Class Preparation Assignment: Chapter 5: Roads to Revolution, 1750-1776

Total Page：16

File Type：pdf, Size：1020Kb

Class Preparation Assignment: Chapter 5: Roads to Revolution, 1750-1776 You must read the chapter. Use the vocabulary words below, and the “Points to Ponder” to help focus your reading. By reading thoroughly, you will have the building blocks for class discussion. Class discussion will revolve around the “Points to Ponder” listed below. You are not required to write anything for the “Points to Ponder”; however, it would be wise to think them through prior to class as they will ultimately be used to construct a viable answer to an AP quality essay. Vocabulary Albany Plan of Union Acadians, Cajuns Seven Years' War (French and Indian War) Neolin, Pontiac's uprising, and the Proclamation of 1763 King George III writs of assistance and James Otis Sugar Act and vice-admiralty courts George Grenville Stamp Act and Stamp Act Congress virtual representation Patrick Henry Loyal Nine and Sons of Liberty Declaratory Act Charles Townshend and the Townshend duties (Revenue Act of 1767) John Wilkes American Board of Customs Commissioners, customs racketeering Samuel Adams John Adams spinning bees Lord North John Hancock Crispus Attucks and the Boston Massacre committees of correspondence Tea Act and the Boston Tea Party Lord Dunmore's proclamation Coercive or Intolerable Acts and Quebec Act Suffolk Resolves and Continental Association minutemen, Paul Revere, and Lexington and Concord Olive Branch Petition Thomas Paine, Common Sense Second Continental Congress and Declaration of Independence “Points to Ponder” 1. Explain why the colonists objected to writs of assistance and vice-admiralty courts. 2. Explain what the British meant by virtual representation and why the American colonists rejected the concept. 3. Why did the British pass the Coercive (Intolerable) Acts? What did the colonists think the laws showed about British intentions? 4. Where and when did the First Continental Congress meet? What actions did it take? 5. Why did General Gage send British troops to Lexington and Concord in 1775, and what happened as a result? 6. Why did the Second Continental Congress reverse itself on the question of independence between 1775 and 1776? .

Copy Link

Recommended publications

X001132127.Pdf
' ' ., ,�- NONIMPORTATION AND THE SEARCH FOR ECONOMIC INDEPENDENCE IN VIRGINIA, 1765-1775 BRUCE ALLAN RAGSDALE Charlottesville, Virginia B.A., University of Virginia, 1974 M.A., University of Virginia, 1980 A Dissertation Presented to the Graduate Faculty of the University of Virginia in Candidacy for the Degree of Doctor of Philosophy Corcoran Department of History University of Virginia May 1985 © Copyright by Bruce Allan Ragsdale All Rights Reserved May 1985 TABLE OF CONTENTS Introduction: 1 Chapter 1: Trade and Economic Development in Virginia, 1730-1775 13 Chapter 2: The Dilemma of the Great Planters 55 Chapter 3: An Imperial Crisis and the Origins of Commercial Resistance in Virginia 84 Chapter 4: The Nonimportation Association of 1769 and 1770 117 Chapter 5: The Slave Trade and Economic Reform 180 Chapter 6: Commercial Development and the Credit Crisis of 1772 218 Chapter 7: The Revival Of Commercial Resistance 275 Chapter 8: The Continental Association in Virginia 340 Bibliography: 397 Key to Abbreviations used in Endnotes WMQ William and Mary Quarterly VMHB Virginia Magazine of History and Biography Hening William Waller Hening, ed., The Statutes at Large; Being� Collection of all the Laws Qf Virginia, from the First Session of the Legislature in the year 1619, 13 vols. Journals of the House of Burgesses of Virginia Rev. Va. Revolutionary Virginia: The Road to Independence, 7 vols. LC Library of Congress PRO Public Record Office, London co Colonial Office UVA Manuscripts Department, Alderman Library, University of Virginia VHS Virginia Historical Society VSL Virginia State Library Introduction Three times in the decade before the Revolution. Vir ginians organized nonimportation associations as a protest against specific legislation from the British Parliament.
[Show full text]
Music and the American Civil War
“LIBERTY’S GREAT AUXILIARY”: MUSIC AND THE AMERICAN CIVIL WAR by CHRISTIAN MCWHIRTER A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2009 Copyright Christian McWhirter 2009 ALL RIGHTS RESERVED ABSTRACT Music was almost omnipresent during the American Civil War. Soldiers, civilians, and slaves listened to and performed popular songs almost constantly. The heightened political and emotional climate of the war created a need for Americans to express themselves in a variety of ways, and music was one of the best. It did not require a high level of literacy and it could be performed in groups to ensure that the ideas embedded in each song immediately reached a large audience. Previous studies of Civil War music have focused on the music itself. Historians and musicologists have examined the types of songs published during the war and considered how they reflected the popular mood of northerners and southerners. This study utilizes the letters, diaries, memoirs, and newspapers of the 1860s to delve deeper and determine what roles music played in Civil War America. This study begins by examining the explosion of professional and amateur music that accompanied the onset of the Civil War. Of the songs produced by this explosion, the most popular and resonant were those that addressed the political causes of the war and were adopted as the rallying cries of northerners and southerners. All classes of Americans used songs in a variety of ways, and this study specifically examines the role of music on the home-front, in the armies, and among African Americans.
[Show full text]
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.
[Show full text]
PUB DUE Three At,Ated Reading Guides Were Aeveloped
411.. X %. itomesTit1180111 RD 181 929 IS 000 043 AUTHOR Schneider, Eric C.: And Others .TITLE Boston:1411 Orban Community. Boston and the American - RevcilutiOn: The Leaders, the*Issue!and the Common Man. Boston's Architecture: From First Tawnhouseto New City Hall. Boston's Artisans of the Eighteenth Century. Annotated Reading Lists. INSTITUTION Bos.ton Public Library, Hass. SPONS AGENCY National Endowment for the_Humanities(NFAH),' Washington, O.C PUB DUE 77 NOTE Fo'irelated documentso'see IRJ 008 042-046 EDRS PRICE HF01/PC03 Plus Postage: ,DESCRIPTORS Annotated BibliographAes: 4gArchitecture:*Craftsmen; Educational Programs: HumanitiesInstruction: *Local History: Public' Librarikts: Resource Guidesi Apevoldtionar.War (Onited.statefl ABSTRA.CT The three at,ated reading guideswere Aeveloped for courses offeced At the Bos_n Public,Library under the,National Endowments,for the'Human ).ties Library LearningProgram. The first lists-42 selectedrece t works of major importance covering theareas of colonial society, political structure,and the Aterican .Revolutivon.piel27 titles cited in thesecoud include not only books about Bostoearehitectureet but books aboutBoston which deal With '7 various of the city's buildings: guidebooksto 'individual buildings have been excluded. The 31 readingson Boston's artisans and their products are (II:Added into three sections:(1) the topography of th city from 1726 to 1815:(2) the artisan coamunfty and thesoc structure of'Boston, focusingon the-role'of craftsmen i Revolution and their cheinging social status:and,(3) e crafts of 18th century.Boston anA some biographical materialsot individuai 'artisans. (RAA) 4 f ****-*************************************************.*********4******** 1;4 Reproluctions suppli44 by raps are the beet thatcan be eaCle frou.the original docuaellt.
[Show full text]
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.
[Show full text]
Chapter 5 the Spirit of Independence
Chapter 5 The Spirit of Independence Section 1: Taxation Without Representation Vocab. • Revenue • Resolution • Boycott • Repeal • Effigy • Prohibit • Violate Relations with Britain • Proclamation of 1763 – Prohibited colonists expansion west – Allowed Britain to control trade and commerce in the colonies • British Debt – King and Parliament tax colonists heavily – Strictly enforce tax laws Britain’s Trade Laws • George Grenville – Prime Minister in 1763 – Encouraged laws that allowed smugglers to be tried in vice-admiralty courts (without juries) • Writs of Assistance – 1767: Documents that allowed British officers to enter any location to search for smuggled goods The Sugar Act • Parliament Passes Sugar Act – 1764 – Lowered the tax on imported molasses to convince colonists to pay the tax – Gave officers ability to take smuggled good without going to court • Violated Rights of Colonists – New taxes and trade laws took away rights as English citizens New Taxes • Stamp Act – Passed by Parliament in 1765 – Placed a tax on almost all printed material • Newspapers, wills, playing cards, etc. • Sparked colonial resistance – Colonists opposed being taxed without their consent or approval Protesting the Stamp Act • Patrick Henry – Persuaded the Virginia House of Burgesses to pass a resolution – Declared that only the Virginia Assembly had the authority to tax its citizens • Samuel Adams – Helped start the Sons of Liberty – Protestors burnt effigies and destroyed houses belonging to royal officials Effigy • Rag doll figures that represented British tax collectors Protesting the Stamp Act (cont.) • Boycott – People in colonial cities refused to buy stamps – Refused to buy other European goods also • Nonimportation Agreements – Signed by colonial merchants – Promise not to buy imported goods from Britain The Townshend Acts • Colonists refused to pay internal taxes • Townshend Acts – New taxes only on imported goods from Britain • Glass, tea, paper, etc.
[Show full text]
British Settlement
BRITISH SETTLEMENT I.) Rationale - changes in England - 6 wives of Henry VIII - population growth - enclosure - rivalry between England & Spain - easy money (?) II.) Roanoke, 1587-1590 - followed Spanish Model - Sir Walter Raleigh III.) The Chesapeake Region--Virginia - Jamestown, 1607 - the Joint-Stock Company - "Gentlemen" - The Starving Time - Captain John Smith - Pocahontas - Tobacco - House of Burgesses, 1619 1 IV.) The Chesapeake Region--Maryland - Sir George Calvert, 2nd Lord of Baltimore - Religious toleration (?) 2 NEW ENGLAND—THE SEPARATISTS AND THE PURITANS I..) Plymouth, 1620 - Separatists (Pilgrims) - Mayflower Compact II.) Massachusetts Bay, 1630 - Puritans - Freedom, not tolerance - John Winthrop - "A Modell of Christian Charity" - Great Chain of Being - "City upon a hill" - Importance of community - Town, Church, and Education - Harvard, 1636 III.) Problems in paradise - Roger Williams - Rhode Island - Ann Hutchinson 3 IV.)A Cautionary Note on Puritan Society--Salem Witchcraft Trials, 1692 - adolescent girls & Tituba - spectral evidence - why? - spoiled grain - puberty and menopause - women out of place - Salem town and Salem village 4 THE NEW BRITISH COLONIES I.) Background -- The English Civil War - Charles I, reigned 1625-1649 - Parliament and the Puritans - Civil War, 1642 - Oliver Cromwell - The Restoration, 1660 II.) Proprietary Colonies - Colonies given as gifts to men who had been loyal to the crown during Civil War. 5 SERVANTS AND SLAVES I.) Europe: Too many people, not enough land America: Too much land, not
[Show full text]
THE BOSTON MASSACRE: Design Or Accident
THE BOSTON MASSACRE: Design or Accident BY PETER BRODKIN Mr. Brodkin is a graduate student in history at Rutgers University. The author would like to thank the staff of the Rutgers University Libraries for their help in the completion of this article. f^ftK EkttI 5oq*A EwcJ BOSTON 1770 Government and Business Center* Key 1. Sentry Box 4. Town House 2. Customs House 5. William Hunter's House 3. Main Guard 6. The Market * Annie Haven Thwing, The Crooked and Narrow Streets of the Town of Boston (Boston: Charles E. Lauriat Co., 1930), opposite page 78. RUTGERS UNIVERSITY LIBRARIES 79 It is a paradox of the violence in Boston during the years of 1765 to 1770 that although the rioters seemed uncontrolled and uncontrollable, they were in fact under an almost military discipline. The Boston Mob's ardor there is little doubt, could be turned on or off to suit the policies of its directors.1 OST historians studying the actions of the mob in pre-Revolu- tionary America, and especially in Boston, would agree that Mmany of these riots although seemingly spontaneous were ac- tually organized with certain political ends in mind. John Shy, in his book Toward Lexington, indicates that mob action was one of a number of political weapons used by local leaders. The "first resistance to the troops in Boston occurred not on the waterfront but in the Court House."2 In almost all instances, according to Shy, when the town elders had certain grievances against the methods of the English they first tried to alleviate the problems through the legal means of petition and court action.
[Show full text]
Growing Confrontation Change in British Imperial Policy
Growing Confrontation Change in British Imperial Policy End of “Salutary Neglect” Re-Assert authority over Colonies Taxation for Revenue What economic confrontation could this create? Post War Tension – Military Issue Colonials British Methods of •Indian-style guerilla March in formation or fighting tactics bayonet charge Organization •Militias served under Officers wanted to take own captains charge of colonials •No military Drills and tough Discipline deference or discipline protocols observed Colonists should pay for •Resistance to raising their own defense Finances taxes “Prima Donna” officers •Casual, non- with servants and tea Demeanor professionals Post War Tension – Military Troop deployment British left about 10,000 troops in America Fear of French rebellion in Canada Fear of Indian attacks Keep colonists from crossing Proclamation Line Fear of independence movement What confrontation could this create? Post War Tension – Economic War taxes British response Massachusetts refused to Currency Act of 1764 pay without military must pay with British control currency Virginia refused to pay; Parliament controls printed money to pay colonial currency debts (inflation) Revenue Act of 1762 Ensure collection of customs Royal Navy prohibit trade with French Post War Tension – Economic Result of French and Indian and Seven Years War National debt doubles New Prime Minister Lord Bute needed payment plan New King, George III, wanted debt paid Began to strictly enforce taxes in England Post War Tension – Political Reforms
[Show full text]
Sons of Liberty, 1765
Sons of Liberty, 1765 Case Western Reserve University Model United Nations Spring Conference 2020 CWRUMUN•CCWA Spring Conference 2020 FROM YOUR CRISIS DIRECTOR Dear Delegates, My name is Sydney Olney, and it is with distinct pleasure that I welcome you to the Sons of Liberty, 1765 Crisis Committee! Sons of Liberty, 1765 is based on the activity of various chapters of the revolutionary organization, most notably, the Boston and New York groups. This committee will provide delegates with the unique opportunity to exercise their knowledge of revolutionary history in a fast-paced, dynamic, and contemporary setting. As delegates of Sons of Liberty, 1765, you will fight for representation, utilize the power of the mob, and influence the trajectory of the American colonies towards (or away from) revolution. The fate of your countrymen is in your hands! I anticipate that many of you will be completely new to crisis—that is okay. We will reward research, hard work, and initiative. An involved and inexperienced delegate will have more impact on committee than a disengaged veteran. The committee will also look favorably on well- rounded delegates who are able to balance speaking time, directives, and crisis notes. As such, try your best not to neglect one part of your role for another, as every aspect of delegate performance will be considered when determining awards. My utmost hope for our two days together is that all of you will be able to learn and grow as delegates. I didn’t start Model United Nations, until college, so I know what it’s like to feel completely out of your depth in a committee.
[Show full text]
Teachers' Guide for Cobblestone
Teachers’ Guide for Cobblestone September 2014 Road to Revolution By Debbie Vilardi Debbie Vilardi is an author of poetry, lesson plans and works of fiction. Goal: To explain the economic, social and political factors that led the Colonies to declare independence from Britain, beginning the American Revolution. *Always have a parent or trusted adult help with web research. Before Reading: Study the cover. Are you familiar with the terms? What do they mean? How do they relate to the period before the American Revolution? “A War’s Aftermath” by Kathiann M. Kowalski (Pages 2-5) “An Idea Ahead of Its Time” by Nancy Norton Mattila (Page 5) Vocabulary: regulars, trade duties Comprehension: 1. How did Great Britain become the dominant power in North America? 2. What had the British promised their Native American allies? 3. What prompted Pontiac’s Rebellion? 4. How had colonists’ feelings about Britain changed? 5. What were some reasons for this change? 6. How were American regulars treated by British troops? 7. How did the British soldiers who remained in the colonies receive food and lodging? 8. What financial impact did the war with France have on Britain? 9. How did Britain make money from the colonists? 10. How did this differ from the tax situation prior to the war? 11. What was the colonial reaction to the new policies? 12. What was the purpose of the Albany Congress? 13. What was Benjamin Franklin’s plan? 14. What were the outcomes of the meeting? 15. What happened when the delegates returned to their home colonies? 16.
[Show full text]
Social Studies Quarter 4: Week 7 Monday Tuesday Wednesday Thursday Friday Specials Measurable Objective: I Can Explain Mercantilism
Student weekly plan Apr 26-30, 2021 Teacher: White Grade Level: 8 Subject: Social Studies Quarter 4: Week 7 Monday Tuesday Wednesday Thursday Friday Specials Measurable Objective: I can explain mercantilism. I can compare The Sugar Act I can create a graphic I can create a graphic (Students will be able to…) and The Molasses Act. organizer about the organizer about the minutemen, Sons of Liberty minutemen, Sons of Liberty and Committees of and Committees of Correspondence. Correspondence-continued. Materials: Exploration, Revolution, & Exploration, Revolution, & Exploration, Revolution, & Exploration, Revolution, & Constitution pages: 83-86 Constitution pages: 87-89 Constitution pages: 90 Constitution pages: 90 Email [email protected] or call 602-285-3003 The students need to sign in to Infobase.com to access the atlas: Username: Riverbendprep Password: digital Instructions Please follow the written Please follow the written Please follow the written Please follow the written Use the atlas on the Infobase site directions to complete the directions to complete the directions to complete the directions to complete the or another atlas to complete the assignments assignments assignments assignments assignment. Do: Zoom 8:15-10:00 Zoom 8:15-10:00 Zoom 8:15-10:00 Zoom 8:15-10:00 Attend Zoom for https://us02web.zoom.us/j/71498 Meeting ID: 714 9830 4944 Meeting ID: 714 9830 4944 Meeting ID: 714 9830 4944 Meeting ID: 714 9830 4944 Specials at 11:00am 304944?pwd=NFAxc00vY1dHMEZ Meeting ID: 788 9909 mbENWSjdKdEhDZz09 4093 Meeting ID: 714 9830 4944 Organizer You can return the You can scan the completed You can take a picture of the Failure to turn in completed assignment to assignment and send them to completed assignment and completed work will the school me through email or Remind send them to me through result in failing grades email or Remind and retainment Assignments Assignment: Assignment: Assignment: Assignment: Please turn in assignments only.
[Show full text]