testified to crowds of thousands and in one colonial life. case over 20,000 in Philadelphia. Whitefield and the other itinerant preachers had achieved what Source Edwards could not, making the revivals popular. Emily Arendt et al., “Colonial Society,” Nora Slonimsky, ed., in The American Yawp, Joseph Locke and Ben Wright, eds., last

Ultimately the religious revivals became a victim modified August 1, 2016, http://www.AmericanYawp.com. of the preachers’ success. As itinerant preachers became more experimental they alienated as many people as they converted. In 1742 one preacher from Connecticut, James Davenport, persuaded his congregation that he had special knowledge from God. To be saved they had to dance naked in circles at night whilst screaming and laughing. Or, they could burn the books he disapproved of. Either way, this type of extremism demonstrated to many that revivalism had gone wrong. A divide appeared by

87 READING | Religious Freedom — The American Yawp In 1776, none of the American state governments in many states. As new Christian denominations observed the separation of church and state. On the proliferated between 1780 and 1840, however, contrary, all thirteen states either had established more and more Christians would fall outside of this (that is, official and tax-supported) state churches definition. The new denominations would challenge or required their officeholders to profess a certain the assumption that all Americans were Christians. faith. Most officials believed this was necessary to protect morality and social order. Over the next six South Carolina continued its general establishment decades, however, that changed. In 1833, the final law until 1790, when a constitutional revision state, Massachusetts, stopped supporting an official removed the establishment clause and religious religious denomination. Historians call that gradual restrictions on officeholders. Many other states, process “disestablishment.” though, continued to support an established church well into the nineteenth century. The federal In many states, the process of disestablishment Constitution did not prevent this. The religious had started before the creation of the Constitution. freedom clause in the Bill of Rights, during these South Carolina, for example, had been nominally decades, limited the federal government but not Anglican before the Revolution, but it had dropped state governments. It was not until 1833 that a state denominational restrictions in its 1778 constitution. supreme court decision ended Massachusetts’s Instead, it now allowed any church consisting of at support for the Congregational church. least fifteen adult males to become “incorporated,” or recognized for tax purposes as a state-supported Many political leaders, including Thomas Jefferson church. Churches needed only to agree to a set and James Madison, favored disestablishment of basic Christian theological tenets, which were because they saw the relationship between church vague enough that most denominations could and state as a tool of oppression. Jefferson support them. proposed a Statute for Religious Freedom in the Virginia state assembly in 1779, but his bill failed Thus, South Carolina tried to balance religious in the overwhelmingly Anglican legislature. Madison freedom with the religious practice that proposed it again in 1785, and it defeated a rival bill was supposed to be necessary for social order. that would have given equal revenue to all Protestant Officeholders were still expected to be churches. Instead Virginia would not use public Christians; their oaths were witnessed by God, money to support religion. “The Religion then of every they were compelled by their religious beliefs man,” Jefferson wrote, “must be left to the to tell the truth, and they were called to live conviction and conscience of every man; and it according to the Bible. This list of minimal is the right of every man to exercise it as these requirements came to define acceptable Christianity may dictate.”

88 At the federal level, the delegates to the Constitutional Convention of 1787 easily agreed that the national government should not have an official religion. This principle was upheld in 1791 when the First Amendment, with its guarantee of religious liberty, was ratified. The limits of federal disestablishment, however, required discussion. The federal government, for example, supported Native American missionaries and Congressional chaplains. Well into the nineteenth century, debate raged over whether postal service should operate on Sundays, and whether non-Christians could act as witnesses in federal courts. Americans continued to struggle to understand what it meant for Congress not to “establish” a religion.

Source Marco Basile et al., “A New Nation,” Tara Strauch, ed., in The American Yawp, Joseph Locke and Ben Wright, eds., last modified August 1, 2016, http://www.AmericanYawp.com.

89 LESSON 3.3 | CONTINUED CONFLICT IN A NEW NATION

LESSON 3.3.4 | READ | Pontiac’s War

PURPOSE This journal from The American Yawp provides account of Pontiac’s War, which involved a loose students with background information on acts confederation of American Indian tribes upset with of resistance against colonists by American British policies following the Seven Year’s War. Indian groups. This document provides students In an effort to expel the British from their lands, with an natives turned violent.

PROCESS Provide students with a copy of the attached ATTACHMENT document or have them download it on their • Pontiac’s War own time. Students should read actively by marking up the text and taking notes. Students should be prepared to answer any potential questions regarding the text. Students should also consider the Essential Questions of the unit and section while they read.

90 READING | Pontiac’s War — The American Yawp Relationships between colonists and Native Saint Joseph, and Miami. In June, a coalition of Americans were complex and often violent. Ottawas and Ojibwes captured Fort Michilimackinac In 1761, Neolin, a prophet, received a vision from by staging a game of stickball (lacrosse) outside his religion’s main deity, known as the Master the fort. They chased the ball into the fort, gathered of Life. The Master of Life told Neolin that the arms that had been smuggled in by a group of only way to enter Heaven would be to cast off Native American women, and killed almost half the corrupting influence of Europeans, by expelling of the fort’s British soldiers. the British from Indian country: “This land where ye dwell I have made for you and not for others. Though these Indians were indeed responding to Whence comes it that ye permit the Whites upon Neolin’s religious message, there were many other your lands…Drive them out, make war upon them.”1 practical reasons for waging war on the British. Neolin preached the avoidance of alcohol, a return After the Seven Years War, Britain gained control to traditional rituals, and pan-Indian unity to his of formerly French territory as a result of the disciples, including Pontiac, an Ottawa leader. Treaty of Paris. Whereas the French had maintained a peaceful and relatively equal relationship with Pontiac took Neolin’s words to heart and sparked their Indian allies through trade, the British hoped the beginning of what would become known as to profit from and impose “order.” For example, Pontiac’s War against British soldiers, traders, and the French often engaged in the Indian practice settlers. At its height, the pan-Indian uprising of diplomatic gift giving. However, the British included native peoples from the territory between General Jeffrey Amherst discouraged this practice the Great Lakes, Appalachians, and the Mississippi and regulated the trade or sale of firearms and River. Though Pontiac did not command all of the ammunition to Indians. Most Native Americans, Indians participating in the war, his actions were including Pontiac, saw this not as frugal imperial influential in its development. Pontiac and 300 policy but preparation for war. Indian warriors sought to take Fort Detroit by surprise in May 1763 but the plan was foiled, resulting Pontiac’s War lasted until 1766. Native American in a six-month siege of the British fort. News of the warriors attacked British forts and frontier siege quickly spread throughout Indian country and settlements, killing as many as 400 soldiers and inspired more attacks on British forts and settlers. 2000 settlers.2 Disease and a shortage of supplies In May, Native Americans captured Forts Sandusky, ultimately undermined the Indian war effort, and

1 Daniel K. Richter, Before the Revolution: America’s Ancient Pasts (Cambridge: Harvard University Press, 2011), 403. 2 Gregory Evans Dowd, War under Heaven: Pontiac, the Indian Nations, and British Empire (Baltimore: The Johns Hop- kins University Press, 2004.

91 in July 1766 Pontiac met with British official and with self-conceptions of the new nation, albeit one diplomat William Johnson at Fort Ontario and that imagined itself as white, male, and generally settled for peace. Though the western Indians Protestant. The Seven Years’ War pushed the thirteen did not win Pontiac’s War, they succeeded in American colonies closer together politically and fundamentally altering the British government’s culturally than ever before. In 1754, Benjamin Franklin Indian policy. The war made British officials suggested a plan of union to coordinate colonial recognize that peace in the West would require defenses on a continental scale. Tens of thousands royal protection of Indian lands and heavy-handed of colonials fought during the war. At the French regulation of Anglo-American trade activity in surrender in 1760, 11,000 British soldiers joined Indian country. During the war, the British Crown 6,500 militia members drawn from every colony issued the Royal Proclamation Line of 1763, which north of Pennsylvania.3 At home, many heard or read marked the Appalachian Mountains as the boundary sermons that portrayed the war as a struggle between Indian country and the British colonies. between civilizations with liberty-loving Britons arrayed against tyrannical Frenchmen and savage The effects of Pontiac’s War were substantial Indians. American colonists rejoiced in their and widespread. The war proved that coercion collective victory as a millennial moment of was not an effective strategy for imperial control, newfound peace and prosperity. After nearly seven though the British government would continue to decades of warfare they looked to the newly employ this strategy to consolidate their power in acquired lands west of the Appalachian Mountains North America, most notably through the various as their reward. Acts imposed on their colonies. Additionally, the prohibition of Anglo-American settlement in Indian The Seven Years War was tremendously expensive country, especially the Ohio River Valley, sparked and precipitated imperial reforms on taxation, discontent. The French immigrant Michel-Guillaume commerce, and politics. Britain spent over 140 Jean de Crèvecoeur articulated this discontent most million pounds, an astronomical figure for the clearly in his 1782 Letters from an American Farmer day, and the expenses only grew as new territory when he asked, “What then is the American, this required new security obligations. Britain wanted new man?” In other words, why did colonists start to recoup some of its expenses and looked to the thinking of themselves as Americans, not Britons? colonies to share the costs of their own security. Crèvecoeur suggested that America was a melting As a result, the colonies began seeing themselves pot of self-reliant individual landholders, fiercely as a collective group, rather than just distinct independent in pursuit of their own interests, and entities. Different taxation schemes implemented free from the burdens of European class systems. across the colonies between 1763 and 1774 It was an answer many wanted to hear and fit placed duties on items like tea, paper, molasses,

3 Fred Anderson, Crucible of War: The Seven Years’ War and the Fate of Empire in British North America, 1754-1766 (New York: Knopf Doubleday Publishing, 2007), p. 410.

92 and required stamps for almost every kind of document. Consumption and trade, an important bond between Britain and the colonies, was being threatened. To enforce these unpopular measures, Britain implemented increasingly restrictive policies that eroded civil liberties like protection from unlawful searches and jury trials. The rise of an antislavery movement made many colonists worry that slavery, following increasing imperial involvement in trade and commerce, would soon be attacked. The moratorium on new settlements in the west after Pontiac’s War was yet another disappointment.

Source Emily Arendt et al., “Colonial Society,” Nora Slonimsky, ed., in The American Yawp, Joseph Locke and Ben Wright, eds., last modified August 1, 2016, http://www.AmericanYawp.com.

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LESSON 3.3.5 | WATCH | Crash Course US History #9 Where US Politics Came From PREVIEW In which John Green teaches you where American man could have his own farm, and live a free, self- politicians come from. In the beginning, soon after reliant life. The founding father who epitomized this the US constitution was adopted, politics were view was Thomas Jefferson. By the time Adams pretty non-existent. George Washington was elected became president, the anti-federalists had gotten president with no opposition, everything was new the memo about how alienating a name like anti- and exciting, and everyone just got along. For several federalist can be. It’s so much more appealing months. Then the contentious debate about the to voters if your party is for something rather than nature of the United States began, and it continues being defined by what you’re against, you know? In to this day. Washington and Alexander Hamilton any case, Jefferson and his acolytes changed their pursued an elitist program of federalism. They name to the Democratic-Republican Party, which attempted to strengthen the central government, covered a lot of bases, and proceeded to protest create a strong nation-state, and leave less of the nearly everything Adams did. Lest you think this governance to the states: They wanted to create week is all boring politics, you’ll be thrilled to hear debt, encourage manufacturing, and really modernize this episode has a Whiskey Rebellion, a Quasi-War, the new nation. The opposition, creatively known anti-French sentiment, some controversial treaties, as the anti-federalists, wanted to build some kind and something called the XYZ Affair, which sounds of agrarian pseudo-paradise where every (white) very exciting.

94 LESSON 3.3 | CONTINUED CONFLICT IN A NEW NATION

PURPOSE In this video, students examine what happened massive hurdles that must have been overcome by following victory in the American War for the government and a disagreement as to what a Independence. In learning about the political stable government should look like. landscape of the new republic, students will examine

PROCESS As with all of the videos in the course, ask LINK students to watch the video before class. • Crash Course US History #9 – Remind students of John’s fast-talking and Where US Politics Came From play the video with captions. Pause and rewind when necessary. Before students Video questions for students to answer during watch the video, instruct them to begin to their viewing. consider the foundation of a new government and the leadership it takes to successfully start a new republic. What types of ideas did the new nation struggle with?

95 LESSON 3.3 | CONTINUED CONFLICT IN A NEW NATION

LESSON 3.3.5 | WATCH | Key Ideas – Factual Use these questions and prompts at the appropriate stopping points to check in with students and ensure they are getting the key concepts covered in the video.

1. (1:15) What was Alexander Hamilton’s vision SAMPLE ANSWER: Hamilton wanted the country of America? Describe it. to be mercantiles, meaning that he believed that America should be deeply involved in trade. He also wanted the US to be a manufacturing powerhouse, and in order to do so, the country needed a strong government that could build infrastructure and protect patents. Alexander Hamilton also envisioned an America that was governed by the elite.

2. (3:30) What was Thomas Jefferson’s response SAMPLE ANSWER: Jefferson wanted more to the Federalists? democracy and more freedom of speech, which the Federalists saw as a threat.

3. (4:50) What precedents were established under SAMPLE ANSWER: Washington set the precedents George Washington’s presidency? that a president should only serve two terms and the idea that even if a president were a general, they should wear civilian clothing.

4. (5:10) What were the elements of Hamilton’s SAMPLE ANSWER: Hamilton’s plan included: 5 point plan? establishing the nation’s credit-worthiness, creating a national debt, creating a Bank of the United States, taxing whiskey, and encouraging domestic industrial manufacturing by imposing a tariff.

5. (6:30) What is strict construction in terms SAMPLE ANSWER: Strict construction is the of the Constitution? expectation that government should be limited to the text of the Constitution.

96 LESSON 3.3 | CONTINUED CONFLICT IN A NEW NATION

6. (7:00) Describe the most controversial SAMPLE ANSWER: The immediately controversial aspect of Hamilton’s five point plan. What aspect of Hamilton’s five point plan was the was the reaction? whiskey tax, which allowed the government to tax the whiskey produced by farmers who turned their rye into alcohol for sale. In 1794, farmers took up arms to protest the tax, known as the Whiskey Rebellion.

7. (7:40) What was problematic about Hamilton’s SAMPLE ANSWER: Hamilton wanted the US to foreign policy? have close ties to Britain for commercial reasons, but Britain was always at war with France, which whom the US technically had a perpetual alliance.

8. (10:45) What was a flaw in the electoral system SAMPLE ANSWER: In the electoral system, the that was exposed in 1796? vice presidency went to whomever had the second highest number of electoral votes, which created a situation in the election of 1796 where the president and vice president were on opposite sides of the political spectrum.

9. (12:00) What are the Alien and Sedition Acts? SAMPLE ANSWER: Both acts were pushed through to passage by John Adams. The Alien Act lengthened the period of time it took to become a US citizen, while the Sedition Act made it a crime to criticize the government.

97 LESSON 3.3 | CONTINUED CONFLICT IN A NEW NATION

LESSON 3.3.6 | READ | Phillis Wheatley’s Poem

PURPOSE This poem exposes students to a woman’s perspective on slavery.

PROCESS Provide students with a copy of the attached ATTACHMENT document or have them download it on their • Phillis Wheatley’s Poem own time. Students should read actively by marking up the text and taking notes. Students should be prepared to answer any potential questions regarding the text. Students should also consider the Essential Questions of the unit and section while they read.

98 READING | Phillis Wheatley’s Poem on Tyranny and Slavery in the Colonies, 1772

Introduction Excerpt Born in Africa, Phillis Wheatley was captured and . . . No more, America, in mournful strain sold into slavery as a child. She was purchased by Of wrongs, and grievance unredress’d complain, John Wheatley of Boston in 1761. The Wheatleys No longer shall thou dread the iron chain, soon recognized Phillis’s intelligence and taught her Which wanton Tyranny with lawless hand to read and write. She became well known locally Had made, and with it meant t’enslave the land. for her poetry. Through the Wheatley family, Phillis came into contact with many prominent figures. Should you, my lord, while you peruse my song, Wonder from whence my love of Freedom sprung, In October 1772, Thomas Woolridge, a British Whence flow these wishes for the common good, businessman and supporter of William Legge, the By feeling hearts alone best understood, Earl of Dartmouth, asked her to write a poem for Legge, who had just been appointed secretary I, young in life, by seeming cruel fate of state for the colonies. Entitled “To the Right Was snatch’d from Afric’s fancy’d happy seat: Honourable William, Earl of Dartmouth,” the poem What pangs excruciating must molest, reflects the colonists’ hopes that Dartmouth would What sorrows labour in my parent’s breast? be less tyrannical than his predecessor. Wheatley Steel’d was that soul and by no misery mov’d then declares that her love of freedom comes from That from a father seiz’d his babe belov’d: being a slave and describes being kidnapped from Such, such my case. her parents, comparing the colonies’ relationship with And can I then but pray England to a slave’s relationship with a slaveholder. Others may never feel tyrannic sway?

This poem was printed in her book, Poems on Source: Various Subjects, Religious and Moral, published The Gilder Lehrman Institute of American History. “Phillis in London in 1773. With this book’s appearance, Wheatley’s Poem.” Retrieved from: http://ap.gilderlehrman.org/ Wheatley became the first English-speaking person resource/phillis-wheatley%27s-poem-tyranny-and-slavery- of African descent to publish a book. 1772?period=3

99 LESSON 3.3 | CONTINUED CONFLICT IN A NEW NATION

LESSON 3.3.6 | READ | Shays’ Rebellion

PURPOSE This reading from The American Yawp provides farmers from paying off debts due to lack of trade students with a brief summary of Shays’ Rebellion, markets for their goods. This events serves an armed uprising of farmers who were angered as an example of the roles of national and state by the new nation’s trade policies, which prevented governments in the welfare of their citizens.

PROCESS Provide students with a copy of the ATTACHMENT attached document or have them download • Shays’ Rebellion it on their own time. Students should read actively by marking up the text and taking notes. Students should be prepared to answer any potential questions regarding the text. Students should also consider the Essential Questions of the unit and section while they read.

100 READING | Shays’ Rebellion — The American Yawp

In 1786 and 1787, a few years after the Revolution A former Revolutionary general, Benjamin Lincoln, ended, thousands of farmers in western led the state force, insisting that Massachusetts Massachusetts were struggling under a heavy must prevent “a state of anarchy, confusion and burden of debt. Their problems were made slavery.”1 In January 1787, Lincoln’s militia arrested worse by weak local and national economies. more than one thousand Shaysites and reopened Many political leaders saw both the debt and the courts. the struggling economy as a consequence of the Articles of Confederation which provided the Daniel Shays and other leaders were indicted for federal government with no way to raise revenue treason, and several were sentenced to death, but and did little to create a cohesive nation out eventually Shays and most of his followers received of the various states. The farmers wanted the pardons. Their protest, which became known as Massachusetts government to protect them Shays’ Rebellion, generated intense national debate. from their creditors, but the state supported the While some Americans, like Thomas Jefferson, lenders instead. As creditors threatened to thought “a little rebellion now and then” helped foreclose on their property, many of these farmers, keep the country free, others feared the nation including Revolutionary veterans, took up arms. was sliding toward anarchy and complained that the states could not maintain control. For nationalists Led by a fellow veteran named Daniel Shays, these like James Madison of Virginia, Shays’ Rebellion armed men, the “Shaysites,” resorted to tactics like was a prime example of why the country needed the patriots had used before the Revolution, forming a strong central government. “Liberty,” Madison blockades around courthouses to keep judges from warned, “may be endangered by the abuses of issuing foreclosure orders. These protestors saw their liberty as well as the abuses of power.”2 cause and their methods as an extension of the “Spirit of 1776”; they were protecting their rights and demanding redress for the people’s grievances.

Governor James Bowdoin, however, saw the Shaysites as rebels who wanted to rule the government through mob violence. He called up thousands of militiamen to disperse them.

1 Hampshire Gazette (CT), September 13, 1786. 2 James Madison, The Federalist Papers, (New York: Signet Classics, 2003), no. 63.

101 LESSON 3.3 | CONTINUED CONFLICT IN A NEW NATION

LESSON 3.3.8 | READ | The Whiskey Rebellion

PURPOSE This reading from The American Yawp provides students with an overview of a growing divide amongst the new nation’s perspectives and interactions between east and west, north and south.

PROCESS Provide students with a copy of the attached ATTACHMENT document or have them download it on their • The Whiskey Rebellion own time. Students should read actively by marking up the text and taking notes. Students should be prepared to answer any potential questions regarding the text. Students should also consider the Essential Questions of the unit and section while they read.

102 READING | The Whiskey Rebellion — The American Yawp

Grain was the most valuable cash crop for many First, Washington dispatched a committee of three American farmers. In the West, selling grain distinguished Pennsylvanians to meet with the to a local distillery for alcohol production was rebels and try to bring about a peaceful resolution. typically more profitable than shipping it over Meanwhile, he gathered an army of thirteen the Appalachians to eastern markets. Hamilton’s thousand militiamen in Carlisle, Pennsylvania. whiskey tax thus placed a special burden on On September 19, Washington became the only western farmers. It seemed to divide the young sitting president to lead troops in the field, though republic in half—geographically between the he quickly turned over the army to the command East and West, economically between merchants of Henry Lee, a Revolutionary hero and the current and farmers, and culturally between cities and governor of Virginia. the countryside. As the federal army moved westward, the farmers In western Pennsylvania in the fall of 1791, sixteen scattered. Hoping to make a dramatic display men, disguised in women’s clothes, assaulted a tax of federal authority, Alexander Hamilton oversaw collector named Robert Johnson. They tarred and the arrest and trial of a number of rebels. Many feathered him, and the local deputy marshals seeking were released due to lack of evidence, and most justice met similar fates. They were robbed and of those who remained, including two men beaten, whipped and flogged, tarred and feathered, sentenced to death for treason, were soon pardoned and tied up and left for dead. The rebel farmers also by the president. The Whiskey Rebellion had shown adopted other protest methods from the Revolution that the federal government was capable of quelling and Shays’ Rebellion, writing local petitions and internal unrest. But it also had demonstrated that erecting liberty poles. For the next two years, tax some citizens, especially poor westerners, viewed collections in the region dwindled. it as their enemy.

Then, in July 1794, groups of armed farmers attacked Source: federal marshals and tax collectors, burning down Marco Basile et al., “A New Nation,” Tara Strauch, ed., in at least two tax collectors’ homes. At the end of the The American Yawp, Joseph Locke and Ben Wright, eds., last month, an armed force of about 7,000, led by the modified August 1, 2016, http://www.AmericanYawp.com. radical attorney David Bradford, robbed the U.S. mail and gathered about eight miles east of Pittsburgh. President Washington responded quickly.

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LESSON 3.3.9 | CLOSING | EQ Notebook

PURPOSE At the start of the unit, you examined the essential cite specific passages and evidence from the content question without much to go on. Now that the unit in the unit that provide insights into answering the is over, let’s revisit the essential question. This time, essential question.

PROCESS At the start of this lesson on the continued Ask students to think about these questions conflict in a new nation, you were given four and respond on their EQ Notebook Unit 3 Essential Questions and one Lesson Worksheets. 3.3 Essential Questions. As a reminder, here they are again: Now that students have spent some time with the material of this unit, they should Unit 3 Essential Questions: look back over the content covered as well • How did concepts of American identity as any additional information they have and democratic ideals emerge and shape come across, and write down any quotes the movement for independence? or evidence that provide new insights into • Why did the colonists rebel against Britain? the essential questions assigned for this • How did the Declaration of Independence lesson. Once they’ve finished, they should shape belief systems and resistance think about how this new information has movements throughout the western impacted their thinking about the unit hemisphere? essential question, and write down their • How and why did the first major party thoughts in their EQ Notebook. system develop in the early republic? ATTACHMENT Lesson 3.1 Essential Questions: • The EQ Unit 3 Notebook Worksheet • How were the seeds of revolution and rebellion planted into different oppressed groups thanks to the revolution? • What are examples of significant acts of resistance during this era?

104 UNIT 3 | EQ Notebook Worksheet Answer the unit essential Lessons 3.3.1, then again in Lesson 3.3.9. In your answer, be sure to include ideas such as historical context and how themes through history change over time. Use specific examples to support your claims or ideas.

LESSON 3.3.1.

LESSON 3.3.9.

HOW HAS YOUR THINKING CHANGED?

105