Colonists Respond to the Quartering Act, 1765-1767
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Action-Reaction … the Road to Revolution
Name:____________________________________ Class Period:_____ Action-Reaction … The Road to Revolution APUSH Guide for American Pageant chapter 7 & 2nd half of AMSCO chapter 4 (and a bit from chapter 8 Pageant and chapter 5 AMSCO) Directions Print document and take notes in the spaces provided. Read through the guide before you begin reading the chapter. This step will help you focus on the most significant ideas and information And as you read. Purpose These notes are not “hunt and peck” or “fill in the blank” notes. Think of this guide as a place for reflections and analysis using your noggin (thinking skills) and new knowledge gained from the reading. Mastery of the course and AP exam await all who choose to process the information as they read/receive. To what extent was America a revolutionary force from the first days of European discovery? Assessment: __________________________ Small extent? Large extent? Evidence to support your assessment: Evidence to support the opposing view: 1. 1. 2. 2. 3. 3. Explain the impact of the following statement in terms of America. “Distance weakens authority; great weakness weakens authority greatly.” The Impact of Mercantilism Explain how Americans were supposed to ensure Britain’s economic and naval supremacy. What impact did this have on colonists? What was the problem with having no banks in the colonies? How did Parliament respond to colonies issuing paper money? How did English policy regarding its North American colonies change after the French and Indian War, Pontiac’s Rebellion, and the Proclamation of 1763? From Salutary Neglect to…. For each of the items listed below, identify the Before the actual war of the Revolution Action (English purpose/goal) and the could begin, there had to be a Reaction of the colonists. -
A Case Study of Samuel Adams and Thomas Hutchinson
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Supervised Undergraduate Student Research Chancellor’s Honors Program Projects and Creative Work Spring 5-2007 Reputation in Revolutionary America: A Case Study of Samuel Adams and Thomas Hutchinson Elizabeth Claire Anderson University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_chanhonoproj Recommended Citation Anderson, Elizabeth Claire, "Reputation in Revolutionary America: A Case Study of Samuel Adams and Thomas Hutchinson" (2007). Chancellor’s Honors Program Projects. https://trace.tennessee.edu/utk_chanhonoproj/1040 This is brought to you for free and open access by the Supervised Undergraduate Student Research and Creative Work at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Chancellor’s Honors Program Projects by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. Elizabeth Claire Anderson Bachelor of Arts 9lepu.tation in ~ Unwtica: a ~e studq- oj Samuel a.dartt;., and g fuun.a:, !JtulcIiUu,on 9JetIi~on !lWWuj ~ g~i6, Sp~ 2007 In July 1774, having left British America after serving terms as Lieutenant- Governor and Governor of Massachusetts, Thomas Hutchinson met with King George III. During the conversation they discussed the treatment Hutchinson received in America: K. In such abuse, Mf H., as you met with, I suppose there must have been personal malevolence as well as party rage? H. It has been my good fortune, Sir, to escape any charge against me in my private character. The attacks have been upon my publick conduct, and for such things as my duty to your Majesty required me to do, and which you have been pleased to approve of. -
Chapter 3 America in the British Empire
CHAPTER 3 AMERICA IN THE BRITISH EMPIRE The American Nation: A History of the United States, 13th edition Carnes/Garraty Pearson Education, Inc., publishing as Longman © 2008 THE BRITISH COLONIAL SYSTEM n Colonies had great deal of freedom after initial settlement due to n British political inefficiency n Distance n External affairs were controlled entirely by London but, in practice, the initiative in local matters was generally yielded to the colonies n Reserved right to veto actions deemed contrary to national interest n By 18 th Century, colonial governors (except Connecticut and Rhode Island) were appointed by either the king or proprietors Pearson Education, Inc., publishing as Longman © 2008 THE BRITISH COLONIAL SYSTEM n Governors n executed local laws n appointed many minor officials n summoned and dismissed the colonial assemblies n proposed legislation to them n had power to veto colonial laws n They were also financially dependent on their “subjects” Pearson Education, Inc., publishing as Longman © 2008 THE BRITISH COLONIAL SYSTEM n Each colony had a legislature of two houses (except Pennsylvania which only had one) n Lower House: chosen by qualified voters, had general legislative powers, including control of purse n Upper House: appointed by king (except Massachusetts where elected by General Court) and served as advisors to the governor n Judges were appointed by king n Both judges and councilors were normally selected from leaders of community n System tended to strengthen the influence of entrenched colonials n Legislators -
Grade 5 Instructional Packet 2
Grade 5 Instructional Packet 2 Dear Parents & Guardians, We hope this instructional packet finds you and your family healthy! In this packet, you will find grade level materials to complete over the next two weeks. The packet covers concepts in ELA, Math, Science, Social Studies, PE, Art, and Music. To keep your child engaged in learning, we hope that you take advantage of this resource. We encourage your child to do their very best and acknowledge their progress by signing the “Student Evidence of Involvement Statement” at the bottom of this page. Overview of assignments (check off as completed) - Week 3 Assignments ✔ Week 4 Assignments ✔ Reading Log Reading Log ELA- Read “Black Blizzard” + Comprehension ELA- Read “The Amazing History of Dogs” + Questions Comprehension Questions Grammar- Conjunction, Preposition, Grammar- Perfect Verbs Interjections (3 worksheets ) Writing- Facebook prompt Writing- Animal writing prompt Math - Subtracting Decimals 2-7 Math - Dividing a Decimal by a Decimal 7-6 Math - Making Line Plots 14-3 Math - Order of Operations 8-2 Math - Measurement Data 14-4 Math - Evaluating Expressions 8-4 SS- “American Revolution” SS- “Conceived of Compromises: Creating Article and quiz the U.S. Constitution” Article and quiz SS- “Colonization and Revolutionary War: SS- “Our System of Checks and Balances” Introduction to the Revolutionary War” Article Article and quiz and quiz Completed Three Items from the Science Completed Three Items from the Science Choice Board Choice Board When your child has completed and signed the assignment sheet, please use your phone to take a picture and then email it to your child’s teacher or have your child sign into their Google Classroom account to respond to the post entitled ”Weekly Evidence of Involvement”. -
The Stamp Act and Methods of Protest
Page 33 Chapter 8 The Stamp Act and Methods of Protest espite the many arguments made against it, the Stamp Act was passed and scheduled to be enforced on November 1, 1765. The colonists found ever more vigorous and violent ways to D protest the Act. In Virginia, a tall backwoods lawyer, Patrick Henry, made a fiery speech and pushed five resolutions through the Virginia Assembly. In Boston, an angry mob inspired by Sam Adams and the Sons of Liberty destroyed property belonging to a man rumored to be a Stamp agent and to Lt. Governor Thomas Hutchinson. In New York, delegates from nine colonies, sitting as the Stamp Act Congress, petitioned the King and Parliament for repeal. In Philadelphia, New York, and other seaport towns, merchants pledged not to buy or sell British goods until the hated stamp tax was repealed. This storm of resistance and protest eventually had the desired effect. Stamp sgents hastily resigned their Commissions and not a single stamp was ever sold in the colonies. Meanwhile, British merchants petitioned Parliament to repeal the Stamp Act. In 1766, the law was repealed but replaced with the Declaratory Act, which stated that Parliament had the right to make laws binding on the colonies "in all cases whatsoever." The methods used to protest the Stamp Act raised issues concerning the use of illegal and violent protest, which are considered in this chapter. May: Patrick Henry and the Virginia Resolutions Patrick Henry had been a member of Virginia's House of Burgess (Assembly) for exactly nine days as the May session was drawing to a close. -
Journal of British Studies Volume 52, No. 1 (Jan. 2013) Livesey Major
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Sussex Research Online Journal of British Studies Volume 52, no. 1 (Jan. 2013) Livesey Major Article Free Trade and Empire in the Anglo-Irish Commercial Propositions of 1785 James Livesey James Livesey is Professor of History at the University of Sussex. He is author of Making Democracy in the French Revolution (Harvard 2001) and Civil Society and Empire: Ireland and Scotland in the Eighteenth-Century Atlantic World (Yale, 2009). I would like to acknowledge the comment and insight on earlier versions of this article by the members of the History Department at Peking University and the participants at the “1763 and All That: Temptations of Empire in the British World in the Decade after the Seven Years War” conference held at the Institute for Historical Studies at the University of Texas at Austin. Journal of British Studies 52 (Jan. 2013): •••-••• © 2013 by The North American Conference on British Studies All Rights Reserved Journal of British Studies Volume 52, no. 1 (Jan. 2013) Livesey Major Article Free Trade and Empire in the Anglo-Irish Commercial Propositions of 1785 Free trade was a central demand of Irish patriot writers and economic theorists from the accession of William and Mary onward, yet when free trade was offered to Ireland in 1785 it was rejected.1 The politics of this reform measure were not well handled. William Pitt was in the early, vulnerable months of his premiership and had alienated even some of his political friends with the India Act. -
Banners in Heraldic Art
Banners in heraldic art Magnus Backrnark Abstract The banner is very useful to heraldic art. It is a carrier of charges and colours, just like its coun terpart the shield. But where the shield can be seen as crude, heavy, flat and robust - its purpose being taking hits- the banner is brilliant, swift, full of I ife and motion. Its purpose is spiritual. It is lifted above anyone's head, above dust and confusion, for inspiration and guiding. Something of this character, I will with this article try to show by examples that the heraldic artist, if lucky, can translate in his or her work. First, we could though take a quick glance at the historical development of banners. The term banner approves, as we shall see, to a specific kind of flag, but in a wide sense of the word a banner is any ensign made of a peace of cloth, carried on a staff and with symbolic value to its owner(s). The profound nature of this innovation, which seem to be of oriental origin, makes it the mother of all kinds of flags. The etymologi cal root of the word banner is the French word banniere, derived from latin bandaria, bandum, which has German extraction, related to gothic bandwa, bandw6, 'sign'. 1 The birth of heraldry in the l2 h century Western world was preceded by centuries of use of early forms of banners, called gonfanons. From Bysantium to Normandy, everywhere in the Christian world, these ensigns usually were small rectangular lance flags with tai Is (Fig. -
Heraldry: Where Art and Family History Meet Part II: Marshalling and Cadency by Richard A
Heraldry: Where Art and Family History Meet Part II: Marshalling and Cadency by Richard A. McFarlane, J.D., Ph.D. Heraldry: Where Art and Family History Meet 1 Part II: Marshalling and Cadency © Richard A. McFarlane (2015) Marshalling is — 1 Marshalling is the combining of multiple coats of arms into one achievement to show decent from multiple armigerous families, marriage between two armigerous families, or holding an office. Marshalling is accomplished in one of three ways: dimidiation, impalement, and 1 Image: The arms of Edward William Fitzalan-Howard, 18th Duke of Norfolk. Blazon: Quarterly: 1st, Gules a Bend between six Cross Crosslets fitchée Argent, on the bend (as an Honourable Augmentation) an Escutcheon Or charged with a Demi-Lion rampant pierced through the mouth by an Arrow within a Double Tressure flory counter-flory of the first (Howard); 2nd, Gules three Lions passant guardant in pale Or in chief a Label of three points Argent (Plantagenet of Norfolk); 3rd, Checky Or and Azure (Warren); 4th, Gules a Lion rampant Or (Fitzalan); behind the shield two gold batons in saltire, enamelled at the ends Sable (as Earl Marshal). Crests: 1st, issuant from a Ducal Coronet Or a Pair of Wings Gules each charged with a Bend between six Cross Crosslets fitchée Argent (Howard); 2nd, on a Chapeau Gules turned up Ermine a Lion statant guardant with tail extended Or ducally gorged Argent (Plantagenet of Norfolk); 3rd, on a Mount Vert a Horse passant Argent holding in his mouth a Slip of Oak Vert fructed proper (Fitzalan) Supporters: Dexter: a Lion Argent; Sinister: a Horse Argent holding in his mouth a Slip of Oak Vert fructed proper. -
Declaration of Independence Quebec Act
Declaration Of Independence Quebec Act Bubba objectifies dishonourably? Gastronomical Ambrosio cox limpidly. Hale outgoes her clouters tastelessly, she quickstep it inflexibly. God entitle them paid with this act of independence quebec act was the colonists have been avoiding the colonies met with all that all sage knowledge has an estimated the church In the Declaration of Independence the American patriots listed a soft of. The provisions of the Quebec Act as seen check the colonists as learn new model for administration in the colonies which can strip court of previous self-elected assemblies It appeared to void the land claims of the colonies by granting most approach the Ohio Country mark the province of Quebec. Pictures of the quartering act. Although several respects. The bubble had required the colonies to house British troops stationed in America. Pennsylvania while serving as were overcome by a few committed by reel time of independence? Jefferson himself pass the document was submitted to Congress for its consideration. Troops open fire at bunker hill just reached concord where they would have also established nonrepresentative government. This quebec would exist on the washington chose instead for assistance, as chains of persuasion and westerly boundaries and home to grasp the declaration of independence quebec act, the river near princeton revived flagging american defeat every issue. Following may of quebec french members. Or the complaint about the Quebec Act of 1774 which concerned two Privy Council. The declaration of canada. Quebec Act Wikipedia. Loyalists fled to Canada following American Independence and lost everything when a property was seized by their new United States. -
Growing Confrontation Change in British Imperial Policy
Growing Confrontation Change in British Imperial Policy End of “Salutary Neglect” Re-Assert authority over Colonies Taxation for Revenue What economic confrontation could this create? Post War Tension – Military Issue Colonials British Methods of •Indian-style guerilla March in formation or fighting tactics bayonet charge Organization •Militias served under Officers wanted to take own captains charge of colonials •No military Drills and tough Discipline deference or discipline protocols observed Colonists should pay for •Resistance to raising their own defense Finances taxes “Prima Donna” officers •Casual, non- with servants and tea Demeanor professionals Post War Tension – Military Troop deployment British left about 10,000 troops in America Fear of French rebellion in Canada Fear of Indian attacks Keep colonists from crossing Proclamation Line Fear of independence movement What confrontation could this create? Post War Tension – Economic War taxes British response Massachusetts refused to Currency Act of 1764 pay without military must pay with British control currency Virginia refused to pay; Parliament controls printed money to pay colonial currency debts (inflation) Revenue Act of 1762 Ensure collection of customs Royal Navy prohibit trade with French Post War Tension – Economic Result of French and Indian and Seven Years War National debt doubles New Prime Minister Lord Bute needed payment plan New King, George III, wanted debt paid Began to strictly enforce taxes in England Post War Tension – Political Reforms -
Heraldry in Ireland
Heraldry in Ireland Celebrating 75 years of the Office of the Chief Herald at the NLI Sir John Ainsworth Shield Vert, a chevron between three battle-axes argent Crest A falcon rising proper, beaked, legged and belled gules Motto Surgo et resurgam Did you know? Sir John Ainsworth was the NLI's Surveyor of Records in Private Keeping in the 1940s and 1950s. Roderick More OFerrall Shield Quarterly: 1st, Vert, a lion rampant or (for O Ferrall); 2nd, Vert a lion rampant in chief three estoiles or (for O More); 3rd, Argent, upon a mount vert two lions rampant combatant gules supporting the trunk of an oak tree entwined with a serpent descending proper, (for O Reilly); 4th, Azure, a bend cotised or between six escallops argent (for Cruise) Crest On a ducal coronet or a greyhound springing sable; A dexter hand lying fess-ways proper cuffed or holding a sword in pale hilted of the second pierced through three gory heads of the first Motto Cú re bu; Spes mea Deus Did you know? This four designs on the shield represent four families. Heiress Leticia More of Balyna, county Kildare married Richard Ferrall in 1751. Their grandson Charles Edward More O'Ferrall married Susan O'Reilly in 1849. Susan was the daughter of Dominic O'Reilly of Kildangan Castle, county Kildare who had married heiress Susanna Cruise in 1818. Dublin Stock Exchange Shield Quarterly: 1st, Sable, a tower or; 2nd, Vert, three swords points upwards two and one proper pommelled and hilted or; 3rd, Vert, three anchors erect two and one argent; 4th, Chequy, sable and argent, on a chief argent an escroll proper, inscribed thereon the words Geo. -
Quartering, Disciplining, and Supplying the Army at Morristown
537/ / ^ ? ? ? QUARTERING, DISCIPLINING ,AND SUPPLYING THE ARMY AT MORRISTOWN, 1T79-1780 FEBRUARY 23, 1970 1VDRR 5 Cop, 2 1 1 ’ QUARTERING, DISCIPLINING, AND SUPPLYING THE ARMY FEBRUARY 23, 1970 U.S. DEPARTMENT OE THE INTERIOR national park service WASHINGTON, D.C. TABLE OF CONTENTS Page INTRODUCTION .................................................... i I. CIRCUMSTANCES LEADING TO THE MORRISTOWN ENCAMPMENT 1779-1780 .............................................. 1 II. QUARTERING OF THE ARMY AT MORRISTOWN,1779-1780 ......... 7 1. PREPARATION OF THE C A M P ............................. 7 2. COMPOSITION AND STRENGTH OF THE ARMY AT MORRISTOWN . 9 III. DAILY LIFE AT THE ENCAMPMENT............................... 32 1. HISTORICAL BACKGROUND OF THE ARMY OF THE EIGHTEENTH CENTURY.............................................. 32 2. ORGANIZATION OF THE CONTINENTAL A R M Y ................... 36 3. HEADQUARTERS: FORD MA NS IO N......................... 38 4. CONSTRUCTION OF THE C A M P ............................... 40 5. LIFE AT THE WINTER QUARTERS......................... 48 6. SOCIAL ACTIVITIES AT THE MORRISTOWN ENCAMPMENT .... 64 7. A MILITARY ENCOUNTER WITH THE E N E M Y ................ 84 IV. DISCIPLINE OF THE TROOPS AT MORRISTOWN.................... 95 1. NATURE OF MILITARY DISCIPLINE ....................... 95 2. LAXITY IN DISCIPLINE IN THE CONTINENTAL AR M Y ............ 99 3. OFFENSES COMMITTED DURING THE ENCAMPMENT ........... 102 V. SUPPLY OF THE ARMY AT MORRISTOWN.......................... 136 1. SUPPLY CONDITIONS PRIOR TO THE MORRISTOWN