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Section 1 Step-by-Step Instruction Let Us Separate SECTION SECTION “ I could not join to day in the [prayers] of our worthy parson, for a reconciliation between our, Review and Preview no longer parent state, but tyrant state, and these Students have read about the develop- colonies. —Let us separate, they are unworthy to ment of self- in the colonies. be our brethren. Let us renounce them.” Now they will learn why the colonists began to want independence. —Abigail Adams, letter to husband at the , 1775

ᮤ , John Adams, and reviewing the Declaration of Independence

Section Focus Question

Why did many colonists favor declaring independence? A Nation Declares Independence Before you begin the lesson for the day, write the Section Focus Question on the Objectives Why It Matters After George rejected the Olive board. (Lesson focus: The colonists felt that the • Find out how stirred support Branch Petition, thousands of British troops were sent to for independence. the colonies. As the fighting continued, American patriots British government was treating them called for independence. unfairly.) •Understand the meaning and structure of the Declaration of Independence. Section Focus Question: Why did many colonists • Learn how Congress finally agreed to favor declaring independence? Prepare to Read separate from England. A Call for Independence Build Background Reading Skill When the year 1776 began, few colonists could have L2 predicted what lay ahead. Most colonists still hoped for a Analyze Word Roots Many English words peaceful end to the quarrel with Britain. Ask students to recall from Chapter 3 what have common word roots or parts. For example, they learned about rights and self-govern- the root mot means “move.” That root appears in Colonists Divided Both Patriots and Loyalists were in a ment in the American colonies. Write each the words motion, motor, promote, and demote. minority at the start of 1776. Many colonists were in the accurate recollection on the board. Then Those words have different meanings, but all share middle, with no strong feelings about the dispute with Britain. ask students to preview the section by some connection to movement. Learn to recognize Even within the Continental Congress, support for inde- reading the headings and looking at the familiar word roots and trace their origins. pendence was limited to about one third of the delegates. images. Ask students to predict what more Patriots such as John Adams found it hard to win others to they will learn about self-government and Key Terms and People the cause of independence. Adams complained that Loyal- rights in the colonies. Thomas Paine preamble ists used the prospect of independence as a way to frighten grievance people into giving up the struggle. resolution Set a Purpose L2 Common Sense In January 1776, a 50-page pamphlet I Read each statement in the Reading titled Common Sense was published in . The Readiness Guide aloud. Ask students to pamphlet stimulated broad support for independence. mark the statements True or False. The author, Thomas Paine, called King George III a “royal brute.” Paine ridiculed the very idea of rule by . Teaching Resources, Unit 2, Americans, he said, would be far better off if they governed Reading Readiness Guide, p. 43 themselves. (See Reading Primary Sources on the next page.) I Have students discuss the statements in 170 Chapter 6 The American Revolution pairs or groups of four, then mark the worksheets again. Use the Numbered Heads participation strategy (TE, p. T24) Differentiated Instruction to call on students to share their group’s L1 L1 L1 English Language Learners Less Proficient Readers Special Needs perspectives. The students will return to these worksheets later. Study Aid To help students track the sequence of events discussed on pp. 170– development of revolutionary ideas and 171. Students should also be able to sentiments in the colonies, help them make explain the different points of view of a graphic organizer that shows the Patriots and Loyalists.

170 Chapter 6 Paine’s strong logic and powerful words inspired people in all Vocabulary Builder the colonies. Some 500,000 copies of the pamphlet were sold between logic (LAH jihk) n. ; careful Teach January and July of 1776. wrote, “Common Sense thought is working a powerful change in the minds of men.” A Call for Independence Virginia’s Resolution Paine’s pamphlet increased support for p. 170 independence within the Continental Congress. In May 1776, Virginia authorized its delegates to support independence. Soon after, Richard Instruction L2 Henry Lee introduced a resolution, or formal statement of opinion, to I Vocabulary Builder Before teaching this Congress. The Virginia resolution proclaimed that “these United section, preteach the High-Use Words Colonies are, and of right ought to be, free and independent States.” logic and violate, using the strategy on Before voting on Lee’s resolution, Congress appointed a TE p. T21. committee to draw up a statement stating the for separation from Britain. Thomas Jefferson, a 33-year-old delegate from Virginia, Key Terms Following the instruction on was given the task of composing the declaration. Highly educated p. 7, have students create a See It– but shy, Jefferson spoke little in Congress. However, he was known Remember It chart for the Key Terms in for his graceful writing style. this chapter. In the heat of the Philadelphia summer, Jefferson struggled to I Read A Call for Independence with stu- find the words that would convince Americans and the world of the dents using the Oral Cloze participation rightness of independence. The result was masterful. John Adams strategy (TE, p. T22). and Benjamin Franklin, who were also on the committee, suggested only minor changes. I Ask: Who was Thomas Paine? (He was a colonist who wrote a 50-page pamphlet out- What proposal did Richard Henry Lee make to lining the need for colonial self-rule.) Congress? I Have students complete the worksheet Common Sense. Teaching Resources, Unit 2, Common Sense Common Sense, p. 47 I challenge the warmest advocate for “reconciliation, to show a single advantage that this Independent Practice continent can reap, by being connected with Great Have students begin to fill in the Study Britain. I repeat the challenge, not a single Guide for this section. Thomas Paine advantage is derived. Our corn will fetch its price in Interactive Reading and

any market in Europe, and our imported goods Notetaking Study Guide, Chapter 6, must be paid for, buy them where we will. . . . Section 1 (Adapted Version also available.) Whenever a war breaks out between England and any foreign power, the trade of America goes to ruin, because of her connection with Britain. . . . Monitor Progress Every thing that is right or natural pleads for separation. The blood of the slain, the weeping As students fill in the Notetaking Study voice of cries, ’TIS TIME TO PART.” Guide, circulate to make sure students —Thomas Paine, Common Sense understand the importance of Paine’s pamphlet to the revolutionary movement. Provide assistance as needed. (a) Identify Costs Why does Paine think In Common Sense, Thomas Paine gives that association with Britain hurts political, military, and moral arguments American trade? for breaking away from Britain. In the (b) Make Inferences What do you think excerpt above, Paine discusses some Paine means by “the blood of the economic reasons. slain”?

Section 1 A Nation Declares Independence 171

Answers Use the information below to teach students this section’s high-use words. Richard Henry Lee pro-

High-Use Word Definition and Sample Sentence posed that they seek independence. logic, p. 171 n. reason; careful thought Reading Primary Sources (a) It keeps col- Thinkers of the Enlightenment believed in using logic to support onists from earning market prices on their their opinions. exports. Also, colonial trade is cut off when English trade is cut off due to its conflicts violate, p. 172 v. fail to keep or observe; infringe on with other nations. (b) Possible answer: Colonial merchants who smuggled goods and avoided taxes Just as blood leaves the body of someone violated British law. slain, the colonists must leave England.

Chapter 6 Section 1 171 The Declaration of The Declaration of Independence Independence The Declaration of Independence is a brilliant piece of writing. Building on the ideas of the Enlightenment, it uses step-by-step logic Impact of the to explain why the colonists wanted to break away from British rule. Declaration (See the Declaration of Independence following this section.) Analyze Word Roots The Declaration begins with a preamble, or introduction. It says pp. 172–173 Determine the meaning of that “a decent respect to the opinions of mankind” requires that the word respect. The root Americans explain why they are breaking away from Britain. Instruction L2 spec means “see.” Also read how I Have students read The Declaration of the word is used in context. Natural Rights The Declaration is divided into three main Independence and Impact of the Decla- sections. The first section states some general ideas about and ration. Remind students to look for government. “We hold these to be self-evident,” or obvious to details that answer the Section Focus all. First among these truths is that “all men are created equal.” Question. Jefferson goes on to state that everyone is “endowed by their Creator with certain unalienable rights.” This statement is based on John I To help students better understand the Locke’s ideas about natural rights. (See Chapter 4.) concept of independence, which is impor- Like Locke, Jefferson goes on to state that are tant to the understanding of this chap- Vocabulary Builder created in order to protect people’s rights. And, like Locke, he ter, use the Concept Lesson about Inde- violate (VY uh layt) v. fail to keep concludes that, if a government violates those rights, the people have pendence. Provide students with copies or observe; infringe on a right to abolish their government and create another. of the Concept Organizer. List of Grievances Jefferson’s next task was to prove that the Teaching Resources, Unit 2, British government had, in fact, violated the rights of the colonists.

Concept Lesson, p. 53; Concept Organizer, p. 6 So the next section details a long list of specific grievances, or formal complaints, against King George III of England. I To help students understand the impor- Many grievances accuse the king of ignoring rights that English tance of signing the Declaration of Inde- citizens had enjoyed since the time of the . For example, pendence, ask them to consider what the the Magna Carta had established trial by jury as a basic right. The signers were risking individually and as Declaration thus condemns the king “for depriving us, in many cases, a group. (Individually they risked death. As of trial by jury.” The Declaration also charges the king with a group, they risked war and, if they lost, “imposing taxes on us without our consent”—another violation of traditional English rights. possible imprisonment.) King George III I Ask: Who wrote the Declaration of Time after time, says the Declaration, colonists have appealed to the king. But King George has ignored the petitions they sent. He Independence? (Thomas Jefferson) must, therefore, be considered “unfit to be the ruler of a free people.”

Independent Practice Dissolving the Bonds After stating the basic principle that the Have students complete the Study Guide people have a right to abolish an unjust government and showing for this section. that the king has violated the rights of the colonists, the Declaration reaches a logical conclusion. It asserts that the colonies are “free and Monitor Progress independent states . . . and that all political connection between them and the state of is, and ought to be totally dissolved.” I As students complete the Notetaking The document ends with a solemn pledge: “With a firm reliance Study Guide, circulate to make sure stu- on the protection of Divine Providence, we mutually pledge to dents understand the structure and sig- each other our Lives, our Fortunes, and our sacred Honor.” nificance of the Declaration of Indepen- The serious tone shows that, to the Patriots, declaring dence. Provide assistance as needed. independence was a serious and deeply felt step. I Tell students to fill in the last column of What does the Declaration of the Reading Readiness Guide. Probe for Independence say about people’s what they learned that confirms or rights? invalidates each statement. 172 Chapter 6 The American Revolution Teaching Resources, Unit 2,

Reading Readiness Guide, p. 43 Differentiated Instruction

L3 L3 Advanced Readers Gifted and Talented Hold a Mock Trial Have students perform witnesses for the plaintiff, etc.). After the a mock trial in which they put King trial, hold a class discussion about the Answers George III on trial for abusing the rights of outcome of the trial. American colonists. Assign each student a Reading Skill Respect means “a Teaching Resources, Unit 2,

role in the trial (jury members, lawyers view” or “attitude.” King George III on Trial, p. 48 and witnesses for the defense, lawyers and Possible answer: It says that everyone has certain inalienable rights.

172 Chapter 6 Impact of the Declaration When Congress met to debate Lee’s resolution, it still was not Assess and Reteach certain that they would declare independence. But on July 4, 1776, Congress approved the Declaration of Independence. Since then, Assess Progress L2 Americans have celebrated July 4th as Independence Day. Have students complete Check Your The actual signing of the Declaration took place on August 2. Progress. Administer the Section Quiz. According to tradition, as he stepped up to sign the document, Benjamin Franklin commented, “We must all hang together, or most Teaching Resources, Unit 2, assuredly we shall all hang separately.” Indeed, for the delegates Section Quiz, p. 54 who signed, the personal risk was great. If captured by the British, they could be hanged. To further assess student understanding, The Declaration of Independence changed the nature of the Revo- use the Progress Monitoring Transparency. lution. No longer were the Patriots fighting for fairer treatment from Progress Monitoring Transparencies, Britain. Now, they were fighting to create a new nation. There was no turning back. Chapter 6, Section 1 Since then, the Declaration of Independence has become one of Reteach L1 the world’s enduring documents. The statement that “all men are created equal” still inspires Americans and people in other nations. If students need more instruction, have In 1776, these words applied primarily to white, male property them read this section in the Interactive owners. Over the years, Americans worked to expand the notion of Reading and Notetaking Study Guide and equality and natural rights. complete the accompanying question.

How did the Declaration change the nature of the Interactive Reading and

American Revolution? Notetaking Study Guide, Chapter 6, Section 1 (Adapted Version also available.) Looking Back and Ahead Declaring independence from Thomas Jefferson Britain was only a first step. For the Declaration to have real meaning, Extend L3 the Americans would have to win their liberties on the battlefield. Have students write an editorial from the In the next section, you will read about the progress of the war for point of view of American colonists who independence. have recently read Common Sense. Have them explain what they believe their rights are and whether they think they should For: Self-test with instant help seek independence from Britain. Have vol- Section 1 Check Your Progress Visit: PHSchool.com unteers share their work with the class. Web Code: mva-2061

Comprehension Reading Skill 4. The Declaration of Independence and Critical Thinking 3. Analyze Word Roots Use the began with a preamble, or _____. 1. (a) Recall What was the main word root spir, meaning 5. Congress took a step toward inde- idea of Thomas Paine’s Common “breathe,” to determine the pendence when Lee introduced Sense? meaning of the word inspire in Virginia’s resolution, or _____. (b) Draw Conclusions Why do this sentence: The statement that 6. The Declaration includes a list of you think Common Sense had “all men are created equal” still grievances, or _____. such an impact on colonists? inspires Americans and people in other nations. Writing 2. (a) Identify What are the 7. List two challenges you think Tho- major parts of the Declaration of Key Terms mas Jefferson faced in writing the Independence? Complete each sentence so that the Declaration of Independence. Do (b) Apply Information Why is second part further explains the first you think he met these challeng- Progress Monitoring Online the list of grievances against the part and clearly shows your under- es? Explain. king an important part of the Students may check their comprehen- standing of the key term. Declaration? sion of this section by completing the Progress Monitoring Online graphic organizer and self-quiz. Section 1 A Nation Declares Independence 173

Section 1 Check Your Progress ety and government, the section about 6. formal complaints grievances against King George, and the 7. Students should list two challenges that

1. (a) It said that Americans would be bet- conclusion. Jefferson faced and explain if he met the ter off if they ruled themselves. (b) It showed that colonists were challenges. Possible challenges: inspir- (b) Students may respond that it was deprived of traditional English rights. ing tone to convince colonists of need to well written and inspirational. Many 3. Possible answer: “All men are created separate; sound bases for his arguments people without strong feelings were equal” still breathes life and hope in swayed by its arguments. It summed up Americans and people in other nations. Answer what many Americans probably felt. 4. an introduction It changed the purpose from

2. (a) The major parts of the Declaration 5. formal statement of opinion a fight for fairness to a fight to create a new are the preamble, the section about soci- nation.

Chapter 6 Section 1 173