DOCSLIB.ORG

Who Has the 2 President of the United States?

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Who Has the 2 President of the United States? I have Benjamin Franklin. I have Paul Revere. I have the first card. Who has a prominent member of the Continental Congress Benjamin Franklin was a prominent that helped with the member of the Continental Declaration of Congress, who helped with the Paul Revere was a Patriot who Declaration of Independence. warned the British were coming. Independence? Who has a patriot who made a daring ride to warn Who has the ruler who colonists of British soldier’s taxed on the colonies? arriving? I have King George III I have the Daughters of Liberty. I have Loyalist. Loyalists were colonists who remained loyal to England King George III taxed the during the Revolutionary The Daughters of Liberty spun colonies. period. Who has the group that cloth in support or the boycott of English goods. Who has the group formed included Martha Washington Who has the term for a in response to the Stamp that spun cloth to support colonist that remained loyal to Act, which is responsible for the boycott of English England? the Boston Tea Party? goods? I have the Sons of Liberty. I have Nathan Hale. I have Patriot. The Sons of Liberty were formed in response to the Stamp Act. Nathan Hale was a Patriot spy that Patriots were in favor of They were responsible for the was hung by the British. independence from England. Boston Tea Party. Who has the American Who has the term for a nd colonist in favor of Who has the 2 spy who was hung by independence from president of the the British? England? United States? I have the John Adams. I have SAM ADAMS. I have Thomas Jefferson nd John Adams was the 2 President of the United States. Thomas Jefferson was the main Sam Adams formed the Sons of writer of the Declaration of Who has the Liberty to protect the rights of the Independence. colonists. founder of the Who has the main writer of Sons of Liberty? the Declaration of Who has the Commander of Independence? the Continental Army? I have George Washington. I have Patrick Henry. I have Thomas Paine. George Washington was Patrick Henry inspired colonists with commander of the Continental his “Give me liberty or give me death” Thomas Paine wrote “Common Army. speech. Sense”. Who has a former slave who Who has the journalist that Who has the man who inspired wrote poems and plays colonists with his “Give me wrote “Common Sense” a liberty or give me death” pamphlet in favor of supporting American speech? independence? Independence? I have Phyllis Wheatley. I have Townshend Acts I have the Stamp Act. The Stamp Act required Phyllis Wheatley was a former slave The Townshend Act imposed taxes printed materials to be who wrote poems and plays in on many things by Britain, to raise support of American produced on stamped paper, money lost fighting the French and Independence. and charged a tax for the Indian War. stamp. Who has The laws that imposed Who has the Act that taxes on many things in the imposed a Tax on any Who has the act that meant colonies to gain money lost in the printed document? colonists had to pay a tax on French and Indian Wars? tea? I have the Tea Act. I have the Boston Tea Party. I have the Boston Massacre. The Boston Tea Party was when The Boston Massacre was The Tea Act favored only one colonists dumped tea from a when British soldiers tea company, which paid a ship into the Boston Harbor to panicked and fired into the British tax. protest the Tea Act. colonists, killing 5 people. Who has the action where colonists dumped tea into Who has British soldiers who Who has the Act where the Boston Harbor? panicked and fired into the soldiers were “quartered” or colonists, killing 5? put-up in Colonist’s homes? I have the Quartering Act. I have the Intolerable Acts. I have the First Continental Congress. The Intolerable Acts included 12 of the 13 colonies met in the Quartering Act, the banning Philadelphia to call for a of town meetings, and closing boycott of British goods of the port of Boston. The Quartering Act meant Who has when 12 of the 13 Who has the first instance soldiers were “quartered” or colonies met in Philadelphia to of open warfare between put-up in Colonist’s homes. call for a boycott of British goods England and the Colonies? Who has the Acts that ? included the Quartering Act, banning town meetings, and closing the port of Boston? I have Lexington and I have the Second Continental I have Bunker Hill, who has Concord. Congress. the first card? The first instance of open warfare between England and the Colonies. The colonies met in Philadelphia, where the colonists still hoped that they could be heard by the king. Bunker Hill – A major victory for the Colonists which Who has a major victory for made King George III claim Who has “The colonies met in the Colonists were in Philadelphia, where the the Colonists which made King colonists still hoped that they George III claim the Colonists “Rebellion”. could be heard by the king.”? were in “Rebellion”? .
Load more

Recommended publications
  • About Women/Loyalists/Patriot
    CK_4_TH_HG_P087_242.QXD 10/6/05 9:02 AM Page 183 Teaching Idea Encourage students to practice read- ing parts of the Declaration of Independence and possibly even Women in the Revolution memorize the famous second section. “Remember the ladies,” wrote Abigail Adams to her husband, John, who was attending the Continental Congress in Philadelphia. While the delegates did not name women in the Declaration of Independence, the “ladies” worked hard for independence. The Daughters of Liberty wove cloth and sewed clothing for the Continental army. Before the war, they had boycotted British imports, including Teaching Idea tea and cloth. The success of these boycotts depended on the support of women, Some women acted as spies during who were responsible for producing most of the household goods. the Revolutionary War. Have students Phillis Wheatley was born in Africa, kidnapped by slavers when she was make invisible ink for getting mes- about seven or eight, and brought to North America. John Wheatley, a rich Boston sages back and forth across enemy merchant, bought her as a servant. His wife, Susannah, taught Wheatley to read lines. For each student, you will need: and write, and she began composing poems as a teenager. Her first book of poet- 4 drops of onion juice, 4 drops of ry was published in London in 1773. The Revolution moved her deeply because lemon juice, a pinch of sugar in a of her own position as a slave, and she composed several poems with patriotic plastic cup, a toothpick to be used as themes, such as “On the Affray [Fighting] in King Street on the Evening of the a writing instrument, and a lamp with 5th of March 1770,” which commemorates the Boston Massacre, and one about an exposed lightbulb.
    [Show full text]
  • How Did Women Support the Patriots During the American Revolutionary War?
    Educational materials developed through the Howard County History Labs Program, a partnership between the Howard County Public School System and the UMBC Center for History Education. How did Women Support the Patriots During the American Revolutionary War? Historical Thinking Skills Assessed: Sourcing, Critical Reading, Contextualization Author/School/System: Barbara Baker and Drew DiMaggio, Howard County School Public School System, Maryland Course: United States History Level: Elementary Task Question: How did women support the Patriots during the American Revolutionary War? Learning Outcomes: Students will be able to contextualize and corroborate two sources to draw conclusions about women’s contributions to the American Revolution. Standards Alignment: Common Core Standards for English Language Arts and Literacy RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. SL.5.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. National History Standards Era 3: Revolution and the New Nation (1754-1820s) Standard 2: The impact of the American Revolution on politics, economy, and society College, Career, and Civic Life (C3) Framework for Social Studies Standards D2.His.5.3-5 Explain connections among historical contexts and people’s perspectives at the time.
    [Show full text]
  • DIFFERENTIATING INSTRUCTION Economic Interference
    CHAPTER 6 • SECTION 2 On March 5, 1770, a group of colo- nists—mostly youths and dockwork- ers—surrounded some soldiers in front of the State House. Soon, the two groups More About . began trading insults, shouting at each other and even throwing snowballs. The Boston Massacre As the crowd grew larger, the soldiers began to fear for their safety. Thinking The animosity of the American dockworkers they were about to be attacked, the sol- toward the British soldiers was about more diers fired into the crowd. Five people, than political issues. Men who worked on including Crispus Attucks, were killed. the docks and ships feared impressment— The people of Boston were outraged being forced into the British navy. Also, at what came to be known as the Boston many British soldiers would work during Massacre. In the weeks that followed, the their off-hours at the docks—increasing colonies were flooded with anti-British propaganda in newspapers, pamphlets, competition for jobs and driving down and political posters. Attucks and the wages. In the days just preceding the four victims were depicted as heroes Boston Massacre, several confrontations who had given their lives for the cause Paul Revere’s etching had occurred between British soldiers and of the Boston Massacre of freedom. The British soldiers, on the other hand, were portrayed as evil American dockworkers over these issues. fueled anger in the and menacing villains. colonies. At the same time, the soldiers who had fired the shots were arrested and Are the soldiers represented fairly in charged with murder. John Adams, a lawyer and cousin of Samuel Adams, Revere’s etching? agreed to defend the soldiers in court.
    [Show full text]
  • Social Studies Vocabulary Chapter 8 Pages 268-291 20 Words Parliament-Britain's Law-Making Assembly
    Social Studies Vocabulary Chapter 8 Pages 268-291 20 Words Parliament-Britain's law-making assembly. Stamp Act-law passed by Parliament in 1765 that taxed printed materials in the 13 Colonies. repeal-to cancel Sons of Liberty-groups of Patriots who worked to oppose British rule before the American Revolution. Townshend Acts-laws passed by Parliament in 1767 that taxed goods imported by the 13 Colonies from Britain. tariff-tax on imported goods. boycott-organized refusal to buy goods. Daughters of Liberty-groups of American women Patriots who wove cloth to replace boycotted British goods. Boston Massacre-event in 1770 in Boston which British soldiers killed five colonist who were part of an angry group that had surrounded them. Committee of Correspondence-groups of colonists formed in 1770's to spread news quickly about protests against the British. Tea Act-law passed by Parliament in the early 1770's stating that only the East India Company, a British business, could sell tea to the 13 Colonies. Boston Tea Party-Protests against British taxes in which the Sons of Liberty boarded British ships and dumped tea into Boston Harbor in 1773. Intolerable Acts-laws passed by British Parliament to punish the people of Boston following the Boston Tea Party. Patriots-American colonists who opposed British rule. Loyalists-colonists who remained loyal to the British during the American Revolution. First Continental Congress-meetings of representatives from every colony except Georgia held in Philadelphia in 1774 to discuss actions to take in response to the Intolerable Acts. militia-volunteer armies. minutemen-colonial militia groups that could be ready to fight at a minute's notice.
    [Show full text]
  • American Revolution Vocabulary
    American Revolution Vocabulary 1) abolish: To formally put an end to. 2) charter: A written document from a government or ruler that grants certain rights to an individual, group organization, or to people in general. In colonial times, a charter granted land to a person or a company along with the right to start a colony on that land. 3) committees of correspondence: Committees that began as voluntary associations and were eventually established by most of the colonial governments. Their mission was to make sure that each colony knew about events and opinions in the other colonies. They helped to unite the people against the British. 4) common good: The good of the community as a whole. 5) consent: To agree and accept something, approve of something, or allow something to take place. 6) Daughters of Liberty: An organization formed by women prior to the American Revolution. They got together to protest treatment of the colonies by their British rulers. They helped make the boycott of British trade effective by making their own materials instead of using British imports. 7) diplomacy: The practice of carrying on formal relationships with governments of other countries. 8) First Continental Congress: The body of colonial delegates who convened to represent the interests of the colonists and protest British rule. The First Continental Congress met in 1774 and drafted a Declaration of Rights. 9) Founders: The political leaders of the thirteen original colonies. They were key figures in the establishment of the United States of America. 10) government: The people and institutions with authority to make and enforce laws and manage disputes about laws.
    [Show full text]
  • Chapter 3—Section 5 Notes
    Causes leading up to the American Revolutionary War After the French & Indian War England issued the Proclamation of 1763 closing the land west of the Appalachian Mountains to the colonists supposedly to keep peace with the Indians. Also, to protect the colonists from any Indian uprisings and to enforce all English laws and acts, England left a standing army of 100,000 British troops in the colonies. George Grenville, Prime Minister of England, ask Parliament to tax the colonists to pay for the army and pay for England’s debt from the French and Indian War. Sugar Act of 1764—taxed sugar and molasses imported into the colonies. To prevent smuggling, traders/merchants were required to list all trade goods they carried on their ships—which had to be approved before they left port. British navy was also given permission to stop and search colonial ships for smuggled goods. Parliament also changed the legal system in the colonies to vice-admiralty courts which dealt with smugglers. (no longer innocent until proven guilty; but guilty until proven innocent) The colonists believed that England did not have the right to tax them without representation in Parliament. (“no taxation without representation”) Samuel Adams helped create the Committees of Correspondence—told what the British were doing throughout the colonies so that the colonists could always be informed as to what the British were up to—no surprises. The colonists protested the taxation by boycotting all British goods(1765), hoping to hurt the British economy and convince Parliament to repeal the taxes. Parliament passed the Stamp Act(1765) in the colonies requiring the colonists to pay for a stamp to be placed on all paper items: deeds, wills, playing cards, newspapers, etc.
    [Show full text]
  • Expert Pack: Remember the Ladies: Women of the American Revolution
    Expert Pack: Remember the Ladies: Women of the American Revolution Submitted by: Jenny Gapp, Laurie Dougherty, Jeri Whitson, and Rebekah Hardy, Portland, OR Grade: 5-7 Date: September 2015 Topic/Subject Remember the Ladies: Women of the American Revolution Texts/Resources Books 1. Mumbet's Declaration of Independence 2. Founding Mothers: Remembering the Ladies Articles 3. “Just Say No!--the Daughters of Liberty” 4. “Remembering the Ladies” 5. “Abigail Adams letter to John Adams ‘Remember the Ladies’" “Revolutionary Women: In More Ways Than One” Other Media 6. “History.com’s American Revolution” Each expert pack contains a variety of selections grouped to create as coherent and gradual a learning process for students as possible, generally beginning with lower levels as measured by quantitative and qualitative measures, and moving to more complex levels in the latter selections. This gradated approach helps support students’ ability to read the next selection and to become ‘experts’ on the topic they are reading about. Refer to annotated bibliography on the following pages for the suggested sequence of readings. Rationale and suggested sequence for reading: In the first resource, Mumbet's Declaration of Independence, students are introduced to the concept of basic freedom as it relates both to an individual woman and an entire country. The next resource, History.com’s brief film clip, draws in students with scenes of historical reenactors fighting in the American Revolution. If a teacher feels this clip isn’t appropriate, alternative film clips are provided by School House Rock listed in ‘Additional Resources.’ The next two articles, “Just Say No—The Daughters of Liberty” and “Remembering the Ladies,” expose students to a myriad of roles women played during the war.
    [Show full text]
  • Trouble in Boston 
    The Huntington Library, Art Collections, and Botanical Gardens CAUSES OF THE AMERICAN REVOLUTION TROUBLE IN BOSTON Grade 5 United States History and Geography I. California Standards HISTORY-SOCIAL SCIENCE STANDARDS Content Standards 5.5 Students explain the causes of the American Revolution (1) Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts). (2) Know the significance of the first and second Continental Congresses and of the Committees of Correspondence. Analysis Skill Standards Chronological and Spatial Thinking (1) Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret time lines. (3) Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same. Historical Interpretation (1) Students summarize the key events of the years they are studying and explain the historical contexts of those events. (3) Students identify and interpret the multiple causes and effects of historical events. The Huntington Library, Art Collections, and Botanical Gardens 1 Trouble in Boston Lesson Plan ENGLISH-LANGUAGE ARTS STANDARDS Reading Comprehension 1.5 Understand and explain the figurative and metaphorical use of words in context. 2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas. 2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.
    [Show full text]
  • Boston Tea Party Ships & Mu­ Seum
    SHIPS & MUSEUM * * * * * DECEMBER 16, 1773 AREVOLUTIONARY EXPERIENCE ," "Friends! Brethren! Countrymen! That worst ofplagues, the detested tea, shipped for this port by the East India Co1npany is now arrived in Boston Harbor!" -Sons of Liberty letter, Nov. 29th, 1773 You are about to take part in "the single most important event leading up to the American Revolution." You are encouraged to be loud, participate, and play along! Your Host will en­ courage you to yell "Hear, hear!", or "Huzzah!" when discussing throwing tea into Boston Harbor. They will also prompt you to yell "Boo!" or "Fie!" when discussing taxes, King George III, and Parliament. Let King George hear your voices from this very room! Join Samuel Adams as he leads a spirited town meeting. Before we begin, please read the following safety information: Ladies and gentlemen, Historic Tours of America is proud to welcome you to the Boston Tea Party Ships & Mu­ seum. Due to the unique nature of this attraction, there is some important safety information of which you should be aware. Once you leave this room you will be on a floating nautical exhibit. Please watch your step and use the handrails when boarding ships and using gangways. Should there be an emergency during your visit to the museum or the ships, follow the gangways back to this building and use the exit doors provided. Please silence all cell phones and electronic devices. The use of cameras is permitted in this room, on the ships and open air decks, but not permitted in the museum below. Please stay with your Boston Tea Party Host throughout your experience and be aware that you are no longer on cky land.
    [Show full text]
  • Women's Involvement in the American
    Breaking Out of the Historical Private Sphere: Women’s Involvement in the American Revolution Research Thesis Presented in partial fulfillment of the requirements for graduation with research distinction in History in the undergraduate colleges of The Ohio State University by Franchesica Kidd The Ohio State University April 2018 Project Advisor: Professor Lucy E. Murphy, Department of History Kidd 2 Introduction The beginning of the history of the thirteen original colonies transitioning into the United States of America has been greatly overshadowed by a masculine tone with the successes and influences of men, whether it is a hero of a battle or a Founding Father. Whenever history was taught and retold, it seems as if the presence of women during this time of revolt and rebellion in the colonies was lacking. Due to the patriarchal hold on women’s involvement with anything outside of the private sphere, women could not have been as openly involved as a man during times of war. However, where there is a will, there is a way, and in the case of the American Revolution, women would not let their gender be the variable to force them to remain in the shadow of men when it came to help in fighting for independence. Women during this time proved this thought by becoming more involved with the Revolutionary War by starting women’s groups to help with gathering supplies for troops, writing and publishing articles in local newspapers, to something as unconventional as serving in battle alongside men. Women such as a Massachusetts soldier Deborah Sampson, Esther de Berdt Reed, a writer and advocate for women’s involvement in helping the Continental Army, or even the female playwright and propagandist Mercy Otis Warren are only a few examples of the women that were involved in numerous ways to support the cause of gaining independence from England.
    [Show full text]
  • PHILADELPHIA WOMEN and the PUBLIC SPHERE, 1760S-1840S
    “THE YOUNG WOMEN HERE ENJOY A LIBERTY”: PHILADELPHIA WOMEN AND THE PUBLIC SPHERE, 1760s-1840s By KATHARINE DIANE LEE A dissertation submitted to the Graduate School-New Brunswick Rutgers, The State University of New Jersey In partial fulfillment of the requirements For the degree of Doctor of Philosophy Graduate Program in History Written under the direction of Nancy Hewitt and Paul G. E. Clemens And approved by _______________________________________ _______________________________________ _______________________________________ _______________________________________ New Brunswick, New Jersey May 2016 ABSTRACT OF THE DISSERTATION “The Young women here enjoy a liberty”: Philadelphia Women and the Public Sphere, 1760s-1840s by KATHARINE DIANE LEE Dissertation Director: Nancy Hewitt This dissertation examines women’s access to and participation in the community life of Philadelphia in the decades surrounding the American Revolution. It argues against the application of separate spheres to late-colonial and early national Philadelphia and proposes that women were heavily integrated into nearly all aspects of the city’s public life. Women from diverse backgrounds were actively involved in commerce, politics, protest, intellectual and legal debates, social institutions, wartime developments, educational advancements, and benevolent causes. They saw themselves and were viewed by their peers as valuable members of a vibrant and complex city life. If we put aside assumptions about women’s limited relationship to the public sphere, we find a society in which women took advantage of a multitude of opportunities for participation and self-expression. This project also examines the disparity between the image of the ideal housewife and the lived experience of the majority of female Philadelphians. Idealized descriptions of Revolutionary women present a far more sheltered range of options than those taken advantage of by most actual women.
    [Show full text]
  • Women and the American Revolution (2020)
    The Varieties of Political Experience: Women and the American Revolution Presented to the faculty of Lycoming College in partial fulfillment of the requirements for a Joanne and Arthur Haberberger Fellowship By Erin Emerick Lycoming College May 3, 2020 Approved by: ____________________________________________Dr. Christopher Pearl ____________________________________________Dr. Laura Seddelmeyer ____________________________________________Dr. Ryan Adams ____________________________________________Dr. Jessica Munson Introduction Early in the spring of 1776, as tension between the American colonies and the British government was at its peak, there was a disturbance in the town of Stratford, Connecticut. One of the women had just given birth to a son and she had decided to name him Thomas Gage after the former commander of the British army. As news of the birth spread through the town, some of the patriotic townswomen became upset, and quickly decided to band together to punish the Loyalist mother.1 Nearly 200 women “formed themselves into a battalion, and with solemn ceremony appointed a general and other officers to lead them on.” After forming their ranks, the women “then marched in the greatest good order to pay their compliments to Thomas Gage, and present his mother with a suit of tar and feathers.”2 Only the pleas of the woman’s husband prevented this female militia from accomplishing their task.3 These New England women chose to take violent action, expressing their political identities in a public way. However, this overt political expression was not the only way that women expressed their political ideas during the American Revolution. During the war for independence, patriot women expressed themselves politically on the homefront, as well as on the battlefield, in a variety of ways.
    [Show full text]