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The Spirit of Independence

The Spirit of Independence

The Spirit of netw rks There’s More Online about the events that Independence drove the colonies and the British apart. 1763–1776 CHAPTER 5 ESSENTIAL QUESTIONS • Why does confl ict develop? Lesson 1 • What motivates people to act? No Taxation Without Representation

Lesson 2 Uniting the Colonists

Lesson 3 A Call to Arms

Lesson 4 Declaring Independence The Story Matters . . . He stands proud and tall, this minuteman, part of a colonial . Citizen soldiers like him were the fi rst responders of their time. A call to arms could come day or night. The were out the door on a minute’s notice, ready to protect their communities. Few would doubt the minutemen’s bravery. But if the growing tension between the colonies and Great Britain led to war, how would these farmers, clerks, and shopkeepers stand up to a force of skilled British soldiers? This was one of many troubling questions that the colonies faced as they moved closer to declaring their independence.

◀ This portrait of a minuteman was created in 1876 to celebrate 100 years of American independence.

Bettmann/CORBIS 115

109_111_DOPA_SE_MS_C05_CO_659693.indd 109 PDF PROOF 2/22/11 3:05 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL CHAPTER 5 Place and Time: The British Colonies 1763 to 1776

The British colonies extended along the coast of the Atlantic Ocean. In the middle North America 1775 of this strip was . 40°N This city would become a N gathering place for colonial UNORGANIZED W TERRITORY leaders as they discussed E KLIKITAT Co S lumbia R. BLACKFOOT the growing confl ict with CAYUSE Great Britain. CROW

S n a E ke MODOC T R.

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I

A

P Step Into the Place N SHOSHONE

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O H MAP FOCUS By 1775, British M T R O

O policies had caused unrest in the PACIFIC OCEAN N SPANISH colonies and a growing TERRITORY movement toward independence. 140°W UTE N HER UT E O IUT 30°N S PA 1 REGION Which colonial region C H U M JO appears to have the largest area of A AVA S SE N R . HOPI H RA R Loyalist support? NO o

d British territory a r lo 2 LOCATION What lay beyond the o Strong Patriot areas in 1775 C borders of British territory in Strong Loyalist areas in 1775 North America? Site of major protests against British tax laws, 1764–1774 M PIMA E S C 3 CRITICAL THINKING Spanish Missions R A io NATIVE AMERICAN GROUP G Making Connections In which ra n d colonies do you think the movement e for independence might have been 0 200 miles the strongest? What makes you 0 200 km think so? Lambert Azimuthal Equal-Area projection

20°N

130°W 120°W 110°W

Step Into the Time 1763 Treaty of 1765 Colonists Paris signed protest TIME LINE Review the time line. What was taking place in AMERICAS Europe at about the same time 1763 1766 the First WORLD EVENTS met in America? 1762 Rousseau writes 1764 Mozart writes The Social Contract his fi rst symphony

116 The Spirit of Independence

109_111_DOPA_SE_MS_C05_CO_659693.indd 110 PDF PROOF 3/7/11 5:53 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL MAP Explore the interactive NGSSS covered in Place and Time netw rks version of this map on NETWORKS. Students will understand the following benchmarks from There’s More Online! TIME LINE Explore the interactive the Florida Next Generation Sunshine State Standards. version of this time line on SS.8.A.1.2 Analyze charts, graphs, maps, photographs and time lines; NETWORKS. analyze political cartoons; determine cause and eff ect. SS.8.A.3.2 Explain American colonial reaction to British policy from N 1763–1774. 50°N SS.8.G.4.6 Use political maps to describe changes in boundaries and governance throughout American history. HUDSON’S BAY COMPANY

60°W tia co S RGANIZED Québec a Halifax v RRITORY o Sup Montréal N ake erio BLACKFOOT O L r J I SE B W c A L e CROW DAKOTA YANKTONAI ak b N.H. n e SIOUX é IS a H u o O BostonB g u ri U i Q Q New SANTEE r ta 40°N O n O Mass. S h o . O IR n G f c York n L a i k A o e B R. M E R.I. CHEYENNE POTAWATOMI e N e e c ri Conn.

N k I n E

a i e SHOSHONE W k NewN York L v La N.J.N J M o Pa. i r s ERIE PhiladelphiaP s o P u IOWA r i Md. R Del. . BRITISH TERRITORY ILLINOIS R. ANISH ARAPAHO io RITORY Oh UTE St. Louis Virginia WilliamsburgW N HER UT E SPANISH O IUT S PA LOUISIANA SHAWNEE North E Carolina A e E rk v K JO KIOWA OSAGE . AVA a r O N n R ATLANTIC OCEAN e R . HOPI s a i s E CATAWBA R s p R H . p e o i C WilmingtonW s R d s South i s s i CHICKASAW n Carolina a M i M USK ed R d OG C R . C n E CharlestonC 30°N O A E D I M WICHITA D Georgia A O N SavannahSSa C B AW M H r T YAMASEE PIMA E a C S E z O C o A s H R R NATCHEZ C io L ER . G O Natchez Pensacola ra St. Augustine n d

e TIMUCUA New Orleans Florida

Gulf of Mexico CALUSA

110°W 100°W 90°W 80°W 70°W

1775 Battles of Lexington 1774 First and Concord occur 1770 1773 Boston Tea Continental 1776 Colonies issue the Massacre occurs Party takes place Congress meets Declaration of Independence

1769 1772 1775775 1778

1769 James 1770 James Cook 1772 Poland divided 1774 Louis XVI Watt introduces explores coast of among Russia, becomes king of France his steam engine Australia Prussia, and Austria

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109_111_DOPA_SE_MS_C05_CO_659693.indd 111 PDF PROOF 2/23/11 1:53 PM Program: DOPA Component: Student FL Vendor: Six Red Marbles Grade: Middle School FL S c o N netw rks I A T a l N

U There’s More Online! er Riv O Ohio re M

N GRAPHIC ORGANIZER IA H C A British Policies L PA ou P MAP The Proclamation A ac of 1763 th Lesson 1 fo of No Taxation Without th ev Representation T In ESSENTIAL QUESTION Why does confl ict develop? on ch sm NGSSS covered in It Matters Because ac “Dealing with Great Britain” Conflict between the American colonies and the British began to SS.8.A.3.1 Explain the consequences of the deepen in the years after the . French and Indian War in British policies for the American colonies from 1763–1774. SS.8.A.3.2 Explain American colonial reaction to British policy from 1763–1774. Dealing with Great Britain SS.8.A.3.5 Describe the infl uence of individuals on social and political GUIDING QUESTION Why did the British government establish new policies? developments during the Revolutionary era. SS.8.A.3.8 Examine individuals and groups After their victory in the French and Indian War, the British that aff ected political and social motivations during the . controlled much of North America. Now they had to protect SS.8.A.3.16 Examine key events in Florida history as each impacts this era of American all this territory. To meet this challenge, King George III issued history. the Proclamation of 1763. This order prohibited, or barred, colonists from living west of the Appalachian Mountains, on Native American land. For the British, the proclamation offered several advantages. It helped keep peace between Native Americans and settlers. It also kept colonists near the Atlantic Coast, where British authority was stronger. Finally, it allowed Britain to control westward expansion and the fur trade in the region. The king sent 10,000 troops to the colonies to enforce the Proclamation of 1763 and keep the peace with Native Americans. Enforcing Trade Laws Great Britain needed new revenue, or income, to pay for the troops. The British also had large debts from the French and Indian War.

The king and Parliament felt the colonists should pay part of these Granger Collection, NYC The (r) Reading HELPDESK Taking Notes: Identifying British Policy Colonists’ View Content Vocabulary re As you read, identify British policies that aff ected • revenue • effi gy w the colonists. Record each policy in a chart like this • writ of assistance • boycott offi one. Then record the colonists’ views of each policy. • resolution • repeal 118 The Spirit of Independence

112_115_DOPA_SE_MS_C05_L1_659693.indd 112 PDF PROOF 2/23/11 1:52 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL costs, so the British government issued new taxes on the colonies. It also enforced old taxes more strictly. To avoid taxes, some colonists resorted to smuggling. This caused British revenues to fall. In 1763 Britain’s prime minister, George Grenville, set British Florida out to stop the smuggling. Parliament passed a law to have Aft er the French and Indian accused smugglers tried by royally appointed judges rather War, Florida became British than local juries. Grenville knew that American juries often territory. Britain divided found smugglers innocent. Parliament also empowered customs Florida into two colonies, and West Florida. Both offi cers to obtain writs of assistance. These documents allowed were royal colonies, ruled by an the offi cers to search almost anywhere—shops, warehouses, and appointed governor. Great even private homes—for smuggled goods. Britain encouraged settlers to move to Florida. Th ese new The settlers meant more trade and revenue for Great Britain. In 1764 Parliament passed the Sugar Act, which lowered the tax on the molasses the colonists imported. Grenville hoped this change would convince the colonists to pay the tax instead of smuggling. The act also allowed offi cers to seize goods from accused smugglers without going to court.

The Proclamation of 1763 GEOGRAPHY CONNECTION

Hudson’s Bay Company King George issued the Proclamation of 1763 in the aftermath of the French and Indian War. REGION 45°N 1 How did the d Proclamation of 1763 attempt to N protect Native American rights SS.8.A.3.1 E and lands? W S 2 CRITICAL THINKING S Speculating How do you think N I 40°N A the colonists would react to T

N the proclamation? SS.8.A.3.2

U er Riv O Ohio Spanish M ATLANTIC Louisiana N s IA OCEAN r H e C v 35°N i A R L 0 200 miles

A P i p P 0 200 km p i A s s Lambert Azimuthal i s s Equal-Area projection i M 75°W75 W 70 70°W W s. Other British Territory 30°NN Florida Spanish Territory Granger Collection, NYC The (r) Proclamation Line of 1763 90°W Gulf of Mexico 80°W

revenue incoming money from taxes or other sources Academic Vocabulary writ of assistance court document allowing customs prohibit to prevent or forbid offi cers to enter any location to search for smuggled goods

Lesson 1 119

112_115_DOPA_SE_MS_C05_L1_659693.indd 113 PDF PROOF 2/22/11 3:05 PM Program: DOPA Component: Student FL Vendor: Six Red Marbles Grade: Middle School FL ac ECONOMICS SKILL A GROWING DEBT of 1 CALCULATING Did British Share of the debt per person: Great Britain’s national debt soared ri or colonial subjects pay more as a result of the French and Indian toward the debt? What was Britain: War. Subjects living in Great Britain m the diff erence in pounds paid more on this debt per person and shillings? than people living in the colonies. bu Colonies: British eff orts to get colonists to lik 2 CRITICAL THINKING pay a bigger share of war-related Identifying Central Issues debt led to sharp confl ict. How did residents of Britain and de the American colonists pay their = 1 British pound = 1 British shilling C Source: Don Cook. The Long Fuse: How England shares of the debt? 1 Pound (£) = 20 Shillings Lost the American Colonies, 1760–1785 de

re bu NGSSS covered in The Sugar Act angered many colonists. They believed this and Pa “New Taxes on the Colonies” other new laws violated their rights. As British citizens, colonists Pa SS.8.A.3.1 Explain the consequences of the argued, they had a right to a trial by jury and to be viewed as French and Indian War in British policies for D the American colonies from 1763–1774. innocent until proved guilty, as stated in British law. Colonists also de SS.8.A.3.2 Explain American colonial reaction to British policy from 1763–1774. believed they had the right to be secure in their homes—without the SS.8.A.3.4 Examine the contributions of threat of offi cers barging in to search for smuggled goods. T infl uential groups to both the American and Th British war eff orts during the American British taxes also alarmed the colonists. James Otis, a lawyer Revolutionary War and their eff ects on the in Boston, argued: in outcome of the war. Pa SS.8.A.3.8 Examine individuals and groups that aff ected political and social motivations PRIMARY SOURCE su during the American Revolution. ar LA.8.1.6.1 The student will use new No parts of [England’s colonies] can be taxed without their consent . . . every part has a vocabulary that is introduced and taught “ directly. right to be represented. ” —from The Rights of the British Colonies, 1763 th th ✓ PROGRESS CHECK of fa Explaining Why did Parliament pass the Sugar Act? gr New Taxes on the Colonies ✓

GUIDING QUESTION How did the American colonists react to British policies? Granger Collection, NYC The Co In 1765 Parliament passed the Stamp Act. This law taxed almost all printed materials. Newspapers, wills, and even playing cards LESSONLE 1 REVIEW needed a stamp to show that the tax had been paid. Re Opposition to the Stamp Act 1. The Stamp Act outraged the colonists. They argued that only their own assemblies could tax them. , a member of the Virginia , got the burgesses to take Reading HELPDESK

resolution an offi cial expression of boycott to refuse to buy items in Academic Vocabulary An opinion by a group order to show disapproval or force violate to disregard or go against effi gy a mocking fi gure representing acceptance of one’s terms 2. an unpopular individual repeal to cancel an act or law 120 The Spirit of Independence

112_115_DOPA_SE_MS_C05_L1_659693.indd 114 PDF PROOF 2/22/11 3:05 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL action. The assembly passed a resolution—a formal expression of opinion—declaring that it had “the only and sole exclusive right and power to lay taxes” on its citizens. In Boston, helped start the . Its members took to the streets to protest the Stamp Act. Protesters burned effi gies (EH • fuh • jeez)—stuffed fi gures—made to look like unpopular tax collectors. Colonial leaders decided to work together. In October, delegates from nine colonies met in at the . They sent a statement to the king and Parliament declaring that only colonial assemblies could tax the colonists. People in colonial cities urged merchants to boycott— refuse to buy—British goods in protest. As the boycott spread, businesses in Britain lost so much money that they demanded Parliament repeal, or cancel, the Stamp Act. In March 1766, Parliament repealed the law. However, it also passed the , stating that it had the right to tax and make decisions for the British colonies “in all cases.” he The r The Stamp Act taught the British that the colonists would resist internal taxes—those paid inside the colonies. As a result, in 1767 Parliament passed the Townshend Acts to tax imported goods, A British government offi cial placed such as glass, tea, and paper. The tax was paid when the goods this seal, or stamp, on certain paper items in the colonies to show that the arrived—before they were brought inside the colonies. a tax on them had been paid. SS.8.A.3.1 By then, any British taxes angered the colonists. Protests of 63 the Townshend Acts began immediately. In towns throughout the colonies, women protested by supporting another boycott of British goods. They also urged colonists to wear homemade fabrics rather than buying fabric made in Britain. Some women’s groups called themselves the .

✓ PROGRESS CHECK

The Granger Collection, NYC The Contrasting How did the Townshend Acts diff er from the Stamp Act? t ds LESSON 1 REVIEW Review Vocabulary 3. Explaining Why did some colonists smuggle 1. Write a paragraph about the in the goods in the 1760s? SS.8.A.3.2, SS.8.A.3.1 American colonies in which you use these 4. Identifying Why did colonists oppose the vocabulary words: LA.8.1.6.1 Stamp Act? SS.8.A.3.2 a. rev enue b. resol ution c. effi gy 5. NARRATIVE WRITING Write a conversation d. bo ycott e. rep eal between two colonists who disagree over Britain Answer the Guiding Questions taxing the colonies to help pay off its debts from the French and Indian War. SS.8.A.3.2 2. Describing What advantages did the British hope to gain by limiting westward settlement in 1763? SS.8.A.3.1 Lesson 1 121

112_115_DOPA_SE_MS_C05_L1_659693.indd 115 PDF PROOF 2/22/11 3:05 PM Program: DOPA Component: Student FL Vendor: Six Red Marbles Grade: Middle School FL netw rks Th throw There’s More Online! you bl GRAPHIC ORGANIZER someo The Aft PRIMARY SOURCE The did fi r Attuck VIDEO Lesson 2 Ameri knock Uniting the Colonists coloni Sprea ESSENTIAL QUESTION Why does confl ict develop? Coloni design that de It Matters Because Ameri Harsh British actions aimed at controlling the colonies united them instead. engrav NGSSS covered in fi re on “Trouble in Massachusetts” Th SS.8.A.3.1 Explain the consequences of the French and Indian War in British policies for Trouble in Massachusetts boycot the American colonies from 1763–1774. SS.8.A.3.2 Explain American colonial reaction GUIDING QUESTION How did the American colonists react to the ? the col to British policy from 1763–1774. on Brit SS.8.A.3.4 Examine the contributions of infl uential groups to both the American and Protests continued to fl are in the colonies, making British the col British war eff orts during the American Revolutionary War and their eff ects on the offi cials nervous. In 1768 they sent word to Britain that the Britain outcome of the war. colonies were on the brink of rebellion—a rejection of British SS.8.A.3.8 Examine individuals and groups Sti that aff ected political and social motivations authority. Parliament sent troops to Boston. As angry colonists during the American Revolution. rule. In jeered, the “redcoats” set up camp in the center of the city. corres For many colonists, this British act went too far. First the circula colonists were convinced that the British had passed laws corresp that violated colonial rights. Now Britain had sent an to togeth occupy, or take control of, colonial cities. ✓ To make matters worse, the soldiers in Boston acted rudely. PRO The redcoats, who were mostly poor men, earned little pay. Explaini Some stole from local shops and got into fi ghts with colonists. colonis Also, in their off-hours, the soldiers competed for jobs that Bostonians wanted. Cris Tension in the Streets GUIDIN On March 5, 1770, violence erupted. A fi ght broke out between The Br some Bostonians and soldiers. As British offi cers tried to calm Coloni the crowd, a man shouted, “We did not send for you. We will not driven

have you here. We’ll get rid of you, we’ll drive you away!” (l) Library [LC-DIG-ppmsca-15704], of Congress Images Pictures/Getty & Life Time (c) Images Archive/Getty (r) Apic/Hulton Library [LC-DIG-ppmsca-15704] of Congress and pr Reading HELPDESK Taking Notes: Describing Content Vocabulary rebelli propag As you read, use a diagram like this one to record Intolerable • rebellion how the Intolerable Acts changed life for Acts • propaganda intentiona the colonists. • committee of correspondence commi an organi 122 The Spirit of Independence informati

116_119_DOPA_SE_MS_C05_L2_659693.indd 116 PDF PROOF 9/23/11 1:14 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL The angry townspeople surged forward. They began throwing sticks and stones at the soldiers. “Come on, you rascals, you bloody backs, you lobster scoundrels, fi re, if you dare,” someone in the crowd shouted. After one soldier was knocked down, the nervous redcoats did fi re. They killed fi ve colonists. Among the dead was Crispus Attucks, a dockworker who was part African, part Native American. One Bostonian cried: “Are the inhabitants to be knocked down in the streets? Are they to be murdered . . . ?” The colonists called the tragic encounter “the Boston Massacre.” Spreading the News Colonial leaders used the killings as propaganda—information Crispus Attucks was the fi rst colonist designed to infl uence opinion. Samuel Adams put up posters killed by the British in the Boston SS.8.A.3.8 that described the Boston Massacre as a slaughter of innocent Massacre. Americans by bloodthirsty redcoats. made an engraving that showed a British offi cer giving the order to open fi re on an orderly crowd. The Boston Massacre led colonists to call for stronger boycotts of British goods. Troubled by the growing opposition in the colonies, Parliament repealed all the Townshend Acts taxes on British imported goods, except the one on tea. In response, the colonists ended their boycotts, except on tea. Trade with Britain resumed. ish Still, some colonists continued to call for resistance to British ists rule. In 1772 Samuel Adams revived the Boston committee of correspondence, a group used in earlier protests. The group e circulated calls for action against Britain. Soon committees of correspondence sprang up throughout the colonies, bringing to together protesters opposed to British measures. ✓ dely. PROGRESS CHECK Explaining How did the Boston Massacre aff ect the relations between the sts. colonists and Britain? Crisis in Boston GUIDING QUESTION How did the British government react to the actions of the colonists? een The British East India Company was vital to the British economy. lm Colonial refusal to import British East India tea had nearly ill not driven the company out of business. To help save the company

(l) Library [LC-DIG-ppmsca-15704], of Congress Images Pictures/Getty & Life Time (c) Images Archive/Getty (r) Apic/Hulton Library [LC-DIG-ppmsca-15704] of Congress and protect the British economy, Parliament passed the .

rebellion open defi ance of authority Academic Vocabulary Build Vocabulary: Multiple Meaning Words propaganda ideas or information occupy to move into and As a verb, the word encounter means “to come across or intentionally spread to harm or help a cause take control of a place, especially meet.” As a noun, encounter can mean “a chance ence committee of correspondence by force meeting” or “a sudden, often violent, meeting between an organization that spread political ideas and encounter a sudden, often hostile people.” Lesson 2 123 information through the colonies violent clash

116_119_DOPA_SE_MS_C05_L2_659693.indd 117 PDF PROOF 9/23/11 1:14 PM Program: DOPA Component: Student FL Vendor: Six Red Marbles Grade: Middle School FL sp sp th T W G H to

ca so co to liv ha

M pa an M A Colonists angry at the restrictions of cl the Tea Act staged a dramatic protest. It gave the company nearly total control of the market for tea in They threw three shiploads of British the colonies. The Tea Act also removed some—but not all—of Q tea into Boston Harbor. the taxes on tea, making it less expensive for colonists. Yet the ex ▶ CRITICAL THINKING colonists remained angry. They did not want to pay any tax, and ac Analyzing Why were American they did not want to be told what tea they could buy. colonists especially angry with the Tea Act? SS.8.A.3.2 Colonial merchants called for a new boycott. Colonists ri vowed to stop East India Company ships from unloading. The th Daughters of Liberty issued a pamphlet declaring that rather pa than part with freedom, “We’ll part with our tea.” ✓ NGSSS covered in “Crisis in Boston” A Tea Party

Getty Images Su SS.8.A.3.1 Explain the consequences of the Despite warnings of trouble, the East India Company continued French and Indian War in British policies for the American colonies from 1763–1774. shipping tea to the colonies. Colonists in New York and SS.8.A.3.2 Explain American colonial reaction to British policy from 1763–1774. Philadelphia forced the tea ships to turn back. In 1773, three SS.8.A.3.5 Describe the infl uence of ships loaded with tea arrived in Boston Harbor. The royal LESSONLE 2 REVIEW individuals on social and political developments during the Revolutionary era. governor ordered that they be unloaded. The Boston Sons of LA.8.1.6.1 The student will use new Re vocabulary that is introduced and taught Liberty acted swiftly. At midnight on , colonists directly. dressed as Native Americans boarded the ships and threw 1. 342 chests of tea overboard. As word of the “Boston Tea Party” Images Pictures/Getty & Life Time Reading HELPDESK

Reading Strategy: Determining Cause and Eff ect LA.8.1.6.1 An A cause is an event or action that makes something else happen. That something else that happens is an eff ect. 2. Determining causes and eff ects can help you see relationships between events and fi nd patterns in history. As you read, identify one cause and one eff ect of the Boston Tea Party. 124 The Spirit of Independence

116_119_DOPA_SE_MS_C05_L2_659693.indd 118 PDF PROOF 3/7/11 4:23 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL spread, colonists gathered to celebrate the bold act. Yet no one spoke out against British rule itself. Most colonists still saw themselves as loyal British citizens. The Intolerable Acts When news of the Boston Tea Party reached London, King George III realized that Britain was losing control of the colonies. He declared, “We must either master them or totally leave them to themselves.” In 1774 Parliament responded by passing a series of laws called the Coercive Acts. Coercive (co • UHR • sihv) means to force someone to do something. These laws were meant to punish the colonists for resisting British authority. One Coercive Act applied to all the colonies. It forced the colonies to let British soldiers live among the colonists. Massachusetts, though, received the harshest treatment. One of the Coercive Acts banned town meetings in Massachusetts. Another closed Boston Harbor until the colonists paid for the ruined tea. This stopped most shipments of food and other supplies to the colony. Parliament was trying to cut Massachusetts off from the other colonies. Instead, the Coercive Acts drew the colonies together. Other colonies sent food and clothing to support Boston. ea in Following the Coercive Acts, Parliament also passed the —of . This law created a government for Canada and the extended its territory south all the way to the Ohio River. This King George’s determination to take a x, and action ignored the colonies’ claims to that region. fi rm stand against the colonies after The colonists believed all of these new laws violated their the Boston Tea Party failed to resolve rights as English citizens. They expressed their feelings about the growing crisis. In fact, colonial anger grew. The the laws by calling them the Intolerable Acts. Intolerable means er painful and unbearable.

✓ PROGRESS CHECK

Apic/Hulton Archive/Getty Images Archive/Getty Apic/Hulton Summarizing List the eff ects of the Coercive Acts on the citizens of Boston. nued e LESSON 2 REVIEW of ts Review Vocabulary 3. Analyzing How did Samuel Adams and Paul 1. Explain the signifi cance of the following terms: LA.8.1.6.1 Revere use propaganda to rally colonists after

Time & Life Pictures/Getty Images Pictures/Getty & Life Time the Boston Massacre? SS.8.A.3.5 rty” a. rebel lion b. propaga nda c. committee of correspondence 4. Explaining How did the British punish the colonists for the Boston Tea Party? SS.8.A.3.1 Answer the Guiding Questions 5. NARRATIVE WRITING Write an account of 2. Sequencing List the events leading up to and following the Boston Massacre from the point of view of the Boston Massacre in the order that they occurred. SS.8.A.3.1 a British soldier involved in the event. SS.8.A.3.1, SS.8.A.3.5, SS.8.A.3.8 Lesson 2 125

116_119_DOPA_SE_MS_C05_L2_659693.indd 119 PDF PROOF 9/23/11 1:15 PM Program: DOPA Component: Student FL Vendor: Six Red Marbles Grade: Middle School FL netw rks T There’s More Online! Th vo B I O G R A P H Y Patrick Henry re th GRAPHIC ORGANIZER Key Actions of the th Continental Congress Lesson 3 bo MAP Battles of Lexington Br and Concord A Call to Arms Su Su ESSENTIAL QUESTION What motivates people to act? de co g the de It Matters Because m t Menu. As anger toward the British grew, Americans began to consider the possibility of independence. T andard and NGSSS covered in xt and “A Meeting in Philadelphia” A SS.8.A.3.2 Explain American colonial reaction pr to British policy from 1763–1774. A Meeting in Philadelphia w SS.8.A.3.3 Recognize the contributions of the Founding Fathers (, Sam Adams, GUIDING QUESTION What role did key individuals play in the movement tr , , , Thomas Jeff erson, James toward independence? pr Madison, George Mason, and ) during American re Revolutionary eff orts. In September 1774, fi fty-fi ve delegates gathered in Philadelphia. SS.8.A.3.6 Examine the causes, course, and They had come to set up a political body that would represent am consequences of the American Revolution. gr SS.8.A.3.8 Examine individuals and groups Americans and challenge British control. The delegates called that aff ected political and social motivations during the American Revolution. this body the Continental Congress. ✓ Leaders from twelve of the thirteen colonies attended Ex the meeting. Only Georgia did not send a representative.

Kevin Fleming/CORBIS Co Massachusetts sent fi ery Samuel Adams and his lawyer cousin, John Adams. New York sent , another lawyer. Virginia sent George Washington as well as and Patrick Henry, two outspoken defenders of colonial rights. Patrick Henry wanted the colonies to unite in fi rm resistance to Britain. He summed up the meaning of the meeting when he addressed the delegates on its second day: 2

PRIMARY SOURCE 1 5 The distinctions between Virginians, Pennsylvanians, New Yorkers, and New “ 1 Englanders are no more. I am not a Virginian, but an American. ” 5

—Patrick Henry, at the Continental Congress, 1774 Smithsonian Institution/Art NY, Gallery, Portrait (cl) National Resource, (l) Kevin Fleming/CORBIS, (r) Corbis (cr) Library of Congress, Archives, Picture Wind (c) North 7 Reading HELPDESK

Taking Notes: Summarizing Continental Congress Content Vocabulary Bu As you read, use a diagram like this one to list • minuteman Th three key actions of the Continental Congress. • Loyalist res • Patriot Bri 126 The Spirit of Independence

120_127_DOPA_SE_MS_C05_L3_659693.indd 120 PDF PROOF 2/22/11 3:02 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL The Delegates Vote The delegates discussed complaints against the British. Then they voted. In a statement of grievances, the delegates called for the repeal of 13 acts of Parliament. They believed these laws violated the “laws of nature, the principles of the English constitution, and the several charters” of the colonies. The delegates also voted to boycott British trade. The colonies would not import or use any British goods, nor would they sell their goods in Great Britain. Continental Congress delegates also decided to endorse the , prepared by the people of Boston and other Suffolk County towns in Massachusetts. These resolutions declared the Coercive Acts to be illegal. They called on the county’s residents to arm themselves against the British. After delegates endorsed the resolves, other colonies also organized —groups of citizen soldiers. The Colonial Militias American colonists had a long tradition of serving and protecting their communities in militias. Members of a militia were an important part of each town’s defense. Militia members trained and had drills with the other citizen soldiers. They practiced using muskets and cannons. Each member was required to provide his own weapon—usually a musket—and ammunition. Later, as tension between Britain and the colonies grew, towns began to gather and store military supplies. CHART SKILL ✓ PROGRESS CHECK ThisThis chartchar shows military supplies Explaining What was the purpose of the that thethe town of Salem, Massachusetts,Massach purchased for its Kevin Fleming/CORBIS Continental Congress? militiamilitia inin 1774. 1 IDENTIFYINGID Ab out how A MASSACHUSETTS COMMUNITY PREPARESARES manyma soldiers does Salem appear preparedpre to equip? Purchases authorized by Salem ,ress, 2 CRITICALCR THINKING October 1774 MakingMa Inferences What does 20 tons grape- and round shot, from 3 to 24 lb. @ £15£300 thisthis list suggest about this community’scom expectations about 10 tons bomb shells @ £20 £2£20000 relationsrela with the British? 5 tons lead balls @ £33 £1£16565 SS.8.A.3.2 1,000 barrels of powder @ £8 £8,000£8,000 5,000 arms and bayonets @ £2 £10,00010,000

74 Smithsonian Institution/Art NY, Gallery, Portrait (cl) National Resource, (l) Kevin Fleming/CORBIS, (r) Corbis (cr) Library of Congress, Archives, Picture Wind (c) North 75,000 fl ints £100£100

Build Vocabulary: Multiple Meaning Words Theword resolves, as used on this page, means “something that is decided.” As a noun, the word resolve can also mean “fi rmness of purpose,” as in “The Patriots showed resolve against the British.” As a verb, resolve can mean “to decide something” or “to solve a problem.” Lesson 3 127

120_127_DOPA_SE_MS_C05_L3_659693.indd 121 PDF PROOF 2/22/11 3:03 PM Program: DOPA Component: Student FL Vendor: Six Red Marbles Grade: Middle School FL Fighting Begins GUIDING QUESTION Why were the battles at Lexington and Concord important? Many colonists believed that if fi ghting with the British were to break out, it would happen in New England. Militias in Massachusetts held drills, made bullets, and stockpiled weapons. Some militias were known as minutemen because they boasted they would be ready to fi ght at a minute’s notice. In the winter of 1774–1775, a British offi cer stationed in Boston noted in his diary: Patrick Henry (1736–1799) PRIMARY SOURCE Henry was one of the fi rst members “ The people are evidently making every preparation for resistance. They are taking of the Virginia House of Burgesses to every means to provide themselves with Arms. argue for independence from Britain. ” His speaking ability inspired many —from Diary of Frederick Mackenzie, 1775 colonists. In a debate over whether Great Britain Sends Troops the Virginia Colony should form a militia, he said, “Give me liberty or The British also got ready for a fi ght. King George told give me death!” His stirring cry gave Parliament that the New England Colonies were “in a state of L voice to the independence movement. rebellion” and that “blows must decide” who would control M America. By April 1775, several thousand British troops were re in and around Boston, with more on the way. British general ▶ CRITICAL THINKING 70 had orders to seize the weapons from the Analyzing Is good speaking ability an m important quality of a leader? Explain. Massachusetts militia and arrest the leaders. Ba Gage learned that the militia stored arms and ammunition at to Concord, a town about 20 miles (32 km) northwest of Boston. He NGSSS covered in no ordered 700 troops under Lieutenant Colonel Francis Smith “to “Fighting Begins” sh SS.8.A.3.6 Examine the causes, course, and Concord, where you will seize and destroy all the artillery and consequences of the American Revolution. SS.8.A.3.8 Examine individuals and groups ammunition you can fi nd.” that aff ected political and social motivations bu during the American Revolution. The British on the Move m On the night of April 18, 1775, colonial protest leader Dr. Joseph to Warren walked through Boston. Watching for any unusual activity by the British, he saw troops marching out of the city. th Warren alerted Paul Revere and , members of w the Sons of Liberty. Revere and Dawes rode to Lexington, a town east of Concord, to spread the word that the British were coming. “T Revere galloped across the countryside, shouting his warning C of the approaching troops. Hearing the news, Samuel Adams fo said, “What a glorious morning this is!” He was ready to fi ght. ✓ A British patrol later captured Dawes and Revere. Another rider Ex named carried the warning to Concord. Smithsonian Institution/Art NY Gallery, Portrait National Resource, Reading HELPDESK minuteman dur ing Revolutionary Ac era, civilian sworn to be ready to fi ght ap with only one minute’s notice

128 The Spirit of Independence

120_127_DOPA_SE_MS_C05_L3_659693.indd 122 PDF PROOF 2/22/11 3:03 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL Battles of Lexington and Concord April 1775 GEOGRAPHY CONNECTION

Colonial troops CColonial The fi rst fi ghting between British vvictory Colonial messengers troops and the colonial militia took BBritish victory North British troops place at Lexington and Concord, Bridge Massachusetts. MINUTEMENEMENENN PRESCOTT 1 MOVEMENT Which towns did Concord April 199 Massachusetts Paul Revere warn on his ride

. to Lexington? SS.8.A.3.6 R

LexingtonLexL ingtoni ton y

r N

u AprilApril 1199

b

d Medford 2 CRITICAL THINKING u

S M y W E Revere captured; Dawes s Analyzing How might the Menotomy ti R c R turns back; Dr. Samuel (Arlington) E . V S starting point of the British forces E Prescott continues ride. R E in Boston have aff ected the Cambridge outcome of these battles? . Charlestown s R SS.8.A.3.6 arle 0 2 miles Ch Boston 0 2 km Boston 75 D Albers Equal-Area projection A W Harbor ES Roxbury

Lexington and Concord Meanwhile, the British continued their march. At dawn, the redcoats approached Lexington. There they ran into about 70 waiting minutemen. Led by Captain , the minutemen stood on the town common with muskets in hand. Badly outnumbered, the minutemen were about to give way at to the redcoats. Just then, a shot was fi red—from where is still e not clear. Both sides let loose an exchange of bullets. When the shooting ended, eight minutemen lay dead. The British continued on to Concord. While some troops burned the few weapons they found, the others met a group of minutemen waiting at the North Bridge. In a short battle, the British took heavy losses. They began to make their way back to Boston. All along the road, colonists hid behind trees and fi red on the soldiers. By the time the redcoats reached Boston, at least 174 f were wounded and 73 were dead. n About 60 years later, poet wrote in g. “The ” that the Americans at Lexington and Concord had fi red the “shot heard ’round the world.” The battle for independence had begun.

✓ PROGRESS CHECK r Explaining Why did British troops march to Concord? National Portrait Gallery, Smithsonian Institution/Art NY Gallery, Portrait National Resource,

Academic Vocabulary approach to draw near to something

Lesson 3 129

120_127_DOPA_SE_MS_C05_L3_659693.indd 123 PDF PROOF 2/22/11 3:03 PM Program: DOPA Component: Student FL Vendor: Six Red Marbles Grade: Middle School FL Ba re ey Tw ab to

Ba su This painting shows the British charge at what historians call the Th —which actually ba took place on Breed’s Hill. C A NGSSS covered in “More Military Action” More Military Action m SS.8.A.3.6 Examine the causes, course, and GUIDING QUESTION What were the beliefs of the Loyalists and Patriots? consequences of the American Revolution. SS.8.A.3.8 Examine individuals and groups th that aff ected political and social motivations After the battles at Lexington and Concord, armed confl ict of during the American Revolution. with British forces quickly spread. , a captain SS.8.C.1.2 Compare views of self-government O and the rights and responsibilities of citizens in the Connecticut militia, raised a force of 400 to seize Fort held by Patriots, Loyalists, and other to colonists. Ticonderoga near Lake Champlain in New York. Ticonderoga LA.8.1.6.1 The student will use vocabulary w that is introduced and taught directly. occupied a key location. It was also rich in military supplies. Arnold learned that of nearby Vermont also be planned to attack the fort. So Arnold joined forces with Allen’s th men—the so-called Green Mountain Boys. Together, they un took the British by surprise. Fort Ticonderoga surrendered on May 10, 1775. A Later, Arnold became a traitor to the Patriot cause. He sold ag military information to the British. When his crime was discovered in September 1780, he fl ed to British-controlled . ✓ There he commanded British troops and led raids against the De Americans in Virginia and Connecticut. The Battle of Bunker Hill Following Lexington and Concord, more volunteers joined the LESSONLE 3 REVIEW colonial militias. Soon militia around Boston numbered about 20,000 strong. Re The British remained in control of the city, with the militia 1.

camped nearby. On June 16, 1775, militia commanded by Colonel Archives Picture Wind North set up posts on Bunker Hill and Breed’s Hill, across the harbor from Boston. Reading HELPDESK An 2. Loyalist American colonist who remained loyal Academic Vocabulary to Britain and opposed the war for independence so-called known as Patriot American colonist who favored American independence 130 The Spirit of Independence

120_127_DOPA_SE_MS_C05_L3_659693.indd 124 PDF PROOF 2/22/11 3:03 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL The next day, the redcoats assembled at Breed’s Hill. Bayonets drawn, they charged. Low on ammunition, Prescott reportedly ordered, “Don’t fi re until you see the whites of their eyes.” The Americans opened fi re, forcing the British to retreat. Making Predictions Twice more the redcoats charged, receiving furious fi re from Loyalists came from all parts of above. Finally, the Americans ran out of gunpowder and had American society. Political to withdraw. diff erences divided communities and even split The battle on Breed’s Hill—which became known as the families. Benjamin Franklin’s Battle of Bunker Hill—was a British victory. Yet the British son, William, served as Royal suffered heavy losses of more than 1,000 dead and wounded. Governor of New Jersey. When the Revolution began, William They were learning that defeating the Americans on the remained loyal to Britain and battlefi eld would be neither quick nor easy. quarreled with his father. Do you think Benjamin Franklin Choosing Sides and William Franklin resolved their diff erences? For more As news spread about these battles, the colonists each faced a about making predictions, major decision—to join the rebels or remain loyal to Great Britain. review Th inking Like a Those who sided with Britain, the Loyalists, did not Historian. think unfair taxes and laws justifi ed a rebellion. Some were offi ceholders who felt a responsibility to uphold British rule. Others had not suffered from British policies and saw no reason to break with Britain. Still others believed Britain would win the war and did not want to be on the losing side. The Patriots, on the other hand, supported the war. They believed that the colonists should have the right to govern themselves. The Patriots were determined to fi ght the British until American independence was won. The American Revolution was not just a war between America and Britain. It was also a civil war—Patriots against Loyalists. ed ✓ PROGRESS CHECK Describing What did the British learn from the Battle of Bunker Hill?

LESSON 3 REVIEW

Review Vocabulary 3. Describing What fi ghting methods did the 1. Write a paragraph explaining what the words below colonists use against the British troops marching

North Wind Picture Archives Picture Wind North have in common. LA.8.1.6.1 back to Boston from Concord? SS.8.A.3.6, SS.8.A.3.8 a. minu teman b. Loyalis t c. Pat riot 4. Interpreting Reread Patrick Henry’s quote about the Continental Congress. What change was taking Answer the Guiding Questions place in how the colonists saw themselves? SS.8.A.3.8 2. Explaining How did support for the Suff olk 5. NARRATIVE WRITING Write a scene from a play Resolves by the Continental Congress push the in which colonists in a small town react to the news colonies closer to war? SS.8.A.3.2 of the Battle of Lexington. Remember, not all colonists wanted independence from Britain. SS.8.A.3.8 Lesson 3 131

120_127_DOPA_SE_MS_C05_L3_659693.indd 125 PDF PROOF 3/7/11 5:51 PM Program: DOPA Component: Student FL Vendor: Six Red Marbles Grade: Middle School FL SS.8.A.1.6 Compare interpretations of key events and issues throughout American What Do You History. SS.8.A.1.7 View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts. SS.8.A.3.8 Examine individuals and groups that Think? aff ected political and social motivations Should the Colonies Declare Their during the American Revolution. Independence From Great Britain?

Some Americans did not think that independence was the right path for the colonies. They wanted to remain under British rule. These colonists were called Loyalists. Colonists who believed the colonies should become an independent nation were called Patriots.

In these excerpts, Patriot Thomas Paine and Loyalist Charles Inglis express different points of view about the fi ght for American Independence.

Yes Not every

PRIMARY SOURCE “ Volumes have been written on the subject of the struggle between England No and America . . . and the period of debate is closed. . . . PRIMAR . . . I challenge the warmest advocate for reconciliation to show a single THOMAS PAINE “ I thin advantage that this continent can reap by being connected with Great Britain. . . . many ad But the injuries and disadvantages . . . are without number; and our duty to reconcil mankind at large, as well as to ourselves, instruct us to renounce the alliance. . . . Tension between blood o British authorities to be rec . . . Every thing that is right or reasonable pleads for separation. The blood of and the colonists grew during the Art MA/Bridgeman Library, Worcester, (t) American Antiquarian Society, (b) Library [LC-US2C4-4971] of Congress pushed the slain, the weeping voice of nature cries, ‘TIS TIME TO PART. ” 1770s. —Thomas Paine, , 1776 . . . A De divide t . . . Torre to begg America confi de terms fr

(t) Corbis, (b) National Portrait Gallery, London Gallery, Portrait (b) National (t) Corbis, —

132 The Spirit of Independence

120_127_DOPA_SE_MS_C05_L3_659693.indd 126 PDF PROOF 9/23/11 1:13 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL eyes r art, that

Not every colonist agreed with the behavior of the protesters involved with the Boston Tea Party.

Vocabulary CHARLES INGLIS advocate No supporter PRIMARY SOURCE reconciliation settlement, understanding I think it no diffi cult matter to point out “ renounce many advantages which will certainly attend our to give up, to abandon reconciliation and connection with Great-Britain. . . . The animosity hostility, ill will, hatred blood of the slain, the weeping voice of nature cries—It is time infallibly to be reconciled; it is time to lay aside those animosities which have without fail

(t) American Antiquarian Society, Worcester, MA/Bridgeman Art MA/Bridgeman Library, Worcester, (t) American Antiquarian Society, (b) Library of Congress pushed on Britons to shed the blood of Britons . . . torrent fast-moving liquid . . . A Declaration of Independency would infallibly disunite and divide the colonists. . . . What Do You Think? . . . Torrents of blood will be spilt, and thousands reduced to beggary and wretchedness. . . . 1 Interpreting What is Paine’s argument in favor of independence? America is far from being yet in a desperate situation. I am 2 Analyzing What did Inglis believe would result confi dent she may obtain honourable and advantageous from declaring independence from Great Britain? terms from Great-Britain. ” 3 Evaluating In your opinion, which of the two

(t) Corbis, (b) National Portrait Gallery, London Gallery, Portrait (b) National (t) Corbis, —Charles Inglis, The True Interest of America Impartially Stated, 1776 writers makes a more powerful appeal to emotions? Explain your answer in a short essay.

Lesson 3 133

120_127_DOPA_SE_MS_C05_L3_659693.indd 127 PDF PROOF 3/7/11 4:00 PM Program: DOPA Component: Student FL Vendor: Six Red Marbles Grade: Middle School FL June 1 The netw rks H ow M e a t discus rch There’s More Online! Boston were n BIOGRAPHY Boston Tea year be Thomas Paine December 1 Boston GRAPHIC ORGANIZER Nook’s Hill Key A Declaration of The Co Independence Lesson 4 the col MAP The post o PRIMARY SOURCE Declaring Independence comm • Battles of Lexington and Concord foreign • Reaction to Declaration of Army. Independence ESSENTIAL QUESTION What motivates people to act? out an unanim army. It Matters Because Southe The decision to declare independence came only after all other options had been exhausted. the for NGSSS covered in “The Second Th Continental Congress” They s SS.8.A.1.6 Compare interpretations of key events and issues throughout American The Second Continental Congress the Ol History. GUIDING QUESTION SS.8.A.3.3 Recognize the contributions of the How did individuals and events impact eff orts for independence? wante Founding Fathers (John Adams, Sam Adams, king r Benjamin Franklin, John Hancock, Alexander In 1774 the Continental Congress agreed to meet again if the Hamilton, Thomas Jeff erson, James hired m Madison, George Mason, George British did not address their complaints. In fact, as the battles at Washington) during American shuhn Revolutionary eff orts. Lexington and Concord in 1775 showed, the dispute between the SS.8.A.3.6 Examine the causes, course, and consequences of the American Revolution. British and the colonies had worsened. SS.8.A.3.7 Examine the structure, content, and consequences of the Declaration of Distinguished Leaders Independence. The Second Continental Congress met on May 10, 1775. The delegates included some of the greatest leaders in the colonies. Among them were John and Samuel Adams, Patrick Henry, Richard Henry Lee, and George Washington—all delegates to the First Continental Congress. Several new delegates came W as well. Benjamin Franklin, one of the most respected men in the Cam colonies, had been a leader in the Pennsylvania legislature. In 1765 he represented the colonies in London and helped win repeal of the Stamp Act. John Hancock of Massachusetts was a wealthy merchant. He funded many Patriot groups, including the Sons of Liberty. The delegates chose Hancock to be president of the Second Continental Congress. , only 32, was also a delegate. He served in the Virginia legislature.

Jefferson was already known as a brilliant thinker and writer. Archives, Picture Wind (cl) North (cr) SuperStock Photos/Getty Images, (c) MPI/Archive (r) Bettman/CORBIS Reading HELPDESK Taking Notes: Organizing Declaration of Independence Content Vocabulary petitio As you read, use a diagram like this one to describe Part 1: • petition the parts of the Declaration of Independence. Part 2: • preamble Part 3: 134 The Spirit of Independence Part 4:

128_133_DOPA_SE_MS_C05_L4_659693.indd 128 PDF PROOF 9/23/11 1:14 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL The delegates at the Second Continental Congress had much to discuss. Though American and British blood had been spilled, they were not ready to vote for a break from Britain. It would be another year before Jefferson would write the Declaration of Independence. Key Actions The Continental Congress did take steps to begin governing the colonies. It authorized the printing of money and set up a post offi ce, with Franklin in charge. The Congress also formed committees to handle relations with Native Americans and foreign countries. Most important, it created the . Unlike local militias, such a force could form and carry out an overall strategy for fi ghting the British. The Congress unanimously chose George Washington to command this army. Washington was an experienced soldier and a respected Southern planter. He left Philadelphia at once to take charge of the forces in Boston. The delegates then offered Britain a last chance to avoid war. They sent a petition, or formal request, to George III. Called s the , it assured the king that the colonists wanted peace. It asked him to protect the colonists’ rights. The king rejected the petition. Instead, he prepared for war. He hired more than 30,000 German troops, called Hessians (HEH • shuhnz), to fi ght alongside British troops. he

The Siege of Boston 1775–1776 GEOGRAPHY CONNECTION When Washington placed troops on Dorchester Heights in March 1776, N British forces left Boston. W E Bunker Hill 1 MOVEMENT In which S Battle of Bunker Hill direction did British forces Breed’s June 1775 retreat? SS.8.A.3.6 Cambridge Hill Charlestownt Howe June 1775 2 CRITICAL THINKING H ow Analyzing Visuals Why would M e a to rc Ha h 1 lifa British General Howe have been Boston 776 x concerned about Patriot cannons Boston Tea Party December 1773 AmericanA retreat on Nook’s Hill? SS.8.A.3.6 nt Boston Harbor American troops Nook’s Hill BBritish advance BritishB retreat Roxbury Dorchester Heights British troops British victory 0 1 mile (tcl) Getty (tcl) Images, Archives, Picture Wind North(tcl) SuperStock (tcr)

0 1 km

petition a formal request

Lesson 4 135

128_133_DOPA_SE_MS_C05_L4_659693.indd 129 PDF PROOF 2/23/11 1:52 PM Program: DOPA Component: Student FL Vendor: Six Red Marbles Grade: Middle School FL The War Heats Up Com Congress learned that British troops in Canada were planning to be bet invade New York. The Americans decided to strike fi rst. A unit infl uen of Patriots marched north from Fort Ticonderoga and captured ✓ PRO Montreal. However, an American attack on Quebec, led by Explaini Benedict Arnold, failed. Washington reached the Boston area in July 1775, a few weeks after the Battle of Bunker Hill. The British held Boston, Dec but Patriot militia ringed the city. Although the size of the GUIDIN colonial force grew every day, Washington realized that the men were disorganized and lacked discipline—the ability to The Se follow strict rules and procedures. Washington began the task of Should turning armed civilians into soldiers. stay un Washington also needed weapons. He arranged to have offered dozens of cannons hauled 300 miles (483 km) from Fort PRIMAR Ticonderoga. Moving the heavy guns was a huge effort. General George Washington In March 1776, Washington believed his army was ready “ That commanded the Continental Army in to fi ght. Under the cover of darkness, he moved soldiers . . . and t their battles with the British. SS.8.A.3.3 and cannons into position overlooking Boston, while the ought to redcoats slept. The move surprised the British, who realized they were now within easy reach of Washington’s big guns. British General Th William Howe commanded his soldiers to board ships and though Thomas Paine’s Common Sense withdraw from Boston. On March 17, Washington led his argued had a great infl uence on public jubilant troops into the city. They watched as the British troops from G opinion in the colonies. SS.8.A.3.6 sailed away to Halifax, , a part of Canada. the reb Moving Toward Independence Writi Many colonists held on to hope that the colonies could remain While part of Great Britain. Still, support for independence was growing. comm It was inspired in no small part by writer Thomas Paine. Paine John A arrived in the colonies from England in 1774. He soon caught the Jeffers revolutionary spirit. In January 1776, he published a pamphlet formed called Common Sense. In bold language, Paine called for a complete to writ break with British rule. Adam

PRIMARY SOURCE PRIMAR “ Every thing that is right or reasonable pleads for separation. The blood of the slain, the “ Reaso weeping voice of nature cries, ‘TIS TIME TO PART. to appea ” obnoxiou

—from Common Sense, 1776 Archives, Picture Wind (t) North Photos/Getty Images (b) MPI/Archive Reason t Reading HELPDESK

Academic Vocabulary Jeff discipline the ability to follow strict rules and procedures for the debate a discussion of opposing points of view English

SuperStock 13 colo 136 The Spirit of Independence

128_133_DOPA_SE_MS_C05_L4_659693.indd 130 PDF PROOF 9/23/11 1:14 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL Common Sense listed powerful reasons why Americans would o be better off free from Great Britain. The pamphlet greatly infl uenced opinions throughout the colonies.

✓ PROGRESS CHECK Explaining What was the signifi cance of the Olive Branch Petition?

Declaring Independence NGSSS covered in “Declaring Independence” GUIDING QUESTION Why did the American colonies declare independence? SS.8.A.1.6 Compare interpretations of key events and issues throughout American The Second Continental Congress was fi lled with spirited debate: History. SS.8.A.3.3 Recognize the contributions of the of Should the colonies declare themselves an independent nation or Founding Fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander stay under British rule? In June 1776, Virginia’s Richard Henry Lee Hamilton, Thomas Jeff erson, James Madison, George Mason, George offered a bold resolution: Washington) during American Revolutionary eff orts. PRIMARY SOURCE SS.8.A.3.6 Examine the causes, course, and consequences of the American Revolution. SS.8.A.3.7 Examine the structure, content, “ That these United Colonies are, and of right ought to be, free and independent States and consequences of the Declaration of . . . and that all political connection between them and the State of Great Britain is, and Independence. SS.8.C.1.2 Compare views of self-government ought to be, totally dissolved. and the rights and responsibilities of citizens ” held by Patriots, Loyalists, and other colonists. —Richard Henry Lee, resolution for independence, 1776 LA.8.1.6.1 The student will use new w vocabulary that is introduced and taught directly. The Congress debated Lee’s resolution. Some delegates still thought the colonies should not form a separate nation. Others argued that war had already begun and they should be free Committee members Benjamin from Great Britain. Still others feared Britain’s power to crush Franklin, Thomas Jeff erson, and John the rebellion. Adams examine Jeff erson’s changes to his draft of the Declaration. SS.8.A.3.3 Writing the Declaration While delegates debated, Congress chose a g. committee to write a declaration of independence. John Adams, Benjamin Franklin, Thomas Jefferson, Robert Livingston, and Roger Sherman formed the committee. Adams asked Jefferson te to write the fi rst draft. Jefferson hesitated, but Adams persuaded him, saying:

PRIMARY SOURCE he “ Reason fi rst—You are a Virginian, and a Virginian ought to appear at the head of this business. Reason second—I am obnoxious, suspected, and unpopular. You are very much otherwise. 76 Archives, Picture Wind (t) North (b) Getty Images Reason third—you can write ten times better than I can. ” —from The Writings of Thomas Jeff erson, 1822

Jefferson agreed that he would do the writing for the great project. He drew on ideas from English philosopher to explain why the

SuperStock 13 colonies were proclaiming their freedom. In the Lesson 4 137

128_133_DOPA_SE_MS_C05_L4_659693.indd 131 PDF PROOF 2/22/11 3:04 PM Program: DOPA Component: Student FL Vendor: Six Red Marbles Grade: Middle School FL 1690s Locke expressed so the idea that people on are born with certain th natural rights to life, is liberty, and property. Locke wrote that people m form governments to pr protectp those rights, de andan that a government interferinginte with those P R rightsright could rightfully “ be overthrown.be over Jefferson and en otherother PatPatriotsr agreed with Locke. th OnOn JulyJuly 2,2 1776, the Second ContinentalContinental CongressCon voted on Lee’s resolutionresolution fforor indeindependence.pen Twelve colonies Jeff erson and the rest of the voted for independence. New York did not vote but committee present the completed ri Declaration of Independence to the later announced its support. or Second Continental Congress. Next, the delegates discussed Jefferson’s draft of the go Declaration of Independence. After making some changes, in delegates approved the document on July 4, 1776. John Hancock “i signed the Declaration fi rst. He remarked that he wrote his “P name large enough for King George to read without his glasses. ig Eventually 56 delegates signed the document announcing the birth of the . (S Copies of the Declaration of Independence were printed an and sent out to people in the newly declared states. George a Washington had the Declaration read to his troops in New York R City on July 9. In Worcester, Massachusetts, a public reading of the Declaration of Independence led to “repeated [cheers], fi ring of ✓ musketry and cannon, bonfi res, and other demonstrations of joy.” Su The Declaration of Independence of The Declaration has four major sections. The preamble, or introduction, states that people who wish to form a new country should explain their reasons for doing so. The next two sections of the Declaration list the rights that the colonists believed they LESSONLE 4 REVIEW should have and their complaints against Great Britain. The fi nal Re section proclaims the existence of the new nation. John Adams expected the day Congress voted on Lee’s 1. resolution for independence to be celebrated as a national

holiday. He wrote, “The Second Day of July 1776 . . . ought to be Bettman/CORBIS 2. Reading HELPDESK

preamble the introduction to a Academic Vocabulary An formal document that often tells why the status rank or place as compared document was written to others 3.

138 The Spirit of Independence

128_133_DOPA_SE_MS_C05_L4_659693.indd 132 PDF PROOF 3/7/11 5:52 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL sed solemnized with Pomp and Parade . . . and Illuminations from e one End of this Continent to the other.” Instead, July 4, the date ain the delegates actually adopted the Declaration of Independence, fe, is celebrated as Independence Day. Florida Loyalists rty. The Declaration of Independence states what Jefferson and Th e colonists of East and West people many Americans thought were universal principles—that is, Florida did not share the anger to principles that apply to all people in all situations. It begins by of other colonists. Florida describing what had long been viewed as basic English rights: stayed loyal to British rule throughout the debate for nt independence. Many Loyalists PRIMARY SOURCE from Georgia and South We hold these truths to be self-evident, that all men are created equal, that they are Carolina fl ed to Florida to “ escape the fi ghting. When news and endowed by their Creator with certain unalienable [not to be denied] Rights, that among of the Declaration of ocke. these are Life, Liberty, and the pursuit of Happiness. Independence reached St. ” Augustine, people burned —Declaration of Independence, 1776 effi gies of Hancock and Adams e’s in the public square. onies The Declaration states that government exists to protect these but rights. If government fails, “it is the Right of the People to alter or to abolish it and to institute new Government.” The document goes on to list grievances against the king and Parliament. These include “cutting off our trade with all parts of the world” and ncock “imposing taxes on us without our consent.” Americans had “Petitioned for Redress” of these grievances. The British had asses. ignored or rejected these petitions. he Finally, the Declaration announces America’s new status (STAY • tuhs). Pledging “to each other our Lives, our Fortunes, and our sacred Honor,” the Americans declared themselves a new nation. The struggle for independence—the American York Revolution—had begun. of the of ✓ PROGRESS CHECK f joy.” Summarizing According to John Locke, what is the purpose of government? untry tions they LESSON 4 REVIEW e fi nal Review Vocabulary 4. Summarizing What grievances against King George 1. Use the term petition in a sentence about the III were included in the Declaration of Independence? SS.8.A.3.7 colonists’ struggles with Britain. LA.8.1.6.1 5. Interpreting Reread the Primary Source quote from o be Bettman/CORBIS 2. Use preamble in a sentence that helps explain the Declaration of Independence above. Rewrite this its meaning. LA.8.1.6.1 quote in your own words and explain its signifi cance. SS.8.A.3.7 Answer the Guiding Questions 6. EXPOSITORY WRITING Who did the most to promote the cause of independence: George Washington, Thomas 3. Explaining What actions did the Second Continental Jeff erson, or Thomas Paine? Give reasons for your choice. SS.8.A.3.3 Congress take to begin governing the colonies? SS.8.A.3.6 Lesson 4 139

128_133_DOPA_SE_MS_C05_L4_659693.indd 133 PDF PROOF 9/23/11 1:14 PM Program: DOPA Component: Student FL Vendor: Six Red Marbles Grade: Middle School FL CHAPTER 5 Activities C

Write your answers on a separate piece of paper. R C 1 Exploring the Essential Questions SS.8.A.3.6, SS.8.A.3.1, SS.8.A.3.2 1 EXPOSITORY WRITING The confl ict that led to the Declaration of Independence took many years to develop. Write a brief summary of the events leading up to the Declaration that explains the basic views of the British and of the colonists. Use examples from the chapter to support your answer.

2 21st Century Skills SS.8.A.1.6, SS.8.A.1.7 RECOGNIZING BIAS Look at this poster, which was created after 2 the Boston Massacre. Create an alternative version that describes the event from the British point of view. Write a brief explanation of how your poster diff ers from the one shown here. 3

3 Thinking Like a Historian SS.8.A.3.7, SS.8.A.1.6 DRAWING INFERENCES AND CONCLUSIONS The Declaration of Independence guarantees “unalienable rights” to life, liberty, and “the pursuit of happiness. ” What exactly does “pursuit of happiness” mean? Does it mean that you can do anything you want to as long as it makes you happy? Take a survey of friends and neighbors. Ask 4 them what it means to them. Prepare a short report on your fi ndings for the class.

4 Visual Literacy SS.8.A.1.2, SS.8.A.1.7 ANALYZING POLITICAL CARTOONS This 1774 cartoon shows some Patriots pouring tea down the throat of John Malcolm, a British tax collector. What message is the artist trying to send? How do the Patriots seem to feel toward 5 the tax collector?

6 (t) Bettmann/CORBIS, (t) Bettmann/CORBIS, (b) Art Archive 140 The Spirit of Independence

134_136_DOPA_SE_MS_C05_AS_659693.indd 134 PDF PROOF 2/22/11 3:04 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL CHAPTER 5 Assessment

REVIEW THE GUIDING QUESTIONS NGSSS assessed in Choose the best answer for each question. Chapter 5 Activities SS.8.A.3.1, SS.8.A.1.5 SS.8.A.1.2 Analyze charts, graphs, 1 What British regulation prohibited colonists from moving west of the maps, photographs and time lines; analyze political cartoons; determine Appalachian Mountains? cause and eff ect. A. Townshend Acts SS.8.A.1.6 Compare interpretations of key events and issues throughout B. Coercive Acts American History. SS.8.A.1.7 View historic events C. Proclamation of 1763 through the eyes of those who were there as shown in their art, writings, D. Stamp Act music, and artifacts. SS.8.A.3.2, SS.8.A.3.1 SS.8.A.3.1 Explain the consequences of 2 Why did colonists object to the Sugar Act? the French and Indian War in British policies for the American colonies F. It prevented colonists from trading with other nations. from 1763–1774 SS.8.A.3.2 Explain American colonial G. It violated colonists’ right to be secure in their homes. reaction to British policy from H. It taxed colonists with their consent. 1763–1774. SS.8.A.3.6 Examine the causes, course, I. It made sugar much more expensive. and consequences of the American Revolution. SS.8.A.3.8 SS.8.A.3.7 Examine the structure, 3 What was the purpose of the committees of correspondence? content, and consequences of the A. to write protests to the king Declaration of Independence. B. to oversee trials in British courts NGSSS assessed in Chapter 5 Assessment C. to handle problems with Native Americans SS.8.A.1.2 Analyze charts, graphs, D. to share information among the colonies maps, photographs and time lines; analyze political cartoons; determine SS.8.A.3.1 cause and eff ect. 4 What resulted from the Coercive Acts? SS.8.A.1.5 Identify, within both primary and secondary sources, the F. Boston Harbor was closed until the colonists paid for tea dumped at the author, audience, format, and Boston Tea Party. purpose of signifi cant historical documents. G. The area west of the Appalachians and north of the Ohio River became SS.8.A.1.7 View historic events through the eyes of those who were there as part of Quebec. shown in their art, writings, music, H. The tax on molasses imported into the colonies was raised. and artifacts. SS.8.A.3.1 Explain the consequences of I. A tax was collected on almost all printed material sold in the colonies. the French and Indian War in British policies for the American colonies SS.8.A.3.8 from 1763–1774 5 What name was given to American colonists who sided with Great Britain SS.8.A.3.2 Explain American colonial during the American Revolution? reaction to British policy from 1763–1774. A. Sons of Liberty C. Loyalists SS.8.A.3.7 Examine the structure, content, and consequences of the B. minutemen D. Patriots Declaration of Independence. SS.8.A.3.7, SS.8.A.1.5 SS.8.A.3.8 Examine individuals and 6 groups that aff ected political and What did the preamble to the Declaration of Independence say? social motivations during the F. It spelled out the colonists’ complaints against Britain. American Revolution. G. It listed the rights the colonists believed they should have. H. It proclaimed the existence of the new nation. I. It stated that people who wish to form a new country should explain their reasons for doing so. (t) Bettmann/CORBIS, (t) Bettmann/CORBIS, (b) Art Archive 141

134_136_DOPA_SE_MS_C05_AS_659693.indd 135 PDF PROOF 3/7/11 5:54 PM Program: DOPA Component: Student FL Vendor: Six Red Marbles Grade: Middle School FL CHAPTERCHAPTER 5 Assessment (continued)

DOCUMENT-BASED QUESTIONS SS.8.A.1.2 7 Drawing Conclusions North 0 2 miles According to the map, the N Bridge 0 2 km MINUTEMEN battles of Lexington and PRESCOTT Albers Equal-Area projection W E ConcordConcord Concord were fought April 19 S LexingtonLexingLexing Massachusetts Revere captured; Dawes turns back; A. three days apart. ApAprilr 19 Medford Dr. Samuel Prescott continues ride. M y s . t R ic B. at the same location. Menotomy R y E R r V . u (Arlington) E b R d E C. on the same day. u S Cambridge D. in New York. Charles Town Colonial troops Colonial Ch ar SS.8.A.1.2 victory les R. Boston Colonial messengers D British victory A 8 Identifying Based on the British troops W Boston ES Harbor map, who traveled in a Roxbury southeasterly direction to the battle at Concord? F. the Loyalists G. the British troops H. the colonial messengers I. the colonial troops

SHORT RESPONSE British writer Samuel Johnson said in his 1775 pamphlet, Taxation No Tyranny: “ He who goes voluntarily to America, cannot complain of losing what he leaves in Europe. . . . By his own choice he has left a country where he had a vote and little property, for another where he has great property, but no vote.” —The Works of Samuel Johnson SS.8.A.3.1, SS.8.A.3.8 9 What complaint does Johnson’s statement appear to address? SS.8.A.1.7 10 How might colonists respond to Johnson’s statement?

EXTENDED RESPONSE SS.8.A.1.7, SS.8.A.3.1, SS.8.A.3.2 11 Personal Writing It is the 1770s and you are visiting the colonies from a country other than Great Britain. How would you describe the confl ict between the colonists and the British? Write a letter to a friend back in your country giving your impressions of the disagreement. Need Extra Help?

If You’ve Missed Question 1 2 3 4 5 6 7 8 9 10 11 Review Lesson 112234331,2,3 1,2,3 2,3,4

142 The Spirit of Independence

134_136_DOPA_SE_MS_C05_AS_659693.indd 136 PDF PROOF 2/22/11 3:04 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL

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