DOCSLIB.ORG

The Spirit of Independence

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Spirit of Independence CHAPTER 5 The Spirit of Independence CHAPTER BENCHMARKS Chapter Overview SS.8.A.1.2 Analyze charts, graphs, maps, photographs and timelines; A spirit of independence became evident early in the analyze political cartoons; determine cause and effect. history of the American people. Colonists were far SS.8.A.1.5 Identify, within both removed from the rules and restrictions they had faced primary and secondary sources, the in their home countries. They began to make their own author, audience, format, and purpose of significant historical documents. laws and develop their own ways of doing things. Many SS.8.A.1.6 Compare interpretations colonists were angered by the actions of the British of key events and issues throughout American History government. SS.8.A.1.7 View historic events Disagreements over the British government’s policies through the eyes of those who were there as shown in their art, writings, regarding taxation led to conflict between the American music, and artifacts. colonists and Great Britain. The British sent troops to SS.8.A.3.1 Explain the put down the growing American protests to their consequences of the French and Indian War in British policies for the policies. Soon the two sides engaged in open battle, American colonies from 1763–1774. with much blood shed. A number of Americans felt they SS.8.A.3.2 Explain American colonial reaction to British policy from had no choice but to part ways with the country that is granted to reproduce for classroom use. Copyright © McGraw-Hill Education. Permission 1763–1774. controlled them, and American independence was declared. WHAT I NEED TO KNOW TERMS Loyalist Crispus Attucks Second Continental revenue Patriot Samuel Adams Congress writ of assistance petition Paul Revere Patrick Henry resolution preamble Boston Massacre George Washington effigy Committee of Benjamin Franklin boycott PEOPLE, PLACES, Correspondence Olive Branch Petition repeal EVENTS Tea Act Battles of Lexington rebellion Proclamation of 1763 Boston Tea Party and Concord propaganda Sugar Act Quebec Act Declaration of Independence committee of Stamp Act Coercive Acts correspondence Stamp Act Congress First Continental Thomas Jefferson minuteman Townshend Acts Congress 134 CHAPTER 5 The Spirit of Independence CHAPTER BENCHMARKS, continued SS.8.A.3.3 Recognize the SS.8.A.3.5 Describe the influence of SS.8.A.3.16 Examine key events in contributions of the Founding Fathers individuals on social and political Florida history as each impacts this era (John Adams, Sam Adams, Benjamin developments during the of American history. Franklin, John Hancock, Alexander Revolutionary era. Hamilton, Thomas Jefferson, James SS.8.C.1.2 Compare views of Madison, George Mason, George SS.8.A.3.6 Examine the causes, self-government and the rights and Washington) during American course, and consequences of the responsibilities of citizens held by Revolutionary efforts. American Revolution. Patriots, Loyalists, and other colonists. SS.8.A.3.4 Examine the SS.8.A.3.7 Examine the structure, LAFS.68.RH.2.4 Determine the contributions of influential groups to content, and consequences of the meaning of words and phrases as they both the American and British war Declaration of Independence. are used in a text, including efforts during the American vocabulary specific to domains related SS.8.A.3.8 Examine individuals and to history/social studies. Revolutionary War and their effects on groups that affected political and the outcome of the war. social motivations during the American Revolution. FOLDABLEFOLDABLE 08.ai 08.ai Definition Definition Definition & Notes & Notes & Notes Definition Definition Definition & Notes & Notes & Notes Ratio Proportion Function Ratio Proportion Function Examples Examples Examples Examples Examples Examples A SequencingExamples Examples Examples Examples Examples Examples A Make this Foldable and label the top of the three sections Unrest, Revolution, and Declaration of Independence. As you read the lessons, sequentially record actions and reactions as they relate to each tab. On the back, draw a diagonal line from the bottom left corner to the top rightFraction ofPercent the paper.Decimal Label the bottom left corner Proclamation of 1763 and label theFraction top Percentright1 cornerDecimal50% 0.5War. Along this line, note the several key events 2 between 1763 and 1177650% that led0.5 to the beginning of the American Revolution. Use this 2 B Foldable to study for quizzes and tests.. B Step 1 Step 2 Fold a sheet of paper into Label your Foldable as shown. thirds to form three equal Declaration columns. Unrest Revolution of Independence Fraction Decimal Percent C C Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use. Copyright © McGraw-Hill Education. Permission Convection Radiation ConvectionConduction Radiation Conduction UNITED STATES HISTORY 135 D D Extinction AdaptationExtinction Adaptation Sexual Asexual Sexual Asexual E E LESSON 1 SUMMARY No Taxation Without Representation SS.8.A.1.2, SS.8.A.3.1, SS.8.A.3.2, SS.8.A.3.5, SS.8.A.3.8, SS.8.A.3.16 1. DETERMINING CENTRAL IDEAS Why Dealing With Great Britain did the British think it After the French and Indian War, the British controlled much of was necessary to tax the North America, including Florida. Britain divided Florida into colonists? two colonies—East and West Florida. Both were royal colonies, ruled by an appointed governor. To protect all the land it controlled in North America, the British issued the Proclamation of 1763. This order prohibited colonists from moving west of the Appalachian Mountains. It accomplished three things: • It helped keep peace between Native Americans and settlers. 2. EVALUATING Which act • It kept colonists near the Atlantic Coast, where the did the British pass to try to British control was stronger. prevent smuggling? How did • It helped the British control westward expansion and this act and other trade laws the fur trade. threaten the personal rights of colonists? Enforcing Trade Laws is granted to reproduce for classroom use. Copyright © McGraw-Hill Education. Permission To protect its interests, Britain kept 10,000 soldiers in the colonies. The British government needed money to pay the troops. It also needed money to pay its debt from the war. To raise revenue, or money, Britain placed new taxes on the colonists and enforced old tax laws more strictly. To avoid paying taxes, some colonists smuggled goods, which meant they transported goods secretly and illegally. To stop the smuggling, the British prime minister convinced Parliament to pass a new law in 1763. American juries often found smugglers innocent, so the new law sent smugglers to be tried by royally appointed judges without juries. Parliament also approved writs of assistance. These documents allowed officers to search any location for smuggled goods. The Sugar Act In 1764 Parliament passed the Sugar Act. It lowered the tax on molasses. By doing this, the British government hoped the colonists would pay the lower tax instead of resorting to smuggling. The law also stated that officers could take smuggled goods without going to court. 136 UNITED STATES HISTORY Name Date Class LESSON 1 SUMMARY, continued Colonists believed the new laws violated their rights as British 3. ANALYZING CHARTS citizens. Look at the chart titled “A • They believed they had a right to a trial by jury and to Growing Debt.” How many be considered innocent until proven guilty, as stated in shillings was each British British law. citizen paying toward Great • They thought they should be protected from officers Britain’s national debt? How invading their home in search of smuggled goods. many was each colonist • They also believed that they should not be taxed paying? without their consent. BRITAIN’S PERCAPITA WAR DEBT, 1765 4. CITING TEXT Share of the debt per person: EVIDENCE Underline the actions that colonists took to Britain: protest British tax laws. Colonies: = 1 British pound = 1 British shilling Don Cook. The Long Fuse: How England 1 Pound (£) = 20 Shillings Source: Lost the American Colonies, 1760–1785 New Taxes on the Colonies In 1765 Parliament passed the Stamp Act. This law taxed printed items in the colonies, such as newspapers, wills, and even playing cards. Each printed item needed to be stamped to show that the tax had been paid. C0501A877712_A Opposition to the Stamp Act The Stamp Act angered the colonists. They said that only the people they had elected to the colonial assemblies could tax them. Patrick Henry, who was a member of the Virginia House of Burgesses, convinced the Burgesses to pass a resolution, or declaration, stating that they were against the Stamp Act. It said that only the Virginia assembly had the right to tax its citizens. Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use. Copyright © McGraw-Hill Education. Permission UNITED STATES HISTORY 137 Name Date Class LESSON 1 SUMMARY, continued The Sons of Liberty also protested the Stamp Act. This group 5. CITING EVIDENCE What was started by Samuel Adams and others in Boston. Members was Henry’s reason for burned effigies, or figures made to look like tax collectors, in protesting the Stamp Act? protest. Delegates from nine colonies met in New York in what was called the Stamp Act Congress. They sent a resolution to Parliament and the British king. It said that only assemblies in Library of Congress Prints & Photographs Division [LC-DIG-pga-01711] the colonies could tax the colonies. Colonial merchants boycotted, or refused to buy, British goods. When British merchants began to lose money, they asked Parliament to repeal, or cancel the Stamp Act. Parliament repealed the law but also passed another law called the Declaratory Act. It stated that Parliament did have the right to tax colonists. Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Load more

Recommended publications
  • X001132127.Pdf
    ' ' ., ,�- NONIMPORTATION AND THE SEARCH FOR ECONOMIC INDEPENDENCE IN VIRGINIA, 1765-1775 BRUCE ALLAN RAGSDALE Charlottesville, Virginia B.A., University of Virginia, 1974 M.A., University of Virginia, 1980 A Dissertation Presented to the Graduate Faculty of the University of Virginia in Candidacy for the Degree of Doctor of Philosophy Corcoran Department of History University of Virginia May 1985 © Copyright by Bruce Allan Ragsdale All Rights Reserved May 1985 TABLE OF CONTENTS Introduction: 1 Chapter 1: Trade and Economic Development in Virginia, 1730-1775 13 Chapter 2: The Dilemma of the Great Planters 55 Chapter 3: An Imperial Crisis and the Origins of Commercial Resistance in Virginia 84 Chapter 4: The Nonimportation Association of 1769 and 1770 117 Chapter 5: The Slave Trade and Economic Reform 180 Chapter 6: Commercial Development and the Credit Crisis of 1772 218 Chapter 7: The Revival Of Commercial Resistance 275 Chapter 8: The Continental Association in Virginia 340 Bibliography: 397 Key to Abbreviations used in Endnotes WMQ William and Mary Quarterly VMHB Virginia Magazine of History and Biography Hening William Waller Hening, ed., The Statutes at Large; Being� Collection of all the Laws Qf Virginia, from the First Session of the Legislature in the year 1619, 13 vols. Journals of the House of Burgesses of Virginia Rev. Va. Revolutionary Virginia: The Road to Independence, 7 vols. LC Library of Congress PRO Public Record Office, London co Colonial Office UVA Manuscripts Department, Alderman Library, University of Virginia VHS Virginia Historical Society VSL Virginia State Library Introduction Three times in the decade before the Revolution. Vir­ ginians organized nonimportation associations as a protest against specific legislation from the British Parliament.
    [Show full text]
  • Chapter 5 the Spirit of Independence
    Chapter 5 The Spirit of Independence Section 1: Taxation Without Representation Vocab. • Revenue • Resolution • Boycott • Repeal • Effigy • Prohibit • Violate Relations with Britain • Proclamation of 1763 – Prohibited colonists expansion west – Allowed Britain to control trade and commerce in the colonies • British Debt – King and Parliament tax colonists heavily – Strictly enforce tax laws Britain’s Trade Laws • George Grenville – Prime Minister in 1763 – Encouraged laws that allowed smugglers to be tried in vice-admiralty courts (without juries) • Writs of Assistance – 1767: Documents that allowed British officers to enter any location to search for smuggled goods The Sugar Act • Parliament Passes Sugar Act – 1764 – Lowered the tax on imported molasses to convince colonists to pay the tax – Gave officers ability to take smuggled good without going to court • Violated Rights of Colonists – New taxes and trade laws took away rights as English citizens New Taxes • Stamp Act – Passed by Parliament in 1765 – Placed a tax on almost all printed material • Newspapers, wills, playing cards, etc. • Sparked colonial resistance – Colonists opposed being taxed without their consent or approval Protesting the Stamp Act • Patrick Henry – Persuaded the Virginia House of Burgesses to pass a resolution – Declared that only the Virginia Assembly had the authority to tax its citizens • Samuel Adams – Helped start the Sons of Liberty – Protestors burnt effigies and destroyed houses belonging to royal officials Effigy • Rag doll figures that represented British tax collectors Protesting the Stamp Act (cont.) • Boycott – People in colonial cities refused to buy stamps – Refused to buy other European goods also • Nonimportation Agreements – Signed by colonial merchants – Promise not to buy imported goods from Britain The Townshend Acts • Colonists refused to pay internal taxes • Townshend Acts – New taxes only on imported goods from Britain • Glass, tea, paper, etc.
    [Show full text]
  • Stark County Teaching American History Grant
    Stark County Teaching American History Grant Stark County Educational Service Center 2100 38th Street NW Canton, Ohio 44709 The Olive Branch Petition and the Declaration of Independence: Comparing the Different Approaches Taken by the 2nd Continental Congress to Address Colonial Grievances with the British Government Declaration of Independence, Olive Branch Petition, 2nd Continental Congress, Causes of Revolutionary War, Document Based Question Grade Level 10th or 11th A.P. U.S. History Louis Doenges St. Thomas Aquinas High School Duration 3 days (45 minute periods) Overview In this lesson, students will learn about how groups can change their views points and outlooks on a similar situation based on external events relating to their situation. The students will analyze the dramatic change taken by the 2nd Continental Congress leading up to Declaration of Independence from the peace overture of the Olive Branch Petition, to the outright breaking away from the British Empire through the Declaration of Independence. Ohio New Learning Standards . The use of primary and secondary sources of information includes an examination of the credibility of each source. The Declaration of Independence reflects an application of Enlightenment ideas to the grievances of British subjects in the American colonies. College Board AP United States History Themes 1. Politics and Citizenship Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights. 2. Reform Diverse movements focusing on a broad range of issues, including anti-slavery, education, labor, temperance, women’s rights, civil rights, gay rights, war, public health, and government.
    [Show full text]
  • Road to Revolution
    Road to Revolution 1760-1775 In 1607 The Virginia Company of London, an English trading company, planted the first permanent English settlement in North America at Jamestown. The successful establishment of this colony was no small achievement as the English had attempted to plant a colony in North America since the reign of Queen Elizabeth I in the l6th century. The Virginia Company operated under a royal charter, granted by King James I, which assured the original settlers they would have all liberties, franchises and immunities as if they had been “abiding and born within England.” By 1760, England and Scotland had united into the Kingdom of Great Britain and her settlements in North America had grown to thirteen thriving colonies with strong cultural, economic, and political ties to the mother country. Each colony enjoyed a certain amount of self- government. The ties which bound Great Britain and her American colonies were numerous. Wealthy men in the colonies, such as George Washington, used British trading companies as their agents to conduct business. Young men from prominent families, like Arthur Lee, went to Great Britain to finish their schooling. Colonial churches benefited from ministers who were educated in Great Britain. Many of the brightest men in the colonies, such as Benjamin Franklin of Pennsylvania, James Otis of Massachusetts, and Peyton Randolph of Virginia, served the British government as appointed officials. What then caused these strong ties to unravel after 1760? What caused the American colonists to revolt against their mother country in 1775? Though not recognized by most people at the time, economic and political forces beginning in 1760 on both sides of the Atlantic would force Great Britain and her American colonies to reassess their long relationship.
    [Show full text]
  • The Suffolk Resolves
    The Suffolk Resolves Joseph Warren, 1774 At a meeting of the delegates of every town & district in the county of Suffolk, on Tuesday the 6th of September, at the house of Mr. Richard Woodward, of Deadham, & by adjournment, at the house of Mr. [Daniel] Vose, of Milton, on Friday the 9th instant, Joseph Palmer, esq. being chosen moderator, and William Thompson, esq. clerk, a committee was chosen to bring in a report to the convention, and the following being several times read, and put paragraph by paragraph, was unanimously voted, viz. Whereas the power but not the justice, the vengeance but not the wisdom of Great- Britain, which of old persecuted, scourged, and exiled our fugitive parents from their native shores, now pursues us, their guiltless children, with unrelenting severity: And whereas, this, then savage and uncultivated desart, was purchased by the toil and treasure, or acquired by the blood and valor of those our venerable progenitors; to us they bequeathed the dearbought inheritance, to our care and protection they consigned it, and the most sacred obligations are upon us to transmit the glorious purchase, unfettered by power, unclogged with shackles, to our innocent and beloved offspring. On the fortitude, on the wisdom and on the exertions of this important day, is suspended the fate of this new world, and of unborn millions. If a boundless extent of continent, swarming with millions, will tamely submit to live, move and have their being at the arbitrary will of a licentious minister, they basely yield to voluntary slavery,
    [Show full text]
  • The First Continental Congress and the Problem of American Rights
    The First Continental Congress and the Problem of American Rights N OCTOBER 1774 JOSEPH GALLOWAY left the First Continental Congress frustrated and angry, sentiments he soon after expressed Ipublicly, accusing his opponents in Philadelphia of adopting "untenable principles, and thence rearing the most wild and chimerical superstructures." He condemned what he thought were the absurd arguments and baseless assertions made by his congressional adversaries as they debated Parliament's authority over the colonies and attempted to define American liberties in a Declaration of Rights. "Even the authors themselves," he complained bitterly, "finding that they have conveyed no satisfactory idea to the intelligent mind, of either the extent of parliamentary authority, or the rights of America, have exploded them, and taken new ground, which will be found to be equally indefensible." What is worse, they were leading America down the wrong path, "bewildered among the erroneous principles upon which her advocates have attempted in vain to support her rights."1 The men who had dominated Congress and pushed through the Declaration of Rights were duping the people and manipulating public opinion, groaned Galloway, convinced that congressional leaders only pretended to seek reconciliation when what they really wanted was independence. Explicitly he berated them for their inconsistency; implicitly he questioned their sincerity as well. Galloway was hardly the first to impugn both the motives and the logic of those who eventually became revolutionaries. General Thomas Gage had said much the same thing six years before. Writing from his New York headquarters he advised William Barrington, the secretary at war, that those 1 [Joseph Galloway], A Candid Examination of the Mutual Claims of Great-Britain, and the Colonies (New York, 1775), 2,3,24.
    [Show full text]
  • The Committees of Correspondence, Inspection and Safety in Old Hampshire County, Massachusetts, During the American Revolution/ Carolyn D
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses 1911 - February 2014 1993 The committees of correspondence, inspection and safety in old Hampshire County, Massachusetts, during the American Revolution/ Carolyn D. Hertz University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/theses Hertz, Carolyn D., "The ommittc ees of correspondence, inspection and safety in old Hampshire County, Massachusetts, during the American Revolution/" (1993). Masters Theses 1911 - February 2014. 1605. Retrieved from https://scholarworks.umass.edu/theses/1605 This thesis is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses 1911 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. THE COMMITTEES OF CORRESPONDENCE, INSPECTION AND SAFETY IN OLD HAMPSHIRE COUNTY, MASSACHUSETTS, DURING THE AMERICAN REVOLUTION A Thesis Presented by CAROLYN D. HERTZ Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of MASTER OF ARTS May 1993 Department of History Copyright by Carolyn D. Hertz All Rights Reserved THE COMMITTEES OF CORRESPONDENCE, INSPECTION AND SAFETY IN OLD HAMPSHIRE COUNTY, MASSACHUSETTS, DURING THE AMERICAN REVOLUTION A Thesis Presented by CAROLYN D. HERTZ Approved as to style and content by: Winfrejft E. A. Bernhard, Chair Barry ^vy, Member Gerald Mc Far land , Member . ACKNOWLEDGEMENTS Herein I would like to thank my thesis advisor, Professor Winfred E. A. Bernhard, for his support and nurturing during my years in the Master's Degree program. I would also like to send my appreciation to his wife Betty, who has shown great kindness in her willingness to share Win with all the students in the Department of History.
    [Show full text]
  • A Portrait of the First Continental Congress
    W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2009 Fifty gentlemen total strangers: A portrait of the First Continental Congress Karen Northrop Barzilay College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the American Studies Commons, and the United States History Commons Recommended Citation Barzilay, Karen Northrop, "Fifty gentlemen total strangers: A portrait of the First Continental Congress" (2009). Dissertations, Theses, and Masters Projects. Paper 1539623537. https://dx.doi.org/doi:10.21220/s2-61q6-k890 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. Fifty Gentlemen Total Strangers: A Portrait of the First Continental Congress Karen Northrop Barzilay Needham, Massachusetts Master of Arts, College of William and Mary, 1998 Bachelor of Arts, Skidmore College, 1996 A Dissertation presented to the Graduate Faculty of the College of William and Mary in Candidacy for the Degree of Doctor of Philosophy American Studies Program The College of William and Mary January 2009 © 2009 Karen Northrop Barzilay APPROVAL PAGE This Dissertation is submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy ~ilayd Approved by the Committee, October, 2008 Commd ee Chair Professor Robert A Gross, History and American Studies University of Connecticut Professor Ronald Hoffman, History Director, Omohundro Institute of Early American History and Culture The College of William and Mary Associate Professor Karin Wuff, History and encan Studres The College of William and Mary ABSTRACT PAGE When news of the Coercive Acts reached the mainland colonies ofBritish North America in May 177 4, there was no such thing as a Continental Congress.
    [Show full text]
  • The Suffolk Resolves
    DECLARATION OF INDEPENDENCE INDEPENDENCE IN 1774? THE SUFFOLK RESOLVES TIME AND GRADE LEVEL One 45 or 50 minute class period in a Grade 9-12 US history, civics, or government course. This lesson can also be split into two days in the following way: Day 1- students convene as the Continental Congress and consider whether to support the Suffolk Resolves (prefatory homework and sections one and two of the lesson); Day 2 - students convene as the Massachusetts Provincial Congress and decide whether to declare independence (sections three, four, and five of the lesson). PURPOSE AND CRITICAL ENGAGEMENT QUESTIONS History is the chronicle of choices made by actors/agents/protagonists in specific contexts. This simulation places students at the First Continental Congress in September 1774 and asks them whether they will endorse the Suffolk Resolves, which articulate the rebellion underway in Massachusetts. Then, as the Massachusetts Provincial Congress, they consider whether to declare “independency,” as radicals in the interior of the province wish to do, or take a more cautious approach, following the advice of established leaders like John Adams and Samuel Adams. The overarching goal is to have students treat the momentous issue of independence with close attention to time and circumstance. Why did colonists not even consider independence in the 1760s? Why did Massachusetts entertain independence in 1774 but then back off? By considering the options at different historical moments, students will have a keener sense of how political resistance to imperial measures evolved, years later, into national independence. This ConSource lesson works best in conjunction with the one that follows: “Independence in 1776?” LESSON OBJECTIVES *Students will be able to explain the difference between fighting for the rights of British subjects (how colonists articulated their struggle against imperial policies in the 1760s and early 1770s) and declaring independence from a country they had known as their own.
    [Show full text]
  • States' Rights Apogee, 1760-1840
    “States’ Rights Apogee, 1776-1840” By Ryan M. Setliff A Thesis Submitted To The Faculty of the History Department and Graduate School At Liberty University In Partial Fulfillment of the Requirements for a Masters of Arts in History December 2011 – Abstract – America’s states’ rights tradition has held much influence since the ratification of the U.S. Constitution in 1788. In late 1798, in response to the Federalist administration’s adoption of the Alien and Sedition Acts, the Virginia and Kentucky Resolutions were formally adopted by the legislatures of Virginia and Kentucky respectively. These resolutions set a lasting precedent for state interposition and nullification. As well concurrence with these doctrines can be found in the Virginia Resolves of 1790, the constitutional debates of 1787-1790, and all throughout the colonial-revolutionary period of the 1760s to 1780s. In time, the Virginia and Kentucky Resolutions would gain stature and would define the American political culture of the nineteenth century. They became known as the Principles of 1798. The Tariff Crisis of 1828-1832 in South Carolina may be contextualized in light of the Principles of 1798. This inquiry endeavors to answer why those principles are integral to the American constitutional tradition. The continuity of the 1798 resolves with colonial-revolutionary practice reveals them as neither rash nor innovative, but in accord with the localism innate to American political tradition. -ii- – Acknowledgments – Special thanks to my thesis committee participants for their mentorship. In particular, my thesis advisor Dr. Samuel C. Smith, Professor of History, and committee reader, Dr. Roger Schultz, Professor of History and Dean of the School of Arts and Sciences, have my gratitude for their assistance and encouragement in this project.
    [Show full text]
  • 1. What Major Event First Led the British Government to Seek Ways to Make the Colonies Bear Part of the Cost of the Empire? A
    Video Quiz Questions (excluding the Key Concept video quizzes) Video Quiz – Road to Rev. 1. What major event first led the British government to seek ways to make the colonies bear part of the cost of the empire? a. the Declaration of Independence b. King Philip’s War c. the Seven Years’ War d. the Boston Tea Party e. the appointment of William Pitt as British prime minister ANS: C DIF: Easy REF: 185 KEY: The Crisis Begins 2. Virtual representation was the idea: a. that only those who were elected by a given population could represent that population in a legislative body. b. about representation that most politically-active American colonists in the 1760s and 1770s embraced. c. endorsed by the Stamp Act Congress in 1765. d. that each member of Britain’s House of Commons represented the entire empire, not just his own district. e. that the king should appoint delegates to represent the colonies in the British House of Commons. ANS: D DIF: Medium REF: 186 KEY: Consolidating the Empire 3 The Sugar Act alarmed colonists, in part because it: a. increased the tax on molasses and made rum more expensive to produce. b. made sugar, a key consumer good, too expensive. c. mandated that violators of the act be tried in a court with a jury. d. eliminated the admiralty courts, which colonists had long favored. e. threatened the profits of colonial merchants already in economic trouble. ANS: E DIF: Difficult REF: 187 KEY: Taxing the Colonies 4. The Stamp Act created such a stir in the colonies because: a.
    [Show full text]
  • Class Preparation Assignment: Chapter 5: Roads to Revolution, 1750-1776
    Class Preparation Assignment: Chapter 5: Roads to Revolution, 1750-1776 You must read the chapter. Use the vocabulary words below, and the “Points to Ponder” to help focus your reading. By reading thoroughly, you will have the building blocks for class discussion. Class discussion will revolve around the “Points to Ponder” listed below. You are not required to write anything for the “Points to Ponder”; however, it would be wise to think them through prior to class as they will ultimately be used to construct a viable answer to an AP quality essay. Vocabulary Albany Plan of Union Acadians, Cajuns Seven Years' War (French and Indian War) Neolin, Pontiac's uprising, and the Proclamation of 1763 King George III writs of assistance and James Otis Sugar Act and vice-admiralty courts George Grenville Stamp Act and Stamp Act Congress virtual representation Patrick Henry Loyal Nine and Sons of Liberty Declaratory Act Charles Townshend and the Townshend duties (Revenue Act of 1767) John Wilkes American Board of Customs Commissioners, customs racketeering Samuel Adams John Adams spinning bees Lord North John Hancock Crispus Attucks and the Boston Massacre committees of correspondence Tea Act and the Boston Tea Party Lord Dunmore's proclamation Coercive or Intolerable Acts and Quebec Act Suffolk Resolves and Continental Association minutemen, Paul Revere, and Lexington and Concord Olive Branch Petition Thomas Paine, Common Sense Second Continental Congress and Declaration of Independence “Points to Ponder” 1. Explain why the colonists objected to writs of assistance and vice-admiralty courts. 2. Explain what the British meant by virtual representation and why the American colonists rejected the concept.
    [Show full text]