Colonists Respond to the Repeal of the Stamp Act, 1766
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Action-Reaction … the Road to Revolution
Name:____________________________________ Class Period:_____ Action-Reaction … The Road to Revolution APUSH Guide for American Pageant chapter 7 & 2nd half of AMSCO chapter 4 (and a bit from chapter 8 Pageant and chapter 5 AMSCO) Directions Print document and take notes in the spaces provided. Read through the guide before you begin reading the chapter. This step will help you focus on the most significant ideas and information And as you read. Purpose These notes are not “hunt and peck” or “fill in the blank” notes. Think of this guide as a place for reflections and analysis using your noggin (thinking skills) and new knowledge gained from the reading. Mastery of the course and AP exam await all who choose to process the information as they read/receive. To what extent was America a revolutionary force from the first days of European discovery? Assessment: __________________________ Small extent? Large extent? Evidence to support your assessment: Evidence to support the opposing view: 1. 1. 2. 2. 3. 3. Explain the impact of the following statement in terms of America. “Distance weakens authority; great weakness weakens authority greatly.” The Impact of Mercantilism Explain how Americans were supposed to ensure Britain’s economic and naval supremacy. What impact did this have on colonists? What was the problem with having no banks in the colonies? How did Parliament respond to colonies issuing paper money? How did English policy regarding its North American colonies change after the French and Indian War, Pontiac’s Rebellion, and the Proclamation of 1763? From Salutary Neglect to…. For each of the items listed below, identify the Before the actual war of the Revolution Action (English purpose/goal) and the could begin, there had to be a Reaction of the colonists. -
Unit 2 Guide
AP US History Unit 2 Study Guide “Salutary Neglect” Enlightenment terms to remember Balance of trade Philosophes Mercantilism John Locke Tariffs Tabula rasa Navigation Acts Social Contract Natural Rights Montesquieu Benjamin Franklin French and Indian War Ft. Duquesne Relative advantages (Brit./France) Gov. Dinwiddie The Great Expulsion (1755-63) George Washington William Pitt, Sr. The Brave Old Hendrick Battle of the Plains of Abraham Albany Plan for Union Treaty of Paris, 1763 Pontiac´s Rebellion Discontent Proclamation Line of 1763 John Dickinson Letters from a Pennsylvania Farmer East Florida, West Florida, Quebec Boston Massacre Sugar Act (1764) Samuel Adams Admiralty courts John Adams Virtual representation Gaspee incident (1772) Stamp Act (1765) Committees of Correspondence Stamp Act Congress Tea Act of 1773 Patrick Henry British East India Co. "Sons of Liberty" Boston Tea Party Quartering Act Quebec Act, 1774 Declaratory Act Coercive (Intolerable) Acts Townshend Duties (1767) First Continental Congress Massachusetts General Court’s Circular Letter (1768) War of Independence Lexington and Concord Battle of Saratoga Second Continental Congress Alliance of 1778 General Washington Netherlands and Spain Olive Branch Petition Valley Forge Battle of Bunker Hill Privateers and the “Law of the Sea” Three-phases of the war League of Armed Neutrality, 1780 Thomas Paine’s Common Sense John Paul Jones Declaration of Independence Yorktown Thomas Jefferson Newburgh Conspiracy Loyalists Sir George Rodney, Battle of Saints, 1782 Hudson Valley Campaign -
Chapter 3 America in the British Empire
CHAPTER 3 AMERICA IN THE BRITISH EMPIRE The American Nation: A History of the United States, 13th edition Carnes/Garraty Pearson Education, Inc., publishing as Longman © 2008 THE BRITISH COLONIAL SYSTEM n Colonies had great deal of freedom after initial settlement due to n British political inefficiency n Distance n External affairs were controlled entirely by London but, in practice, the initiative in local matters was generally yielded to the colonies n Reserved right to veto actions deemed contrary to national interest n By 18 th Century, colonial governors (except Connecticut and Rhode Island) were appointed by either the king or proprietors Pearson Education, Inc., publishing as Longman © 2008 THE BRITISH COLONIAL SYSTEM n Governors n executed local laws n appointed many minor officials n summoned and dismissed the colonial assemblies n proposed legislation to them n had power to veto colonial laws n They were also financially dependent on their “subjects” Pearson Education, Inc., publishing as Longman © 2008 THE BRITISH COLONIAL SYSTEM n Each colony had a legislature of two houses (except Pennsylvania which only had one) n Lower House: chosen by qualified voters, had general legislative powers, including control of purse n Upper House: appointed by king (except Massachusetts where elected by General Court) and served as advisors to the governor n Judges were appointed by king n Both judges and councilors were normally selected from leaders of community n System tended to strengthen the influence of entrenched colonials n Legislators -
Causes of the American Revolution
CAUSES OF THE AMERICAN REVOLUTION Copyright © 2017 Edmentum - All rights reserved. Generation Date: 10/12/2017 Generated By: Doug Frierson 1. What was the name of the treaty signed in 1763 which officially ended the French and Indian War? A. Treaty of Ghent B. Treaty of Niagara C. Treaty of Paris D. Treaty of Versailles 2. Which of the following was the main reason that American colonists opposed the Stamp Act of 1765? A. The act was taxation without representation. B. The tax was not imposed on the wealthy. C. The act was passed by the king, not Parliament. D. The tax was a large amount of money. 3. The Proclamation of 1763 was established to prevent any settlers from moving _______ of the Appalachian Mountains. A. north B. east C. west D. south 4. The First Continental Congress met in Philadelphia on September 5, 1774. In an attempt to get the best representation of a united colony, how did the Congress allocate votes between the colonies? A. The number of votes for each colony was based on its population. B. The Congress had no authority; therefore, there were no votes necessary. C. Each of the 13 colonies got one vote. D. Each of the colonies got two votes. 5. The Proclamation of 1763 was established following which of these wars? A. War of 1812 B. Spanish-American War C. Revolutionary War D. French and Indian War 6. Which American colonist was the lawyer who defended the soldiers involved in the Boston Massacre? A. James Madison B. George Washington C. -
Finance (No. 3) Bill
Finance (No. 3) Bill EUROPEAN CONVENTION ON HUMAN RIGHTS The Chancellor of the Exchequer has made the following statement under section 19(1)(a) of the Human Rights Act 1998: In my view the provisions of the Finance (No. 3) Bill are compatible with the Convention rights. Bill 282 57/1 Finance (No. 3) Bill CONTENTS PART 1 DIRECT TAXES Charge to tax 1 Income tax charge for tax year 2019-20 2 Corporation tax charge for financial year 2020 Income tax rates, allowances and limits 3 Main rates of income tax for tax year 2019-20 4 Default and savings rates of income tax for tax year 2019-20 5 Basic rate limit and personal allowance 6 Starting rate limit for savings for tax year 2019-20 Employment and social security income 7 Optional remuneration arrangements: arrangements for cars and vans 8 Exemption for benefit in form of vehicle-battery charging at workplace 9 Exemptions relating to emergency vehicles 10 Exemption for expenses related to travel 11 Beneficiaries of tax-exempt employer-provided pension benefits 12 Tax treatment of social security income Chargeable gains: interests in UK land etc 13 Disposals by non-UK residents etc 14 Disposals of UK land etc: payments on account of capital gains tax International matters 15 Offshore receipts in respect of intangible property 16 Avoidance involving profit fragmentation arrangements 17 Non-UK resident companies carrying on UK property businesses etc 18 Diverted profits tax 19 Hybrid and other mismatches: scope of Chapter 8 and “financial instrument” 20 Controlled foreign companies: finance company exemption and control Bill 282 57/1 ii Finance (No. -
The Stamp Act and Methods of Protest
Page 33 Chapter 8 The Stamp Act and Methods of Protest espite the many arguments made against it, the Stamp Act was passed and scheduled to be enforced on November 1, 1765. The colonists found ever more vigorous and violent ways to D protest the Act. In Virginia, a tall backwoods lawyer, Patrick Henry, made a fiery speech and pushed five resolutions through the Virginia Assembly. In Boston, an angry mob inspired by Sam Adams and the Sons of Liberty destroyed property belonging to a man rumored to be a Stamp agent and to Lt. Governor Thomas Hutchinson. In New York, delegates from nine colonies, sitting as the Stamp Act Congress, petitioned the King and Parliament for repeal. In Philadelphia, New York, and other seaport towns, merchants pledged not to buy or sell British goods until the hated stamp tax was repealed. This storm of resistance and protest eventually had the desired effect. Stamp sgents hastily resigned their Commissions and not a single stamp was ever sold in the colonies. Meanwhile, British merchants petitioned Parliament to repeal the Stamp Act. In 1766, the law was repealed but replaced with the Declaratory Act, which stated that Parliament had the right to make laws binding on the colonies "in all cases whatsoever." The methods used to protest the Stamp Act raised issues concerning the use of illegal and violent protest, which are considered in this chapter. May: Patrick Henry and the Virginia Resolutions Patrick Henry had been a member of Virginia's House of Burgess (Assembly) for exactly nine days as the May session was drawing to a close. -
Journal of British Studies Volume 52, No. 1 (Jan. 2013) Livesey Major
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Sussex Research Online Journal of British Studies Volume 52, no. 1 (Jan. 2013) Livesey Major Article Free Trade and Empire in the Anglo-Irish Commercial Propositions of 1785 James Livesey James Livesey is Professor of History at the University of Sussex. He is author of Making Democracy in the French Revolution (Harvard 2001) and Civil Society and Empire: Ireland and Scotland in the Eighteenth-Century Atlantic World (Yale, 2009). I would like to acknowledge the comment and insight on earlier versions of this article by the members of the History Department at Peking University and the participants at the “1763 and All That: Temptations of Empire in the British World in the Decade after the Seven Years War” conference held at the Institute for Historical Studies at the University of Texas at Austin. Journal of British Studies 52 (Jan. 2013): •••-••• © 2013 by The North American Conference on British Studies All Rights Reserved Journal of British Studies Volume 52, no. 1 (Jan. 2013) Livesey Major Article Free Trade and Empire in the Anglo-Irish Commercial Propositions of 1785 Free trade was a central demand of Irish patriot writers and economic theorists from the accession of William and Mary onward, yet when free trade was offered to Ireland in 1785 it was rejected.1 The politics of this reform measure were not well handled. William Pitt was in the early, vulnerable months of his premiership and had alienated even some of his political friends with the India Act. -
IBMYP United States Government the Stamp Act – Background
IBMYP United States Government denied these charges, and complained of British suspect that the British were intentionally plotting The Stamp Act – Background arrogance and contemptuousness in dealings with to enslave the colonists economically. the colonials. Commentary The French and Indian War – Results British troops also quarreled with colonial civilians, Summary who were often reluctant to provide food and The conflict between British and colonial soldiers shelter to the British, and consistently complained was indicative of the evolving attitudes of the two When the French and Indian War, and its of the troops' poor behavior. Pennsylvania regions toward one another. The colonies began European counterpart, the Seven Years War, Quakers, as pacifists, voted against appropriating to associate all things British with arrogance and officially came to a close with the Treaty of Paris in funds for the war effort, and Massachusetts and condescension, and the British viewed Americans 1763, North America was divided territorially New York also took a stand against the quartering as inept, irresponsible, and primitive. The colonial between the British and Spanish. Britain had of British troops in their colonies. British units in the war were involved primarily in support driven the French from the continent, and Parliament, and King George III, viewed these roles, providing reserve forces in battles and extended its land claims west to the Mississippi actions as antagonistic to the British effort to holding British forts. This way, the more highly River. It seemed that British holdings in North defend imperial territories. trained British professionals could lead the America and all over the world were more secure offensive against the French. -
The Stamp Act Rebellion
The Stamp Act Rebellion Grade Level: George III (1738-1820) From the “Encyclopedia of Virginia,” this biographical profile offers an overview of the life and achievements of George III during his fifty-one-year reign as king of Great Britain and Ireland. The personal background on George William Frederick includes birth, childhood, education, and experiences growing up in the royal House of Hanover. King George’s responses to events during the Seven Years’ War, the Irish Rebellion, and the French Revolution are analyzed with the help of historical drawings and documents. A “Time Line” from 1663 through 1820 appears at the end. Topic: George III, King of Great Britain, Great Britain--History--18th Language: English Lexile: 1400 century, Great Britain--Politics and government, England--Social life and customs URL: http://www.encyclopediavirginia.org Grade Level: Stamp Act Crisis In 1766, Benjamin Franklin testified to Parliament about the Stamp Act and a month later it was repealed. The Stamp Act sparked the first widespread eruption of anti-British resistance. The primary source documents at this web site will help you understand why Parliament passed the tax and why so many Americans opposed it. The documents show the colonists' first widespread resistance to British authority and how they responded to their first victory in the revolutionary era. Discussion questions are included. Topic: Stamp Act (1765) Language: English Lexile: 1320 URL: http://americainclass.org Grade Level: American History Documents The online presence of the Indiana University's Lilly Library includes the virtual exhibition American History Documents. Complemented by enlargeable images of items from the library's actual collection, this site includes two entries related to the Stamp Act of 1765: the cover pages from An Act for Granting and Applying Certain Stamp Duties and Other Duties, in the British Colonies and Plantations in America, London and New Jersey. -
Conversion and Revolution in New England Throughout the Fall Of
Introduction: Conversion and Revolution in New England Throughout the Fall of 1765, Stephen Johnson, the pastor of the church in Lyme, Connecticut, excoriated Britain’s Parliament for the Stamp Act and recent trade regulations. Such “evils” imposed on “two millions of free people,” he warned in a series of newspaper editorials, threatened to “destroy the good affections and confidence” between Parliament, King, and America.1 In December, he preached a fast-day sermon (an occasion called by the colony for corporate lamentation) that elucidated the meaning of disrupted “affections.” The “present crisis,” he admitted, was “perplexing and exercising” because it compelled American colonists to make a choice between loyalty to Britain and their “great, provincial, continental, or national purposes.” He put it boldly: “if there be left to the colonies but this single, this dreadful alternative,--slavery or independency,--they will not want time to deliberate which to choose.” Johnson reiterated the need for moral deliberation. As he argued in his newspaper pieces, the “liberty of free inquiry is one of the first and most fundamental [liberties] of a free people.” New Englanders ought to be prepared to determine their political allegiances. Johnson repeated his provocation as a simple question: “what shall we do?”2 This question implied more than the possibility of resistance to parliamentary regulation. It hinted at independence from the British empire. Johnson asked his parishioners, the people of Connecticut, and all Americans to imagine a complete transformation of political loyalties, a renunciation of their status as subjects of the English monarchy. He contended that they had the moral capacity to change their allegiances. -
WEST INDIES Why Did the British West Indies Fail to Support the American Revolt?
WEST INDIES Why did the British West Indies fail to support the American revolt? Viewpoint: The British West Indies were far too dependent on the mother country economically, socially, and militarily to join the American War of Inde- pendence. Viewpoint: The white inhabitants of the British Caribbean had more conserva- tive views of the English constitution and Empire than those held by Americans. Great Britain possessed twenty-six colonies in the Americas, but only the thirteen mainland colonies rebelled against the mother country in 1775. Why? The refusal of the British West Indies to support the American rebel- lion is puzzling, especially considering that the sugar islands had close social and economic ties with the mainland colonies and shared many of the essential preconditions of the American Revolution (1775-1783). As early as 1651, for example, Barbadians denied Parliament's right to tax them on the grounds that legislation without representation was a violation of their rights as Englishmen. Thirty years later Jamaica's assembly suc- cessfully established its right to legislate in all domestic matters. Like their mainland counterparts, the island colonists during the eighteenth century sought increasing control over internal taxation, the local militia, the islands' defenses, the administering of governmental expenditures, the appointment of local officials, and the executive-decision-making process. The republi- can ideology of the American Revolution and Britain's attempt to subdue the Americans by force intensified these political contests and created a politi- cal and constitutional crisis on some Caribbean islands. Local assemblies made claims of coequality with the House of Commons and usurped execu- tive powers, while some island colonists refused to pay taxes and perse- cuted government officials determined to uphold the Crown's prerogative. -
The Language of the Clergy: Religious and Political Discourse in Revolutionary America, 1754-1783
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2000 The Language of the Clergy: Religious and Political Discourse in Revolutionary America, 1754-1783 Cristine E. Maglieri College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the History of Religion Commons, and the United States History Commons Recommended Citation Maglieri, Cristine E., "The Language of the Clergy: Religious and Political Discourse in Revolutionary America, 1754-1783" (2000). Dissertations, Theses, and Masters Projects. Paper 1539626265. https://dx.doi.org/doi:10.21220/s2-vbyq-k788 This Thesis 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]. THE LANGUAGE OF THE CLERGY RELIGIOUS AND POLITICAL DISCOURSE IN REVOLUTIONARY AMERICA, 1754-1783 A Thesis Presented to The Faculty of the Department of History The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Master of Arts by Cristine E. Maglieri 2000 APPROVAL SHEET This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts C aju ^ H j YV j6- * 0 . Cristine E. Maglieri Approved, December 2000 Christopher Grasso oL-, A x^ju James Axtell Lu Ann Hom za^ TABLE OF CONTENTS