5th Grade Social Studies Book 1

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#JPSchoolsLove 3rd-5th GRADE DAILY ROUTINE

Examples Time Activity 3-5 8:00a Wake-Up and • Get dressed, brush teeth, eat breakfast Prepare for the Day

9:00a Morning Exercise • Exercises

o Walking

o Jumping Jacks o Push-Ups o Sit-Ups o Running in place High Knees o o Kick Backs o Sports

NOTE: Always stretch before and after physical activity 10:00a Academic Time: • Online: Reading Skills o iReady • Packet o Reading (one lesson a day)

11:00a Play Time Outside (if weather permits) 12:00p Lunch and Break • Eat lunch and take a break • Video game or TV time • Rest

2:00p Academic Time: • Online: Math Skills o iReady Math o Zearn Math • Packet o Math (one lesson a day)

3:00p Academic • Puzzles Learning/Creative • Flash Cards Time • Board Games • Crafts • Bake or Cook (with adult)

4:00p Academic Time: • Independent reading Reading for Fun o Talk with others about the book

5:00p Academic Time: • Online Science and Social o Study Island (Science and Social Studies) Studies

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Disponible para familias que tienen preguntas ya sea sobre los recursos de aprendizaje en línea o los paquetes de aprendizaje impresos.

Tiempo Actividad Detalles 8:00a Despierta y Prepárate para el día • Vístete, cepíllate los dientes, desayuna

9:00a Ejercicio Mañanero • Ejercicios o Caminar o Saltos de tijeras o Lagartijas o Abdominales o Correr en el mismo lugar o Rodillas altas o Patadas hacia atrás NOTE: Siempre hay que estirarse antes y después de cualquier o Deportes actividad física. 10:00a Tiempo Académico: • En Línea: Habilidades de Lectura o iReady • Paquete: o Leer(una lección al día) 11:00a Tiempo para jugar Afuera(si el clima lo permite) 12:00p Almuerzo y Descanso • Almorzar y tomar un descanso • Este es tiempo para jugar videos y ver televisión • Descansar 2:00p Tiempo Académico: • En Línea: Habilidades de Matemáticas o iReady Matemática o Zearn Matemática • Paquete o Matemática (una lección al día) 3:00p Aprendizaje Académico/Tiempo Creativo • Rompecabezas • Tarjetas Flash • Juegos de Mesa • Artesanías • Hornear o Cocinar( con un adulto) 4:00p Tiempo Académico: • Lectura Independiente Leyendo por Diversión o Habla con otros acerca de lo que leíste 5:00p Tiempo Académico: • En Línea Ciencias y Estudios Sociales o Estudiar las Islas(Ciencia y Estudios Sociales) LDOE Unit 5: The

JPS Student Resource Book

Topic One: Events of the French and Indian War

Key Questions:

 What were the causes of the French and Indian War?  What role did Native Americans play in the war and how did its outcome affect them?  How did the outcome of the French and Indian War shift the balance of power in the New World?

Let’s Recall

Map 1 The Americas on the Eve of European Conquest

Source: https://sites.google.com/a/alaska.edu/web-world-lit/maps/mesoamerica-maps

1 Map 2 Settlements in the New World, 1650

2 Map 3 Colonial

Let’s Assess Directions: After analyzing the maps above, write two paragraphs in response to the prompt. Be sure to use evidence from the sources and your knowledge of social studies.

Prompt: How had settlement in the Americas changed leading up to 1753? How had the role of Britain and changed?

3 Let’s Analyze

Washington's Map of the , 1754

In November 1753, Virginia Lieutenant Governor Robert Dinwiddie sent Major to the upper Ohio Valley to warn the French that their forts in the upper valley were on British territory. By January 1754, Washington returned with a map that the showed the French were well established and prepared to expand their presence.

Source: http://tile.loc.gov/image- services/jp2.py?data=/service/gmd/gmd382/g3820/g3820/ct000361.jp2&res=2 & https://www.mountvernon.org/george-washington/french-indian-war/washington-and-the-french- indian-war/

4 The Mission to Ohio

Lt. Governor of Virginia, Robert Dinwiddie Major George Washington

Source: https://www.mountvernon.org/george-washington/french-indian-war/washington-and-the- french-indian-war/ Let’s Read

Quotes from George Washington's Report on the Map of Ohio 1754

The French are now coming from their Forts on Lake Erie and on the Creek to Venango to Erect another Fort. And from thence they design to the Forks of Monongehele and to Log’s Town, and so to continue down the River building at the most convenient places in order to prevent our Settlements &ca.

N.B. A Little below Shanapins Town in the Fork is the place where we are going immediately to Build a Fort as it commands the Ohio and Monongehele.

5 Let’s Check for Comprehension

Consider the following questions:

1. What was the value of Washington's journey and map to the British?

2. Why did the French have forts along the Ohio River?

3. Why did the French, British, and Native Americans want control of the “Forks of the Ohio River” (The meeting place between the Allegheny, Monongahela, and Ohio Rivers)?

Source: https://www.loc.gov/resource/g3820.ct000366/?r=-0.224,0,1.448,0.624,0

6 Let’s Analyze

Join, or Die. First published in Benjamin Franklin’s Pennsylvania Gazette in May 1754

Source: https://commons.wikimedia.org/wiki/File:Benjamin_Franklin_-_Join_or_Die.jpg

7 Let’s Complete the Chart

Directions: Use the “Join or Die” cartoon to complete the OPTIC chart.

O is for Overview. Describe the main subject of the cartoon.

O

P is for Parts. What parts, elements or details of the cartoon seem important?

P

T is for Title. What information does the title add to the cartoon?

T

I is for Interrelationships. What connections or relationships can be made between the words in the title and the individual parts of the cartoon?

I

C is for Conclusion. What conclusion(s) can be drawn about the meaning of the cartoon as a whole? Summarize the message in one or two sentences.

C

8 Let’s Check for Comprehension

Consider the following questions:

1. What do you notice in this political cartoon? What is the main subject?

2. What parts, elements, or details of the political cartoon seem important? Why?

3. What information does the title add to the political cartoon? What connections or relationships can be made between the words in the title and the individual parts of the political cartoon?

4. What conclusions can be drawn about the meaning of the political cartoon as a whole? What is the message?

5. This cartoon was published a few weeks before Washington’s attack on the French soldiers in the Ohio Valley in 1754. What does this cartoon communicate about the growing tensions between the British and the French?

6. The image shows a snake chopped up into pieces. Based on your knowledge of the colonies, how is this an accurate representation of the colonies in 1754? What does the creator of this image want to happen? What do you already know about the colonies and U.S. History that supports the message shared in this political cartoon?

7. Propaganda is information that is used to promote a particular political cause or point of view. The purpose is to motivate people to adopt the same view. Wars are known for their use of propaganda. How is this political cartoon an example of propaganda from the French and Indian War?

9 Let’s Compare

Examples of War Propaganda

Consider the following questions:

1. What are the two examples of wartime propaganda meant to do?

2. How are these examples of propaganda different from the political cartoon “Join or Die” created by Benjamin Franklin?

10 Let’s Analyze French and Indian War: Sources

Directions: Read and annotate each of the following sources.

Source A French and Indian War, 1754-1763

Source: https://commons.wikimedia.org/wiki/File:French_and_Indian_War.png.

11 Source B French and Indian War Timeline

1753 George Washington visited the Ohio River Valley and creates a map showing French forts established.

1754 Washington defeated French soldiers in a surprise attack and builds Fort Necessity. The French took Fort Necessity.

1755 The British seized (Nova Scotia) and expelled the French , who mostly end up in modern-day . British forces were defeated in Pennsylvania, leaving the backwoods of British Territory undefended.

1756 War was officially declared between Great Britain and France. The French captured Fort Oswego on the banks of the Great Lakes.

1757 The French were defeated in attack on Fort William Henry. The French attacked the British at Fort William Henry and the British surrendered the fort to the French.

1758 The British attacked and were defeated and the British seize Louisbourg, which opened a route to . The French surrendered on , which prevented them from communicating with their troops in the Ohio Valley. The British made peace with the , Shawnee, and Delaware Indians. The British recaptured and rename it Pittsburg.

1759 The British captured the French Island of in the Caribbean. British took and Fort Niagara. The French abandoned Crown Point, which meant the British controlled the entire western frontier.

12 1760 The French lost several battles over Canadian cities. The British flag was raised over Detroit, which effectively ended the war.

1761 The British made peace with the Cherokee Indians.

1762 King Louis XV of France gave Louisiana to Spain in the Treaty of Fontainebleau.

1763 The was signed. The Royal Proclamation of 1763 created a boundary along the ; colonists were prevented from settling west of the boundary.

Let’s Analyze

Scene from the French and Indian War

Source: https://i.pinimg.com/originals/e3/2e/9d/e32e9d168ab90ea68b7956f1925776c2.jpg

13 Source C Speech by a Chippewa Chief to an English Trader, 1761

Englishman!--You know that the French King is our father. He promised to be such; and we, in return, promised to be his children. This promise we have kept.

Englishman!--It is you that have made war with this our father. You are his enemy; and how then could you have the boldness to venture among us, his children? You know that his enemies are ours....

Englishman!--Although you have conquered the French, you have not yet conquered us! We are not your slaves. These lakes, these woods and mountains, were left to us by our ancestors. They are our inheritance, and we will part with them to none....

Englishman!--Our father, the king of France, employed our young men to make war upon your nation. In this warfare, many of them have been killed; and it is our custom to retaliate, until such time as the spirits of the slain are satisfied. Now the spirits of the slain are to be satisfied in either of two ways. The first is by the spilling of the blood of the nation by which they fell; the other, by covering the bodies of the dead, and thus allaying the resentment of their relations. This is done by making presents.

Englishman!--Your king has never sent us any presents, nor entered into any treaty with us. Wherefore he and we are still at war; and, until he does these things, we must consider that we have no other father, nor friend, among the white men, then the king of France. But, for you, we have taken into consideration, that you have ventured your life among us, in the expectation that we should not [bother] you. You do not come armed, with an intention to make war. You come in peace, to trade with us, and supply us with necessities, of which we are much in want. We shall regard you, therefore, as a brother; and you may sleep tranquilly, without fear of the Chippewa. As a token of our friendship, we present you with this pipe to smoke.

Source: B.B. Thatcher, Indian Biography (New York, 1841), Vol. II, 76-77. http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=3&psid=657.

14 Source D

Excerpts from the Treaty of Paris, 1763

The definitive Treaty of Peace and Friendship between the King of England, the King of France, and the King of Spain. Concluded at Paris the 10th day of February, 1763.

Article I. There shall be a Christian, universal, and perpetual peace, as well by sea as by land, and a sincere and constant friendship shall be re-established [. . .] without exception of places or of persons [. . .]

Article III. All the prisoners made, on all sides, as well by land as by sea, and the hostages carried away or given during the war, and to this day, shall be restored [. . .]. And all the ships of war and merchant vessels Which shall have been taken [. . .] shall likewise be restored [. . .]

Article IV. [The French king] renounces all pretensions which he has heretofore formed or might have formed to Nova Scotia or Acadia in all its parts, and guaranties the whole of it [. . .] to the King of Great Britain. Moreover, [the King of France] cedes and guaranties to [the King of Great Britain], in full right, Canada, with all its dependencies [. . .], and in general, everything that depends on the said countries [. . .], which the [. . .] the Crown of France have had till now [are given. . .] to the Crown of Great Britain [. . .] without restriction [. . .]

Article V. The subjects of France shall have the liberty of fishing and drying on a part of the coasts of the island of , such as it is specified in the XIIIth article of the treaty of Utrecht; which article is renewed and confirmed by the present treaty [. . .]

Article VII. In order to re--establish peace on solid and durable foundations, [. . .] it is agreed, that, for the future, [. . .] in that part of the world, shall be fixed irrevocably by a line drawn along the middle of the River , from its source to the river Iberville, and from thence, by a line drawn along the middle of this river, and the lakes Maurepas and Pontchartrain to the sea; and for this purpose, [the French king] cedes in full right, and guaranties to [the England] the river and port of the Mobile, and everything which he possesses, or ought to possess, on the left side of the river Mississippi, except the town of New Orleans and the island in which it is situated,

15 which shall remain to France, provided that the navigation of the river Mississippi shall be equally free, as well to the subjects of Great Britain as to those of France [. . .]

Article VIII. The King of Great Britain shall restore to France the islands of Guadeloupe, of Mariegalante, of Desirade, of Martinico, and of Belleisle; and the fortresses of these islands shall be restored in the same condition they were in when they were conquered by the British arm [. . .]

Article XX. [The Spanish king] cedes and guaranties, in full right, to [the king of England], Florida, with Fort St. Augustin, and the Bay of Pensacola, as well as all that Spain possesses on the continent of North America, to the East or to the South East of the river Mississippi [. . .]

*cedes means “gives up.”

Source E

Excerpts from The Royal Proclamation - October 7, 1763

Whereas We have taken into Our Royal Consideration the extensive and valuable Acquisitions in America, secured to our Crown by the late Definitive Treaty of Peace, concluded at Paris. the 10th Day of February last; [. . .] We have thought fit [. . .] to issue this our Royal Proclamation [. . .] that we have [. . .created] Four distinct and separate Governments, styled and called by the names of , East Florida, West Florida and Grenada, and limited and bounded as follows, viz.

Secondly--The Government of East Florida. bounded to the Westward by the Gulph (Gulf) of Mexico and the Apalachicola River; to the Northward by a Line drawn from that part of the said River where the Chatahouchee and Flint Rivers meet, to the source of St. Mary's River. and by the course of the said River to the Atlantic Ocean; and to the Eastward and Southward by the Atlantic Ocean and the Gulph (Gulf) of Florida, including all Islands within Six Leagues of the Sea Coast.

Thirdly--The Government of West Florida. bounded to the Southward by the Gulph of Mexico. including all Islands within Six Leagues of the Coast. from the River Apalachicola to Lake Pontchartrain; to the Westward by the said Lake, the Lake Maurepas, and the River Mississippi; to the Northward by a Line drawn due East

16 from that part of the River Mississippi which lies in 31 Degrees North Latitude. to the River Apalachicola or Chatahouchee; and to the Eastward by the said River.

And whereas it is just and reasonable, and essential to our Interest, and the Security of our Colonies, that the several Nations or Tribes of Indians with whom We are connected, and who live under our Protection, should not be [bothered] or disturbed in the [. . .] Territories [. . .] reserved to them [. . .] as their Hunting Grounds.--We do therefore, [. . .] declare [. . .] that no Governor or Commander in Chief in any of our Colonies of Quebec, East Florida. or West Florida, do presume [. . .] to grant Warrants of Survey, or pass any Patents for Lands beyond the Bounds of their respective Governments.

And We do hereby strictly forbid, on Pain of our Displeasure, all our loving Subjects from making any Purchases or Settlements whatever, or taking Possession of any of the Lands above reserved. without our especial leave and License for that Purpose first obtained.

And. We do further [. . .] require all Persons whatever who have [. . .] seated themselves upon any Lands within the Countries above described. or upon any other Lands which [. . .] are still reserved to the said Indians [. . .] to remove themselves from such Settlements [. . .]

Source F North America, 1762-1783

Source: https://commons.wikimedia.org/wiki/File:NorthAmerica1762-83.png

17 Let’s Check for Comprehension

Consider the following questions:

1. What was the role of alliances in the French and Indian War?

2. Who was victorious in the war and what did they get and not get?

3. How did the events and outcome of the French and Indian War affect the British colonists?

4. How does war shape the development of civilizations?

Let’s Assess Directions: Develop a response to the prompt by using evidence from the sources in this unit and your knowledge of social studies.

Prompt: Explain the immediate effects of the French and Indian War.

Topic Two: Impacts of the French and Indian War

Key Questions:

 What were the consequences of the war for the British colonists?

 How did the war change the colonists’ relationship with Great Britain?

 How did the French and Indian War impact the development of the ?

18 Let’s Read and Annotate

Louisiana Becomes a Spanish Colony: Diplomacy of the French Cession

The motivation to cede the French colony of Louisiana to the Spanish was the long, expensive conflict of the French and Indian War, also known as the Seven Year’s War, between France and Great Britain. Initially, France offered Louisiana to Spain in order to bring Spain into the conflict on the French side. Spain declined. Spanish officials were uncertain about what exactly was included in the vague and immense colony of Louisiana. When the "Family Compact," a supposedly secret alliance between France and Spain, became known to the British, they attacked Spain. In November 1762, in the secret Treaty of Fontainebleau, France handed over Louisiana and the Isle of Orleans to Spain in order to "sweeten the bitter medicine of Spanish defeat and to persuade them not to fight on" against the British.

The cession of Louisiana was kept secret for over a year. France feared that Louisiana would become British. As a result, France sought to preempt any actions that Britain would undertake if it became known that Louisiana no longer enjoyed French protection before the Spanish were able to occupy and defend it. Great Britain officially conceded Spanish ownership of Louisiana in February 1763 in one of the series of treaties ending the French and Indian War. This gesture was a mere formality, for the territory had been in Spanish hands for almost three months.

Source: http://memory.loc.gov/ammem//collections/maps/lapurchase/essay3.html

Let’s Check for Comprehension

Consider the following questions:

1. Why would the French king give Louisiana to the King of Spain before the Treaty of Paris was signed in 1763?

2. Looking back on the Treaty of Paris, which article did not have as much impact as it could have had because the Treaty of Fontainebleau was signed in 1762? Why?

3. If not for the Treaty of Fontainebleau, based on that article in Treaty of Paris, how would the role of Great Britain have changed in North America?

19 Jackson Square (formerly Plaza D Armas) with the Cabildo and St. Louis Cathedral in the background; New Orleans, LA

Source: https://www.ebony.com/life/what-5-days-in-nola-looks-like-photos/

20 Let’s Examine

Estimated Population of the British North American Colonies from 1620 to 1760

Year 1620 1640 1660 1680 1700 1720 1740 1760

Total Population 500 26,600 75,100 151,500 250,900 466,200 905,600 1,593,600

Year 1620 1640 1660 1680 1700 1720 1740 1760

Maine1 900 20,000

New Hampshire 2,000 5,000 9,400 23,300 39,100

Plymouth2 100 1,000 2,000 6,400

Massachusetts 10,900 21,700 39,800 55,900 91,000 151,600 202,600

Rhode Island 300 1,500 3,000 5,900 11,700 25,300 45,500

Connecticut 1,500 8,000 17,200 26,000 58,800 89,600 142,500

New England Total Population 100 13,700 33,200 68,500 92,800 170,900 289,700 449,600 (% African (0%) (1.5%) (1.8%) (0.7%) (1.8%) (2.3%) (2.9%) (2.8%) American)

1 Maine was part of Massachusetts from 1652 until it became a state in 1820. 2 Plymouth lost its charter in 1690 and became part of Massachusetts.

21 Year 1620 1640 1660 1680 1700 1720 1740 1760

New York 1,900 4,900 9,800 19,100 36,900 63,700 117,100

New Jersey 3,400 14,000 29,800 51,400 93,800

Pennsylvania 700 18,000 31,000 85,600 183,700

Delaware 500 1,000 2,500 5,400 19,900 33,300

Middle Colonies Total Population 1,900 5,400 14,900 53,600 103,100 220,600 427,900

(% African (10.5%) (11.1%) (10.1%) (6.9%) (10.5%) (7.5%) (6.8%) American)

Year 1620 1640 1660 1680 1700 1720 1740 1760

Maryland 500 8,400 17,900 29,600 66,100 116,100 162,300

Virginia 400 10,400 27,000 43,600 58,600 87,800 180,400 339,700

North Carolina 1,000 5,400 10,700 21,300 51,800 110,400

South Carolina 1,200 5,700 17,000 45,000 94,100

Georgia 2,000 9,600

Southern Colonies

Total 400 11,000 36,400 68,100 104,600 192,300 395,300 716,000 Population (% (0%) (1.8%) (4.7%) (7.3%) (21.5%) (28.1%) (31.6%) (39.7%) African American)

Source: Information-http://www2.census.gov/prod2/statcomp/documents/CT1970p2-13.pdf. Note- Census did not include Native Americans until 1860. Chart- https://en.wikipedia.org/wiki/Demographic_history_of_the_United_States

22 Let’s Read and Annotate

Proclamation Line of 1763 and Westward Expansion

The Treaty of Paris of 1763 that ended the Seven Years’ War provided Great Britain with enormous territorial gains. Under the treaty, Canada and the entire present-day United States east of the Mississippi came under British control. With the official end of the war, Anglo-American colonists began to pour over the Appalachian Mountains in search of land. As the native population had made no land cessions, many of these settlers had no official claim to the land. In many cases, the land was claimed by private land companies, in which the Virginia elite had invested heavily in an attempt to diversify their holdings outside of the volatile tobacco market. Thus, they had an interest in pressing the British Government to address ensuing tensions. The settlement of the lands west of the Appalachians brought inevitable tension and conflict between settlers and indigenous peoples. British military officials attempted to halt settlement, but eager settlers and land speculators ignored their directives. With the military unwilling to forcibly remove settlers from the lands, Anglo-American colonists continued to migrate west and lay claim these lands. British officials made the situation worse by alienating American Indians who had been allied with France during the Seven Years’ War. The French Government had devoted significant resources to furnishing gifts to their Indian allies. When British forces arrived to take over former French forts, they halted the gift-giving practice, not realizing that doing so undercut the authority of any pro-British leaders within indigenous communities and antagonized the Indian leaders. In response to British actions and western settlement, the leader of the Ottawa tribe, Pontiac, sent messages encoded in wampum belts to other communities throughout the present-day Midwest to coordinate an attack on British forts. Unaware of the depth of Indian anger and resentment, British forces were caught largely by surprise and lost all their western forts except for Fort Pitt and Detroit, where British military officials were tipped off and, therefore, able to prevent seizure.

23 When news of the rebellion reached London, the government decided to put into action a plan for creating a western Indian reserve, and produced the Royal Proclamation of 1763, which forbid colonial settlement beyond the line of the Appalachian Mountains. The act also created the provinces of Quebec, West Florida, and East Florida. The proclamation was largely ineffective in preventing western settlement, and served only to anger both settlers and the political elite who had invested in western land speculation. War with the Indian tribes continued from 1764 into 1766. British officials managed to negotiate peace with the Senecas in the Niagara region and with Indians in the upper Ohio River valley, and, in 1766, Pontiac agreed to a formal treaty signed at Fort Ontario on July 25. Pontiac’s War is diplomatically significant because it was the first war between European settlers and American Indians where Indians had united broadly across tribal lines.

Source: https://history.state.gov/milestones/1750-1775/proclamation-line-1763

Let’s Check for Comprehension

Consider the following questions:

1. Who had a claim on the land west of the proclamation line?

2. What were colonists prevented from doing according to the Royal Proclamation of 1763?

3. Who was supposed to enforce the terms of the proclamation?

24 4. What challenges resulted from the Royal Proclamation of 1763?

5. Based on what you know about Great Britain’s the ability to control trade in the colonies, how well do you think Great Britain was able to enforce the terms of the proclamation?

6. Who else would have wanted to make sure that the terms of the proclamation were upheld? Why?

Let’s Read and Annotate

British Acts Passed on the Colonies

Navigation Acts of 1651 and 1660 Restricted trade between the colonies and other nations in an attempt to protect British economic interests in North America.

Molasses Act of 1733 Required a duty to be paid on imports of molasses/sugar from French and Spanish owned islands, but no duty was owed for imports from the British ; this restricted trade between the colonies and other nations in an attempt to secure greater profits for Great Britain.

Currency Act of 1751 Prohibited the creation of money by colonies to ensure the money’s value to pay debts owed to British merchants.

Sugar Act of 1764 Amended and replaced the Molasses Act of 1733; it required more duties on imports of molasses/sugar and prohibited ships from transporting commodities directly to the colonies--ships from the Caribbean had to sail to Great Britain, unload their cargo, pay a duty, reload, and then sail to the colonies. The purpose was to ensure the Navigation Acts were enforced.

25 Stamp Act of 1765 Required the purchase of stamps to be placed on certain documents; its purpose was to raise money for Great Britain, which was the first of its kind. Colonists tolerated the trade acts because they were still earning money as well. This tax, however, was against the colonists directly.

Quartering Act of 1765 Colonial assemblies had to provide housing, food, and drink to British troops stationed in their towns to decrease the cost to Great Britain.

Let’s Read and Annotate A Summary of the 1765 Stamp Act

The Stamp Act was passed by the British Parliament on March 22, 1765. The new tax was imposed on all American colonists and required them to pay a tax on every piece of printed paper they used. Ship's papers, legal documents, licenses, newspapers, other publications, and even playing cards were taxed. The money collected by the Stamp Act was to be used to help pay the costs of defending and protecting the American frontier near the Appalachian Mountains (10,000 troops were to be stationed on the American frontier for this purpose). The actual cost of the Stamp Act was relatively small. What made the law so offensive to the colonists was not so much its immediate cost but the standard it seemed to set. In the past, taxes and duties on colonial trade had always been viewed as measures to regulate commerce, not to raise money. The Stamp Act, however, was viewed as a direct attempt by England to raise money in the colonies without the approval of the colonial legislatures. If this new tax were allowed to pass without resistance, the colonists reasoned, the door would be open for far more troublesome taxation in the future. Few colonists believed that they could do anything more than grumble and buy the stamps until the Virginia House of Burgesses adopted Patrick Henry's Stamp Act Resolves. These resolves declared that Americans possessed the same rights as the English, especially the right to be taxed only by their own representatives; that Virginians should pay no taxes except those voted by the Virginia House of

26 Burgesses; and that anyone supporting the right of Parliament to tax Virginians should be considered an enemy of the colony. The House of Burgesses defeated the most extreme of Henry's resolutions, but four of the resolutions were adopted. Virginia Governor Fauquier did not approve of the resolutions, and he dissolved the House of Burgesses in response to their passage.

Source: https://www.history.org/history/teaching/tchcrsta.cfm

Let’s Read and Annotate Paul Revere’s engraving of the Boston Massacre, 1770 A Spotlight on a Primary Source by Paul Revere

"The Bloody Massacre" engraved by Paul Revere, 1770 (The Gilder Lehrman Institute) By the beginning of 1770, there were 4,000 British soldiers in Boston, a city with 15,000 inhabitants, and tensions were running high. On the evening of March 5, crowds of day laborers, apprentices, and merchant sailors began to pelt British soldiers with snowballs and rocks. A shot rang out, and then several soldiers fired their weapons. When it was over, five civilians lay dead or dying, including Crispus Attucks, an African American merchant sailor who had escaped from slavery more than twenty years earlier. Produced just three weeks after the Boston Massacre, Paul Revere’s historic engraving "The Bloody Massacre in King-Street" was probably the most effective piece of war propaganda in American history. Not an accurate depiction of the actual event, it shows an orderly line of British soldiers firing into an American crowd

27 and includes a poem that Revere likely wrote. Revere based his engraving on that of artist Henry Pelham, who created the first illustration of the episode—and who was neither paid nor credited for his work. Below are a few of the elements Paul Revere used in his engraving to shape public opinion:

 The British are lined up and an officer is giving an order to fire, implying that the British soldiers are the aggressors.

 The colonists are shown reacting to the British when in fact they had attacked the soldiers.

 British faces are sharp and angular in contrast to the Americans’ softer, more innocent features. This makes the British look more menacing.

 The British soldiers look like they are enjoying the violence, particularly the soldier at the far end.

 The colonists, who were mostly laborers, are dressed as gentlemen. Elevating their status could affect the way people perceived them.

 The only two signs in the image that you can read are "Butcher’s Hall" and "Customs House," both hanging directly over the British soldiers.

 There is a distressed woman in the rear of the crowd. This played on eighteenth-century notions of chivalry.

 There appears to be a sniper in the window beneath the "Butcher’s Hall" sign.

 Dogs tend to symbolize loyalty and fidelity. The dog in the print is not bothered by the mayhem behind him and is staring out at the viewer.

 The sky is illustrated in such a way that it seems to cast light on the British "atrocity."

 Crispus Attucks is visible in the lower left-hand corner. In many other existing copies of this print, he is not portrayed as African American.

 The weather conditions depicted do not match the testimony presented at the soldier’s trial (no snow).

 The soldiers’ stance indicates an aggressive, military posture.

Source: https://www.gilderlehrman.org/history-now/spotlight-primary-source/paul- revere%E2%80%99s-engraving-boston-massacre-1770

28 Let’s Read and Annotate Boston Tea Party History On the winter night of Thursday, December 16, 1773 the “tea crisis” in Boston came to a head. Members of the Sons of Liberty disguised as Mohawk Indians were armed with an assortment of axes. They quietly boarded three ships carrying cargoes of British East India Company tea moored at Griffin’s Wharf. In a span of three hours, 340 chests of British East India Company Tea were smashed and dumped into Boston Harbor. Over 92,000 pounds of tea were destroyed and thrown into the harbor. The implication and impact of the Boston Tea Party were enormous; the event directly led to the sparking of the American Revolution.

Engraving by E. Newberry, 1789. New York Public Library.

December 15, 1773 On December 15, 1773, the Beaver, the last of the three ships sailing from London, England arrived at Griffin’s Wharf in Boston. The Beaver was delayed due to a case of smallpox which broke out onboard, and she was held in quarantine for two weeks in Boston’s outer harbor. Previously, the Dartmouth had arrived at Griffin’s Wharf on November 28 and the Eleanor on December 2. The Beaver was commanded by Captain Coffin, the Dartmouth by Captain Hall, and the Eleanor by Captain Bruce.

29 There were to be four ships, but the William ran aground off Cape Cod on December 10, 1773, in a violent storm. The Beaver, Dartmouth, and Eleanor each carried more than one hundred chests of British East India Company Tea. The tea came from China and was described as the “Bohea” type. In the 18th century tea trade, black tea was referred to as “Bohea” which traditionally came from the Wuyi Mountain region of China, but the term “Bohea” was hijacked by the tea trade to refer to all black tea varieties. Additionally, the shipment of British East India Company tea also contained green tea from the Chinese province of Anhui.

Tax Deadline With the arrival of the three shipments of British East India Company tea to Boston, the tax on tea, which had been implemented with the passing of the 1767 Townshend Revenue Act, had to be paid the moment the tea was unloaded from the Beaver, Dartmouth, and Eleanor. The absolute deadline for payment of the tax was twenty days after the arrival of the tea. If the tax was not paid within the twenty days following the ships’ arrival, the ships and their cargoes of British East India Company Tea would be seized by authorities. The deadline to pay the tax on the tea the Dartmouth delivered to Boston was December 17. Immediately following the arrival of the Dartmouth at the end of November 1773, pamphlets distributed by the Sons of Liberty appeared throughout the streets of Boston proclaiming, “Friends! Brethren! Countrymen! That worst of Plagues, the detested tea shipped for this port by the East India Company, is now arrived in the Harbor; the hour of destruction, or manly opposition to the machinations of Tyranny stares you in the Face…” For the twenty days following the arrival of the Dartmouth, meetings occurred on a daily basis throughout Boston at locations such as the Green Dragon Tavern, Faneuil Hall, and Old South Meeting House to discuss what was to be done about the shipments of “detested tea”. The Sons of Liberty, led by Samuel Adams, was responsible for organizing the Boston Tea Party.

Source: https://www.bostonteapartyship.com/boston-tea-party-history

30 Let’s Read and Annotate The Alternative of Williams-Burg Maker: Attributed to Philip Dawe Date: February 16, 1775 This print shows colonial protest against the Intolerable Acts. In August 1774, Virginians were urged to sign a pledge of loyalty to the resolves of the Continental Congress and to stop the export of tobacco, the colonies' major and most profitable crop, until all taxes on imported goods were repealed. The pledge was known as the Williamsburg Resolutions. The print shows the Capitol courtyard in Williamsburg, Virginia. Liberty fighters have suspended a plank across two tobacco barrels to serve as a table upon which the pledge has been placed for signing. One of the barrels is labeled tobacco, a gift intended for John Wilkes, lord mayor of London, in appreciation for his support of colonial causes. Some of the colonists seem reluctant to sign the pledge, because stopping the export of tobacco would cause them great financial loss. The alternative is obvious: behind the table, suspended from the gallows, are barrels of tar and feathers.

Source: Joan D. Dolmetsch, Rebellion and Reconciliation: Satirical Prints on the Revolution at Williamsburg (Williamsburg, Va. 1976), pp. 78-79. https://www.history.org/history/teaching/tchcrpc2.cfm

31 Let’s Check for Comprehension

Consider the following questions:

1. Why did Britain enact new legislation as a result of the French and Indian War?

2. How was the British approach with colonies after the war different from that before the war?

3. How did colonists respond to the new British approach to governing the colonies?

4. How was the relationship between the colonies and Britain impacted by the war?

Let’s Analyze

Source: “New Hampshire: Stamp Master in Effigy,” 1765, engraved for John Warner Barber, Interesting Events in the History of the United States, 1829. N.H. Historical Society.

https://www.concordmonitor.com/ Portsmouth-protests-the-Stamp-Act-13029760

32 Let’s Check for Comprehension

Consider the following questions:

1. Why was the French and Indian War important to the history of the United States?

2. How would Ben Franklin’s political cartoon support the statement above?

3. What lessons can be learned from the events of the French and Indian War?

Source: https://www.nps.gov/teachers/classrooms/french-and-indian-war-unit-1-who-were-the- people-involved.htm

Let’s Assess

Directions: Develop responses to the following questions based on evidence from the sources in this unit and your knowledge of social studies:

1. How did the French and Indian War “make America”?

2. How does war shape the development of civilizations?

33 LDOE 5th Grade Instructional Task

The French and Indian War

Directions: Read and study Sources 1-4 about the French and Indian War. As you read, you may take notes in the space next to the sources. Then, use the sources to answer questions 1-11.

Source 1: George Washington’s map, accompanying his “Journal to the Ohio”, 1754

In 1753, Virginia Lieutenant Governor Robert Dinwiddie sent Major George Washington to the upper Ohio River Valley to tell French settlers and fur traders that their forts were on British territory. During his trip, Washington kept a journal and drew the map below to record his journey and to locate the French settlements. In 1754, Washington returned to Virginia with news that the French were unwilling to move their forts and were planning to expand their settlements. The journal and map convinced British officials to send troops, led by Washington, into the Ohio Valley to defend the territory and push out the French.

34 Source 2: Albany Plan of Union, 1754

The Albany Plan of Union was a plan to create unified government for the thirteen British American colonies. It was proposed by Benjamin Franklin of Pennsylvania as part of the Colonies’ defense during the French and Indian War. This political cartoon was drawn by Franklin and published in his Pennsylvania Gazette on May 9, 1754. It was intended to pressure colonial leaders to support the plan. The Albany Plan was unanimously rejected by colonial assemblies, as well as the British government.

Source 3: Excerpt of The Sugar Act, 1764

The British Parliament passed the Sugar Act on April 5, 1764. This was not the first time the British had taxed the American colonists, but previous laws were rarely enforced. The Sugar Act of 1764 cut previous taxes in half but it also created a more effective system to enforce the new laws. Therefore, many American colonists did not approve of this new law. . . . the twenty ninth day of September, one thousand seven hundred and sixty four, there shall be raised, levied1, collected, and paid, unto his Majesty, . . ., for . . . sugars of the produce or manufacture of any colony or plantation in America, not under the dominion2 of his Majesty, . . . and upon indigo, and coffee. . .wines … silks, bengals, and stuffs, mixed with silk or herbs of. . . Persia, China, or East India, and all callico3 painted, dyed, printed, or stained there; and . . . linen cloth ..., which shall be imported or brought into any colony or plantation in America, . . . under the dominion of his Majesty. . . .

1levied: taxed 2dominion: control 3callico: a plain cotton cloth

35 Source 4: Excerpt from the Proclamation of 1763

Item 1: Multi-Select

Which natural resources led France and Britain to compete for control over the Ohio River Valley?

Choose three correct answers.

A. mountain ranges for mining B. rich soil for farming C. navigable rivers for transportation D. deep lakes for fishing E. convenient ports for navigation F. abundant beavers for trapping

36 Item 2: Multiple Choice

Which statement is a correct interpretation of the chart in source 2?

A. The region’s population decreased as many Native American tribes moved further west. B. The region’s environment became more polluted as more British and French soldiers settled there. C. The region’s economic resources became more scarce as additional British and French settlers moved into the region. D. The region’s religious diversity increased as British missionaries converted Native Americans to Anglicism.

Item 3: Multiple Choice

Which statement best describes the reason that most Native American tribes sided with the French against the British?

A. Aggressive British settlement policies made many Native American tribes more comfortable joining the French. B. French leaders promised Native American tribal leaders that they would receive New England if they won the war. C. British leaders refused to seek Native American allies in war because they did not want to share territory after the war. D. Communication issues between Native American and British leaders prevented them from agreeing on a plan for cooperation.

37 Item 4: Multiple Choice

What was the main purpose of the Albany Plan of Union, shown in Source 2?

A. to organize the colonies for defense and cooperative government B. to arrange a peace treaty with French military leaders C. to develop a plan for westward expansion after the war D. to prepare a declaration of independence from Britain

Item 5: Multiple Choice

Which of the following statements best describes the failure of the Albany Plan of Union shown in Source 2?

A. Colonial charters limited the ability of British colonies to cooperate with each other. B. Colonial citizens worried that the plan would lead to increased taxes and fewer rights. C. Colonial governments feared that this plan would limit their authority to rule their own territories. D. Colonial assemblies accepted the plan but were unable to agree on a leader to carry it out.

Item 6: Multiple Choice

Based on Source 4, what was the main purpose of the Proclamation of 1763?

A. to encourage American colonists to settle in the Ohio River Valley B. to increase economic interdependence with France C. to force French soldiers to leave the Ohio River Valley D. to limit conflicts between American colonists and Native Americans

38 Item 7: Multiple Choice

Which of the following statements best explains the American colonists’ angry reaction to the Proclamation of 1763 shown in Source 4?

A. Native Americans were encouraged to settle territory east of the Appalachian Mountains. B. Colonists believed they would be able to settle in the Ohio River Valley after winning the French and Indian War. C. Parliament created a process for new settlements but refused to share it with colonists. D. Colonial assemblies believed that the law would encourage new attacks by Native Americans.

Item 8: Multiple Choice

How did the British victory in the French and Indian War contribute to colonists’ decision to declare independence in 1776?

A. Parliament removed all British soldiers from the Colonies in order to avoid future wars with Native Americans. B. Parliament ended the Colonies’ slave trade after the war to improve relations with Africa. C. Parliament agreed to share control of North America with the French following the war. D. Parliament passed several laws to pay their debts following the war.

39 Item 9: Multiple Choice

How did the British victory in the French and Indian War shift the balance of power in North America?

A. Native American tribes lost control of all of their North American territory to France and Britain. B. Britain gained control over all of North America from Atlantic to Pacific Ocean. C. France no longer controlled any territory in North America after the war. D. Spain increased its North American territory by capturing the Florida and Georgia colonies during the war.

Item 10: Multiple Choice

Which statement best explains colonists’ reasons for protest against the Sugar Act?

A. Colonists were angry that the British stopped all sugar imports into the Colonies before colonial governments could take action. B. Colonists were frustrated that the British government raised the price of common goods without allowing colonists to participate in the decision. C. Colonists were disappointed that the colonial assemblies had supported Parliament’s plan to increase taxes on exports. D. Colonists were concerned that the British were giving special treatment to Native Americans by offering them better sugar at a lower price.

40 Item 11: Extended Response

Based on the sources and your knowledge of social studies, explain how consequences of the French and Indian War affected the relationship between the British government and its colonies in North America.

As you write, follow the directions below.

 Address all parts of the prompt.

 Include information and examples from your own knowledge of social studies.

 Use evidence from the sources to support your response.

41 National Park Service Activity: The French and Indian War Sets the Stage for the American Revolution

Let’s Read and Annotate

Question: Do you think it was fair for the British government to tax the Americans in order to pay for soldiers who were protecting the American colonies?

Question: When you have a disagreement, does everyone have the same ideas about how to resolve it?

42

Question: If the French and Indian War had not occurred, do you think the Continental Army would have been experienced enough to fight the ?

Question: Do you think revenge is a good reason for the French to join the American Revolution?

Question: Should the United States government have kept the area between the Appalachian Mountains and the Mississippi River reserved for the American Indians?

43 World Book Online: Student Edition Articles Directions: Read and annotate the following articles, and on a separate sheet of paper, use evidence from the sources and your knowledge of social studies to write an essay explaining why the French and Indian War was fought and how the war pushed the British Colonies of North America toward revolution.

French and Indian Wars French and Indian Wars were four wars fought one after another in North America between 1689 and 1763. The wars were fought between France and England, which became part of Britain during the second war. Spain, at times, sided with the French. All fought with the support of Indian allies. In the end, France lost nearly all its land in North America. Britain gained most of the French territory, and Spain acquired the rest. Causes of the French and Indian wars. In 1689, England's colonies in North America lay along the Atlantic coast. Spain controlled Florida. French settlements lay to the north and west, from what are now Maine and Nova Scotia to the St. Lawrence River Valley. France also had outposts in Newfoundland, the Great Lakes region, and the Mississippi River Valley. Both France and England claimed the inland territory between their settlements. Until about 1750, however, only the Indian tribes who lived in the inland territory actually controlled it. Both the English and the French traded with the Indians for furs. Both, too, had Indian allies, though the French had a greater need for such partnerships. Thinly populated Spanish Florida relied on Indian allies for labor. Beginning in 1690, the English repeatedly sought to conquer the French settlements. They wanted total control of North America. The French, on the other hand, had little intention of conquering the more numerous English. Instead, they fought to preserve their control of the North American interior, which rested on a vast network of alliances with Indians. The alliances depended on trading furs and fighting each other’s enemies. Access to the fishing grounds off the coast of Newfoundland provided another source of conflict. In the South, the English and their Indian allies raided Spanish- allied Indians for slaves. Because the French and Spanish empires were officially Roman Catholic and the British Empire was officially Protestant, religious hostility added to the tension. King William's War (1689-1697) was named for King William III of England. It grew out of three separate struggles in , New York, and New England.

44 In Europe, a union of nations fought against French expansion in the War of the League of Augsburg (see Grand Alliance). In New York, Indian allies of the English challenged French control of the . In New England, Indian allies of the French resisted English expansion. In 1690, the French and their Indian allies attacked Schenectady, New York, and Salmon Falls, New Hampshire. The English responded that same year by seizing Port-Royal, the seat of government in the French region of Acadia. They also launched an unsuccessful attempt to conquer Canada. Border raids continued on both sides until the French war with England ended in 1697, with the signing of the Treaty of Ryswick. The 1701 signing of the ended the French war with the Indians. Queen Anne's War (1702-1713), named for Queen Anne of Britain, grew out of a conflict in Europe known as the War of the Spanish Succession (see Succession wars). It was also a result of continuing Indian resistance to New England’s expansion. Spain joined France against the English. The war began in the winter of 1704, when the French and their Indian allies raided the New England frontier, devastating Deerfield, Massachusetts. The English attacked Acadia in 1704 and again in 1707. Also in 1707, England became part of Britain, now the United Kingdom. In 1710, Britain seized Port-Royal. In the South, the British and their Indian allies devastated the settlements of Spain’s Indian allies, forcing many captured Indians into slavery. They also took the town of St. Augustine, but they did not take the settlement’s fort and had to withdraw. Spanish and French forces attacked Charleston, South Carolina, but they failed to capture the city. Queen Anne's War ended in 1713 with the signing of the Treaty of Utrecht. By the terms of the treaty, France gave Britain Newfoundland, the Nova Scotia peninsula, the tiny islands of Saint-Pierre and Miquelon, and the territory around Hudson Bay. King George's War (1744-1748), named for King George II of Britain, grew out of the struggle in Europe known as the War of the Austrian Succession (see Succession wars). The fighting in North America began when the French tried to regain Nova Scotia. The greatest battle of the war occurred in 1745, when New England colonial troops under William Pepperrell captured the French on . The Treaty of Aix-la-Chapelle, which ended the war, gave back to Britain and France the territory each side had lost in the war. The French and Indian War (1754-1763) was the last and most important conflict in North America before the Revolutionary War in America (1775-1783). The French and Indian War broke out in America, and then spread to Europe in 1756. It was called the Seven Years' War in Europe and Canada (see Seven Years' War). Territorial rivalries between Britain and France had intensified as their empires expanded into the Ohio River Valley. In 1753, the French built a chain of forts at the eastern end of the Ohio region to keep the British out.

45 The colony of Virginia led the British expansion westward. Virginia’s lieutenant governor, Robert Dinwiddie, sent 21-year-old Lieutenant Colonel George Washington to demand that the French abandon their new forts and return to Canada. But the French refused. In 1754, Washington led a small band of colonial troops to force the French to withdraw. A French and Indian force defeated Washington at Fort Necessity, in one of the first battles of the French and Indian War. Meanwhile, representatives of seven of the British colonies met in Albany, New York, to plan further military action (see Albany Congress). French successes. In 1755, General Edward Braddock led a band of British and colonial soldiers, including George Washington, against Fort Duquesne. A French and Indian force ambushed them shortly before they reached the fort, killing Braddock and many of his men. Washington led the survivors to safety. The British also failed to take Crown Point or Fort Niagara. But they succeeded in seizing Forts Beauséjour and Gaspereau on the western edge of Nova Scotia. They then expelled the French Acadians and opened their lands to British settlement. In 1756, the Marquis de Montcalm took charge of the French forces in North America and captured Britain's Fort Oswego. The next year, the French and their Indian allies destroyed Fort William Henry. British victories. In 1756, William Pitt became the political leader of the British. He devoted tremendous resources to defeating the French in America. In 1758, British forces captured Louisbourg and Forts Frontenac and Duquesne (renamed Pittsburgh in Pitt’s honor). In 1759, the British took Crown Point and Forts Niagara and Ticonderoga. They also besieged (surrounded and tried to capture) the city of Quebec. After nearly three months, General James Wolfe’s army defeated Montcalm’s forces on the Plains of Abraham, outside the city (see Quebec, Battle of). British troops under General Jeffery Amherst completed the conquest of Canada with the capture of Montreal in 1760. The British then turned to the Caribbean Sea, conquering the islands of Martinique and Guadeloupe. When Spain allied with France in 1762, the British captured Cuba. The war ended in 1763 with the signing of the Treaty of Paris. The treaty gave the British all of France’s holdings east of the Mississippi River except New Orleans. France had given New Orleans and its lands west of the Mississippi to Spain in 1762. The British received Florida from Spain in exchange for Cuba. France regained Martinique and Guadeloupe as well as St.-Pierre and Miquelon.

46 From American Revolution Life in the American Colonies during the 1700's differed in important ways from life in the most advanced European nations. Well-to-do merchants and planters formed a small upper class, or gentry, in the seaboard colonies, but they lacked the wealth and power of the English aristocracy. A large middle class consisted mainly of farmers who owned their land, shopkeepers, and craft workers. Unskilled workers and farmers who rented their land ranked among the poor, or "lower sort." In addition, by the mid-1700’s, about 20 percent of the colonists were slaves of African descent. Slaves lived in all the mainland colonies, though they were most numerous in the South. Farming was by far the main occupation in the American Colonies. It provided a living for nearly 90 percent of the people. Only about 10 percent of the colonists lived in towns or cities. Philadelphia, with about 40,000 people, was the largest American city in 1775. The next largest cities were New York City and Boston. The opportunity to own land had drawn many settlers to the American Colonies. Owning property gave a person a chance to get ahead. It could also give men the right to vote, though some colonies denied that right to Roman Catholics and Jews. All colonies denied it to blacks and to most women. In each colony, voters elected representatives to a legislature.

Colonial legislatures passed laws and could tax the people. However, the governor of a colony could veto any laws passed by the legislature. The king appointed the governor in most colonies. Britain expected the American Colonies to serve its economic interests, and it regulated colonial trade. In general, the colonists accepted British regulations. For example, they agreed not to manufacture goods that would compete with British products. For more information, see Colonial life in America.

British policy changes. Britain had largely neglected the American Colonies while it fought France in a series of wars during the 1700's. But after the French and Indian War ended in 1763, the British government sought to tighten its control over the colonies. The war had drained Britain's treasury and left a huge debt. Most British leaders did not expect the colonists to help pay off the debt. However, Britain planned to station troops in America to defend the colonies' western frontier. It wanted the colonists to help pay for those troops. Relations between the colonies and the mother country steadily worsened from 1763 to 1775. During that time, Parliament passed a number of laws to increase Britain's income from the colonies. The colonists reacted angrily. They lived far from Britain and had grown increasingly self-reliant. Many Americans believed that the new British policies threatened their freedom. In late 1774, Britain's King George III declared, "The die is now cast, the colonies must either submit or triumph." A few months later, the Revolutionary War broke out.

47 Proclamation of 1763 Proclamation of 1763 was a document issued by King George III of England that prohibited American colonial settlement west of the Appalachian Mountains. Native Americans had claimed these lands, and Britain hoped to avoid costly Indian wars. The proclamation was one of a series of British government actions that fostered resentment among the colonists. The proclamation also established the colonial governments of Quebec, East Florida, and West Florida, and of Grenada in the Caribbean Sea. The proclamation’s statements recognizing the legal rights of Indian peoples later influenced the governmental policies of both the United States and Canada. Background. In the French and Indian War (1754-1763), British, French, and Indian combatants clashed over territory in North America. Following a string of British victories, American colonists pushed into the western frontier. British authorities feared that American settlement would increase hostilities with Indians. In late 1761, the Board of Trade, an advisory body within the British government, restricted the power of local authorities to issue land grants. Still, American settlement continued. In February 1763, the Treaty of Paris gave Britain most of France's territory in North America. The land stretched from the Appalachians in the east to the Mississippi River in the west. An increase in colonial settlement, along with complaints over trade practices, generated distrust among the region’s Indian residents. Britain kept a permanent armed force in the colonies to maintain order. The force aimed to occupy former French outposts, regulate trade with the Indians, and enforce restrictions on frontier settlement. In May, the Ottawa chief Pontiac led an alliance of several Indian groups against the British fort at what is now Detroit. His actions also sparked attacks by other Indian groups, who razed frontier settlements and captured a number of British forts. The conflict continued through late 1764. The proclamation and its effects. On Oct. 7, 1763, King George III, hoping to prevent future uprisings, issued a proclamation barring white settlement on Indian hunting lands. The proclamation forbade British officials from granting titles to “any lands beyond the heads or sources of any of the rivers which fall into the Atlantic Ocean from the west or north-west; or upon any lands whatever, which not having been ceded to, or purchased by us, as aforesaid, are reserved to the said Indians….” The proclamation prohibited anyone other than authorized royal representatives from making any future land purchases from the Indians.

48 Would-be settlers and land speculators resented the restrictions. Many colonists simply ignored them. Furthermore, many Americans objected to the presence of British troops trying to enforce the proclamation.

Sugar Act of 1764 Sugar Act of 1764, also called the Revenue Act or the Molasses Act, was a law that sought to increase the amount of money Britain (now also called the United Kingdom) raised from the American Colonies. The act was the first in a series of revenue laws that the British Parliament passed in the 1760’s in an effort to raise income. The Sugar Act placed a tax of three pence on each gallon (3.8 liters) of molasses that entered the colonies from ports outside the British Empire. The colonists insisted that, because they had no representation in Parliament, Britain had no right to tax them. Colonial discontent over the Sugar Act and other measures led to protests about “taxation without representation” and set into action the events that led to the American Revolution (1775-1783).

The main purpose of earlier British laws governing American trade was to regulate trade rather than to raise money. For example, Parliament passed the Molasses Act of 1733 to help the sugar growers in Britain’s Caribbean colonies. The act put a six pence per gallon duty on molasses imported from non-British territories. Colonists had largely avoided the duty by smuggling or by bribing customs agents to take smaller sums of money. The Sugar Act lowered the rate to three pence per gallon, an amount that Parliament thought the colonists could better afford to pay. However, the act also provided for strict enforcement.

The British defeated an alliance of French and Indian forces during the French and Indian War (1754-1763). The war, which was called the Seven Years' War in Europe and Canada, had been costly to Britain and greatly increased its national debt.

King George III and Parliament believed the time had come for the colonists to help pay the costs of maintaining British services in America. At the urging of George Grenville, the king’s chief Cabinet minister, Parliament passed the Sugar Act on April 5, 1764. Its chief provision was the tax on molasses. But the act also contained stricter regulations on the trade of other goods and allowed British officials to search the property of people suspected of violating the law.

The Sugar Act came at a time of economic uncertainty in colonial America. The decrease in British military spending toward the end of the French and Indian War had caused a depression in the colonies, and colonists feared the Sugar Act would make conditions worse.

American rum producers—who used imported molasses as a raw material—were the most vocal opponents of the act because they believed the tax would destroy their profits. Nearly all the rum distilleries in America operated in the northeastern

49 colonies, and the legislatures of Massachusetts, Rhode Island, and New York complained about the act prior to its passage. Some complaints addressed only the economic hardship the act might cause, while others focused on whether Parliament had a right to tax the American Colonies.

The colonists reacted to the Sugar Act in a variety of ways. Many colonists did not fully understand the measure or know how it would affect them. Some blamed the tax for the depression, though the economy had shown signs of weakness before the act’s passage. Many merchants attempted risky smuggling ventures to evade the British Navy. Some businesspeople hoped to continue previous arrangements with customs officials, who in many cases accepted bribes instead of collecting duties. However, Grenville sent new officials who insisted on enforcing the law, and British seamen often boarded trading vessels to verify customs paperwork. Officials seized illegal cargoes and, in some cases, could also confiscate the ship.

In the 10 years following the Sugar Act’s passage, the act’s measures provided about 80 percent of the revenue Britain collected from the colonies. Still, colonial uproar over the Sugar Act became overshadowed by other concerns, such as the Stamp Act of 1765, which established an even more unpopular tax. In 1766, Parliament reduced the tax on molasses to 1 pence per gallon.

50