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Chapter 4: the American Revolution, 1754-1783

Chapter 4: the American Revolution, 1754-1783

Unit 2 Resources

SUGGESTED PACING CHART Unit 2 Chapter 4 Chapter 5 Chapter 6 Unit 2 (1 Day) (5 Days) (4 Days) (5 Days) (2 Days) Day 1 Day 1 Day 1 Day 1 Day 1 Introduction Chapter 4 Intro, Chapter 5 Intro, Chapter 6 Intro, Wrap-Up/Project Section 1 Section 1 Section 1 Day 2 Day 2 Day 2 Day 2 Unit 2 Section 2 Section 2 Section 2 Assessment Day 3 Day 3 Day 3 Section 3 Section 3 Section 3 Day 4 Day 4 Day 4 Section 4 Chapter 5 Section 4 Day 5 Assessment Day 5 Chapter 4 Chapter 6 Assessment Assessment

Use the following tools to easily assess student learning in a variety of ways:

• Performance Assessment • tav.glencoe.com Activities and Rubrics • Interactive Tutor Self-Assessment CD-ROM • Chapter and Unit Tests • MindJogger Videoquiz • Section Quizzes • ExamView® Pro Testmaker CD-ROM • Standardized Test Skills Practice Workbook • SAT I/II Test Practice

• tav.glencoe.com TEACHING TRANSPARENCIES The American Unit 2 Map Overlay Transparencies Cause-and-Effect Transparency 2 Visit the American Vision site for history overviews, activities, assessments, and updated charts and graphs.

Copyright © by The McGraw-Hill Companies, Inc. • www.socialstudies.glencoe.com CAUSE-AND-EFFECT TRANSPARENCY 2 Glencoe Social Studies Creating a Nation © by The McGraw-Hill Companies, Inc. Creating a Nation Visit the Glencoe Web site for social studies activities, Base Causes Effects Land Claims in , 1783 Map Map Transparency 2 A B C D E Proclamation of and 1763 limits colonial aid the Patriots settlement beyond updates, and links to other sites. the Appalachians Native aid British mercantilist The win • www.teachingtoday.glencoe.com policies limit Revolutionary N colonial trade independence PaCIFIC W E War OCEaN S Hudson Articles of Bay Colonists’ tradition Confederation Glencoe Teaching Today of self-government written Colonists’ sense U.S. of a separate identity becomes the Visit the new Glencoe Web site for teacher development M R is O s M i from the British C s i s of the land s K i s p

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0 1,000 kilometers Gulf of Azimuthal Equal-Area projection news. Mexico • www.time.com TIME Online Visit the TIME Web site for up-to-date news and special reports.

112A Unit 2 Resources

ASSESSMENT APPLICATION AND ENRICHMENT

Unit 2 Pretests Unit 2 Posttests American Biography 2 History Simulation and Problem Solving 2

NAME ______DATE ______CLASS ______Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Name Date Class AMERICAN BIOGRAPHY 9 ★ Unit 2 Pretest, Form A Score ★ Unit 2 Posttest, Form A Score 1752–1818 s and Problem “I knew our case was desperate, but the more I reflected on my ulati n Solv History Sim ing 2 Simu eet 1 Creating a Nation Creating a Nation weakness, the more I was pleased with the .” lation Sh —George Rogers Clark, on going up against the British with less than DIRECTIONS: Matching Match each item in Column A with the items in Column B. DIRECTIONS: Matching Match each item in Column A with the items in Column B. 200 soldiers Write the correct letters in the blanks. (4 points each) Write the correct letters in the blanks. (4 points each) with two more at Cahokia and Vincennes. Due to At a Glance Renegotiating the of Greenville Column A Column B Column A Column B lack of troops, however, he was unable to take the Clark captured the British outposts of Kaskaskia, fort at , the most important British post in the 1. rule by the people A. 1. division of the federal government into three branches A. Charles Cahokia, and Vincennes. He later recaptured Directions: In this simulation, you will bers, the Native Americans felt they had no Northwest. 2. first 10 amendments to the Constitution B. 2. first Britain had ever placed on the colonists Cornwallis Vincennes after it had been retaken by the British examine the terms of the Treaty of choice but to defend their lands against the checks and When the British commander at Detroit realized B. during the . Not only did Greenville. You will also analyze the treat- settlers. For a while, it looked as if the 3. necessary for the government to do its job but not balances 3. makes what Clark had accomplished, he quickly assembled Clark secure his immediate objective of ment of Native Americans by the United Native Americans might prevail. specifically stated in the Constitution C. loyalists C. branch a small in 1778 and retook Vincennes. 4. intended to demonstrate ’s authority by protecting settlements from attacks by States government and the balance of President sent General Rather than fight through the winter, however, the 4. department heads and advisers to the president D. asserting its power to make laws for the colonies D. British-backed Native Americans, but he also power that existed between Native into the region to British commander decided to wait until spring to established a visible presence as far Americans and American settlers as the suppress the Native American upris- 5. American colonists who supported Britain during the E. implied powers 5. surrendered to the Americans at Yorktown E. win back Cahokia and Kaskaskia. Clark, from his base west as the River. country expanded westward. To help you ings. Although the , Ottawa, Revolutionary War F. 6. imposed new tariffs but also violated traditional English F. at Kaskaskia, refused to let winter deter him. Party legislative branch prepare, read the background information. Chippewa, and warriors— 6. American paper money issued during the Revolutionary War rights, such as presuming accused smugglers guilty until Surviving a harrowing forced over snow- G. popular G. separation of Then answer the questions that follow. led by Shawnee chief Blue Jacket—fought The older brother of William Clark, who explored covered ground and through ice-choked rivers, 7. power of the Supreme Court to decide whether laws proven innocent powers bravely at the last the Pacific Northwest with Meriwether Lewis, George Clark and his troops recaptured Vincennes and passed by were constitutional 7. second president of the United States summer, Wayne’s troops defeated them. H. cabinet H. Rogers Clark was a in the imprisoned the British commander. BACKGROUND INFORMATION Native American resistance in the 8. special militia unit ready to fight at a moment’s notice 8. created by the “necessary and proper” clause of the and a successful surveyor. In the spring of 1775, In 1780 Clark was promoted to brigadier general, I. Continentals I. It is 1795. Representatives of 12 Northwest has dwindled since Constitution Clark surveyed Kentucky,then a region of but he never again matched his success in the 9. the dumping of the cargo from British ships into the harbor Native American nations and the United then. J. Bill of Rights J. Virginia, then made his home in Kentucky’s first territory. He failed to secure the troops and supplies 9. practice of , forcing them to serve on States government have gathered to sign As the participants assemble to sign the 10. system that prevents any one branch of government from established settlement. Returning to Virginia’s capital, needed for a successful campaign against the British British ships the . How fortunes can Treaty of Greenville, members of one group becoming too powerful Williamsburg, he convinced officials to protect settlers at Detroit, managing only to fight a defensive war to change in just a few short years! It was begin talking amongst themselves in a 10. implements and enforces laws from British-backed attacks by Native Americans. In limit the British-led Native American attacks that scarcely five years ago that Little , the feverish and emphatic way. There have 1778, the Virginia promoted Clark continued to devastate the frontier. DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or great chief of the Miami people, had been rumors that several parties object to DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or to colonel, gave him some money,and Because he used his own resources to buy answers each question. Write the letter in the blank. (4 points each) formed his alliance with other nations such some of the treaty’s provisions. A voice answers each question. Write the letter in the blank. (4 points each) instructed him to capture as much British-held supplies for his forces, Clark found himself deeply in as the Shawnee and and dealt speaks up: “We have decided that we will 11. The Stamp Act required colonists to territory north of the River as he could. debt at the end of the Revolutionary War.The state of 11. The goal of the Albany Conference was to negotiate crushing defeats on American troops in the not accept this treaty unless the following A. pay for postage, which had previously been free. Commanding fewer than 200 soldiers, Clark set Virginia demanded that he settle accounts, but he A. a treaty to end the . . After white settlers changes are made. . . .” Will the other side B. pay a tax on all imports from England that bore the royal seal. out in 1778 to capture British outposts in the was unable to do so. Desperate for money, he entered B. repeal of the Sugar Act. began moving into the area in large num- agree to amend the treaty? C. pay a tax on all exports to England that inspectors identified with a stamp. Northwest and to subdue the Native Americans who a French scheme for seizing Spanish , but C. an alliance with the . sided with the British. He journeyed down the Ohio President Washington foiled the plot in 1793. Five D. place stamps on most printed materials, including deeds and licenses. D. an end to the of British products. River, southern Illinois, and in a surprise years later, refusing to give up his appointment as a ★★★★★★★★★★★ 12. The had difficulty paying for the Revolutionary attack on 4, he captured Kaskaskia, the largest French general, Clark fled to St. Louis. He later 12. In the settlements ending the French and Indian War, France gave up all War because town in the . He followed this victory returned to Kentucky, where he died penniless. its in North America except 1. Briefly describe events leading up to the 2. How much actual negotiation do you A. it lacked the power to print money. C. other nations would not loan it money. A. a few offshore islands. C. . ™ signing of the Treaty of Greenville. think occurred between Native Ameri- B. it lacked the power to tax. D. most Americans would not contribute. Reviewing the Biography Answer the following questions on a separate sheet of cans and members of the United States B. New France. D. Louisiana. paper. government as the Treaty of Greenville 13. After the Revolutionary War, Southern leaders did not want to abolish 1. Remembering the Details How did Clark become involved in fighting the British?

Copyright © by The McGraw-Hill Companies, Inc. Copyright © by The McGraw-Hill Companies, Inc. 13. Colonists protested the Stamp Act by because was drafted? Explain your answer. A. stopping the flow of American raw materials to Britain. 2. Understanding Information How was Clark able to recapture Vincennes? A. they believed that enslaved Africans were better off on plantations. B. boycotting British goods. Thinking Critically B. they believed that enslaved Africans were intellectually inferior to whites. C. dumping British tea into Boston Harbor. 3. Identifying Cause and Effect What led to Clark’s impoverishment?

C. the South relied on enslaved labor to sustain its agricultural economy. Companies,The McGraw-Hill Copyright © by Inc.

D. staging mass demonstrations in major cities. Companies, Inc. The McGraw-Hill Copyright © by D. enslaved Africans from the South had fought with the British in the Revolution.

(continued) (continued) 1

GEOGRAPHY INTERDISCIPLINARY ACTIVITIES

Geography and History and History Team-Teaching Interdisciplinary Activity 2 Reading 2 Activity 2 Strategies and Activities 2

Name Date Class Name Date Class Name Date Class

American Literature Readings 2 Economics and History Activity 2 ★ GEOGRAPHY AND HISTORY ACTIVITY 2 ★★★★★★★★★★★ ★ Opportunity Cost and human wants. Economists call this perma- nent situation of limited resources trying to The : A Powerful River Creating a Nation Scarcity meet unlimited wants scarcity. As a result of scarcity, producers and consumers must RIVER HIGHWAYS river. If they arrived at this section of the INTRODUCTION SCARCITY make choices. People who produce goods river much earlier, the entire party could and services must choose what to produce When traveling across the country today, The War for Independence was a time of great upheaval, confusion, and fear for people Suppose you own a factory that manu- have been buried by the falling cliffs. with their limited resources. Consumers, Americans use four-lane highways or air- in the American colonies, but it was also a time of excitement and hope. Far from the factures glass products. You have a limited Dangerous situations continued along most with limited funds, must choose what to planes. During the early explorations of our established rules and restrictions in Great Britain, the colonists had grown accustomed to amount of employees, equipment, building of the Missouri to the headwaters, or , purchase. country, however, the “transportation sys- making their own laws and developing their own way of life in the . As Great space, and glass. You can make window- of the river. The Missouri’s source is where tems” used most often were rivers. The Britain moved to reassert its authority, the American colonists saw a severe threat to their panes, mirrors, pitchers, or other glass the Gallatin, Madison, and Jefferson Rivers OPPORTUNITY COST rivers that carried explorers such as freedom—a threat they overcame through physical valor, inspiration of the spirit, and the products, but you cannot make all that come together near present-day Three Meriwether Lewis, William Clark, Zebulon written word. The freedom and rights of humanity put forth in the Declaration of society needs of each item. You have a lim- When producers and consumers make Forks, . (See Map 1 inset.) Pike, and Stephen Long to the West played Independence seemed to kindle dreams and possibilities within all people. ited amount of resources to fulfill unlimited choices, the value of the good or service an important role in their experiences and A RIVER IN MOTION the development of the young United States. (See Map 1.) A river on a wide floodplain like the from the Declaration of Independence Missouri does not flow in a straight line. Table 1—Jefferson’s and ’s Arguments Fast-moving channels of deep water, sedi- For Manufacturing Against Manufacturing For Agriculture A WILD RIDE ments, and physical objects such as trees in • A society based on manu- • Farming creates virtues Not long after starting their adventure and along the river contribute to the forma- ★ About the Selection Thomas Jefferson (1743–1826) was one of the with the Corps of , Lewis and tion of meanders, or curves. The Missouri facturing develops dis- such as honesty, thrift, founders of the new United States of America and the author of the Declaration honesty in people and hard work. Clark realized that surviving the Missouri wound through the landscape in wide- because a life of com- of Independence. He is considered a champion of the common people, and an • Farmers are more likely River would be a major task. The Missouri arcing meanders, which greatly affected the merce makes people advocate of liberty for all. He was president when Congress passed legislation to defend liberty than was a big, booming river, wild and fero- Lewis and Clark expedition. manipulate one another prohibiting the importation of enslaved people to this country, although he him- manufacturers and cious. While racing downriver, the expedi- On , 1804, the party traveled for gain. tion was assaulted by raging currents, col- around the bow of a large meander. By self was still a slaveholder when he died. He was a man who thirsted for knowl- traders. lapsing riverbanks, sandbars, and trees, Clark’s measurements, the explorers had edge: an inventor, a naturalist, a lawyer, an architect, a lover of science, and the • Manufacturing economies create a group of people brush, and vines. traveled 18 and three-fourths miles that founder of the University of Virginia. interested only in pursu- Yet the river’s downstream fury was day. The next morning, one of the men was ing wealth, which in turn minor compared to the torturous upstream sent inland to locate the expedition’s camp creates a gap between battle. Although Lewis and Clark had sails from the previous night. After walking GUIDED READING rich and poor that contra- that could sometimes be used to help the about a half-mile straight across the bottom As you read this excerpt from the pen of Thomas Jefferson, identify his beliefs dicts the true spirit of boats struggle upstream, most often the of the meander, he was back at their earlier about the rights of human beings. Then answer the questions that follow. . men had to row or use poles to push the campsite! boats along. Sometimes they tied ropes to The expedition would have had a much • Because of machinery hen, in the course of human events, it their Creator with certain inalienable rights; that and the division of labor, the boats and towed them from the shore, shorter trip that day if an oxbow lake had becomes necessary for one people to dis- among these are life, liberty, and the pursuit of the revenue from manu- which was grueling work. been at that location. Oxbow lakes are W solve the political bands which have connected them happiness. That, to secure these rights, governments facturing will add to the Navigation was tricky. The men had to formed as a result of meandering rivers. with another, and to assume among the powers of are instituted among men, deriving their just powers wealth of the nation crisscross the river to find the safest current Sometimes the two sides of a meander arc the earth the separate and equal station to which the from the ; that, whenever much faster than and avoid dangerous sandbars, all the while so close together that one side almost meets laws of nature and of nature’s God entitle them, a any form of government becomes destructive of agriculture. watching for collapsing riverbanks. On July the other. (See Diagram 1.) The river forms a decent respect to the opinions of mankind requires these ends, it is the right of the people to alter or to • Manufacturing will help 18, 1804, the expedition passed just south of shape like a curving bow called an oxbow. that they should declare the causes which impel abolish it, and to institute a new government, laying agriculture by freeing present-day City, Nebraska. Here When conditions allow, the flowing water them to the separation. its foundation on such principles, and organizing its farmers from having to Copyright © by The McGraw-Hill Companies, Inc. The McGraw-Hill Copyright © by Companies, Inc. The McGraw-Hill Copyright © by Companies, Inc. The McGraw-Hill Copyright © by

they saw that part of a cliff nearly three- eventually cuts across the bottom of the Jefferson Thomas We hold these truths to be self-evident: That all powers in such form, as to them shall seem most make the products they fourths of a mile long and 200 feet high had oxbow, and the arcing meander becomes a men are created equal; that they are endowed by likely to effect their safety and happiness. . . . [W]hen need both for farming recently dislodged and crashed into the lake that is no longer attached to the river. and for daily life. (continued)

BIBLIOGRAPHY Additional Glencoe Resources for This Unit: Readings for the Student Multimedia Resources Glencoe Skillbuilder Interactive Thompson, Edmund, ed. Secret New Videocassette. To Keep Our Liberty. Workbook CD-ROM, Level 2 England, Spies of the American . (23 minutes) Social Studies Guide to Using Revolution. Provincial Press, 2001. the Internet Writer’s Guidebook for Readings for the Teacher High School Rhodehamel, John, ed. The American Revolution: Writings from the War of American Art Prints Strategies Independence. Library of America, 2001. and Activities

112B Introducing UNIT 2

Out of Time?

If time does not permit teaching each chapter in this unit, you may want to use the Reading Essentials and Creating a Study Guide summaries. Unit Overview Nation Unit 2 explores how the nation was created and how it devel- 1754–1816 oped during the period from 1754 to 1816. Chapter 4 covers the causes and events of the American Revolution, 1754–1783. Chapter 5 focuses on the efforts to create the Constitution, hy It Matters 1781–1789. Chapter 6 explores W The British colonies grew to dominate the the political debate between the American coastline, especially after defeating Federalists and Republicans their major rivals—the French—in the French about the structure and purpose and Indian War. As Britain’s position in of the federal government, America became secure, however, the 1789–1816. colonists challenged the authority of a distant British government. Discontent grew to rebel- Unit Objectives lion, and the United States of America emerged from the Revolutionary War with After studying this unit, students unique visions of government. Understanding will be able to: the events of the early history of the United 1. Summarize events that fueled States will help you understand the govern- colonial discontent. ment’s design and the nation’s ideals. The fol- 2. Describe the issues at stake lowing resources offer more information about during the Constitutional this period in American history. used to swear in Convention. President Washington 3. Discuss the growing tensions Primary Sources Library between the nation’s political See pages 1048–1049 for primary source parties. readings to accompany Unit 2. Use the American History Primary Washington’s Inauguration at Source Document Library CD-ROM to hy It Matters Activity , 1793 W find additional primary sources about the by Jean Leon Gérôme Ferris early history of the United States. Discuss how the unique vision of the nation’s founders created a distinctive 112 form of government. Draw conclusions about how life would have been different had the colonies remained a part of Great Britain. TEAM TEACHING ACTIVITY Civics Have the civics teacher discuss why citizen participation was a topic of debate among the nation’s founders. Have the teacher review the ways in which citizens can participate in govern- ment in the United States. Then have groups of students create a 10-question citizenship quiz based on what they have learned. Have the groups give the quiz to a variety of people they know and chart the accuracy of the responses. Based on these responses, have students draw conclu- sions about how much today’s society knows about participating in government.

112 Introducing “The country shall be UNIT 2 independent, and we will be satisfied with nothing short of it.”

—, 1774 CD-ROM American History Primary Source Document Library CD-ROM Use the American History Primary Source Document Library CD-ROM to access primary source documents related to this period in history.

More About the Art

Washington’s first inauguration took place in City on the balcony of . The second inaugura- tion occurred at in , . The cupola of Congress Hall can be seen on the far left side of the painting. Philadelphia served as the nation’s capital from 1790 to 1800.

SERVICE-LEARNING PROJECT Organize students into small groups. Have groups identify aspects of American life that they believe are unfair and need to be changed. Have the groups decide on a plan of action that would correct those problems. Have the groups write letters to the appropriate governmental authorities explaining their concerns and stating the plans they have developed to resolve them. Have the groups share the responses they receive with the class. Refer to Building : Connecting Classroom and Community through Service-Learning in Social Studies from the National Council for the Social Studies for information about service-learning.

113 Chapter 4 Resources

Timesaving Tools

™ Use Glencoe’s Presentation Plus! • Interactive Teacher Edition Access your Teacher Wraparound Edition and multimedia teacher your classroom resources with a few easy clicks. tool to easily present Interactive Lesson Planner Planning has never been easier! Organize your dynamic lessons that visually excite your stu- • ® week, month, semester, or year with all the lesson helps you need to make dents. Using PowerPoint you can teaching creative, timely, and relevant. customize the presentations to create your own personalized lessons.

TEACHING TRANSPARENCIES APPLICATION AND ENRICHMENT Graphic Organizer 4 Why It Matters Chapter Linking Past and Present Enrichment Activity 4 Primary Source Reading 4 Transparency 4 Activity 4

Copyright © by The McGraw-Hill Companies, Inc.

Graphic Organizer 4: Copyright © by The McGraw-Hill Companies, Inc. Name Date Class Name Date Class Tree Diagram Presen ★ ★ ★ Name Date Class hy It Matters st and t Acti Enrichment Activity 4 W Having Our Say Chapter 4 Linking Pa vity 4 The American Revolution Primary Source Reading 4-1 ★★★★★★ Taxation The struggle for democracy was not an British goods. Organizations such as the The French and Indian War The Constitution gave easy one for the colonists. To pay for the and the Daughters of T H E N represented a turning point in N O W Congress the sole right to levy expenses of the French and Indian War and Liberty helped to promote these . Reader’s Dictionary relations between Britain and federal taxes. Yet it did not exer- to gain political control of its vast empire, Samuel Adams incited the Sons of Liberty the American colonies. Before cise this right until 1789, when it ★ the British Parliament imposed taxes on the to carry out the . In About the Selection fallacious: misleading the war, the British had imposed few taxes on the established a tariff. Congress passed the first income colonies. The colonists protested by signing response, ten thousand new British troops was born in Great Britain. jesuitically: intrigue, with a sinister design colonies. However, the cost of the war nearly doubled tax in 1894, but it was quickly abolished as unconstitu- nonimportation agreements and boycotting arrived in the Americas. After a meeting with papistical: implying a condescending attitude Britain’s national debt. In addition, the British govern- tional. In 1913 the constitutional roadblock was in , Paine emigrated to the ment faced the large expense of maintaining an army removed, and the first modern took effect. DIRECTIONS: Read the following allegory, a narrative in which the setting, characters, and American colonies in 1774. His 50-page in the colonies. Parliament decided that it was time for The purpose of taxes is to raise money to finance theme represent more than their apparent meanings. Determine how the anonymous author pamphlet Common Sense (1776) inflamed the colonies to share the costs of their own protection. government services and activities. In the United felt about the political conflict between the colonists and the British Parliament, and then colonists against the British king and Parliament passed the Sugar Act, which increased States today, governments at all levels—local, state, answer the questions that follow on a separate sheet of paper. persuaded the colonists to declare inde- taxes on imported sugar and molasses and added and national—levy taxes to pay for programs such as pendence. In the excerpts from Common GUIDED READING new taxes to other imported items. This Act was and fire protection, roads, schools, parks, and ★★ Sense below, Paine explains why the As you read, list the arguments Paine designed more as a means to regulate trade than to national defense. These are public goods, or goods Revolutionary Tea colonists should reject being ruled by uses to help persuade the colonists to raise revenue. Although the colonists protested, they and services available to everyone. Great Britain. declare independence. understood such regulatory powers were part of the Government also uses taxation as a way to redis- There was an old lady lived over the sea And so the old lady her servant called up And she was an island queen. And packed off a budget of tea; authority of the British Parliament. tribute income. Tax support programs for dis- Her daughter lived off in a new country And eager for three pence a pound, she put in The Stamp Act was different, however. advantaged groups, such as the poor, the With an ocean of water between. Enough for a large family. ★★ It was the first direct tax on the 4.3% elderly, the unemployed, and people 3.8% Other The old lady’s pockets were full of gold She ordered her servant to bring home the tax, colonies specifically designed to Excise taxes with disabilities. Taxes also fund But never contented was she, Declaring her child should obey, olumes have been written on the subject of the struggle between England raise revenue. Up to this time, foreign-aid programs to So she called on her daughter to pay her a tax Or old as she was, and almost full grown, Vand America. Men of all ranks have embarked in the controversy, from dif- the colonial had 10.1% developing nations. Of three pence a pound on her tea, She’d half her life away, ferent motives, and with various designs: but all have been ineffectual, and Corporate exercised exclusive power Government today Of three pence a pound on her tea. She’d half whip her life away. the period of debate is closed. . . . income taxes 48.1% to levy direct revenue taxes Individual imposes many kinds of I have heard it asserted by some, that as America hath flourished under 33.7% income taxes “Now, mother, dear mother,” the daughter replied, The tea was conveyed to the daughter’s door, in North America. For this Social insurance taxes. In addition to per- her former connection with Great Britain, the same connection is necessary kind of tax, the colonists taxes sonal income taxes, the gov- “I shan’t do the thing you ax. All down by the ocean’s side, towards her future happiness, and will always have the same effect. Nothing believed they should have ernment collects sales, excise, I’m willing to pay a fair price for the tea, And the bouncing girl poured out every pour: can be more fallacious than this kind of argument. We may as well assert But never the three-penny tax.” In the dark and boiling tide;

representation in Parliament. estate, gift, property, Social Copyright © by The McG Copyright © b that because a child has thriven upon milk, that it is never to have meat, or “You shall,” quoth the mother, and reddened within And then she called out to the island queen, The Stamp Act united colonists in Security, , and corporate that the first twenty years of our lives is to become a precedent for the next “For you’re my own daughter, you see, “Oh mother, dear mother,” quoth she, widespread resistance. British taxation on income taxes, among others. By far, And sure ‘tis quite proper the daughter should pay “Your tea you may have when ‘tis steeped quite twenty. But even this is admitting more than is true; for I answer roundly, that the American colonies is widely considered one of most of the federal government’s revenue comes from Her mother a tax on her tea, But never a tax from me, America would have flourished as much, and probably much more, had no y The McGraw-Hill Companies, Inc. the major causes of the American Revolution. income taxes on individuals. Her mother a tax on her tea.” But never a tax from me.” nc. European power taken any notice of her. . . . Alas! We have been long led away by ancient prejudices, and made large ★★sacrifices to superstition. We have boasted the protection of Great Britain CRITICAL THINKING raw-Hill Companies, Inc. without considering that her motive was interest, not attachment; and that Questions to Consider Directions: Answer the questions below on a separate sheet of paper. she did not protect us from our enemies on our account, but from her ene- mies on her own account, from those who had no quarrel with us on any 1. Whom do the characters in the poem represent? 1. Making Judgments What makes a tax “fair”? other account, but who will always be our enemies on the same account. . . . 2. Making Inferences If government did not supply public goods, would we have them? 2. What are the expectations of the mother toward the daughter and the daughter toward But Britain is the parent country, say some. Then the more shame upon Why or why not? the mother? her conduct. Even brutes do not devour their young, nor savages make war upon their families; wherefore, the assertion, if true, turns to her reproach; 3. Which events are described in the poem? 3. Analyzing Information Supreme Court Justice Oliver Wendell Holmes once said, “Taxes but it happens not to be true, or only partly so, and the phrase parent or are what we pay for a civilized society.” Do you agree? Why or why not? 4. GO A STEP FURTHER ➤ Brainstorm current political events. Select one event mother country hath been jesuitically adopted by the king and his parasites, and write an allegory that reflects your views on the event. Companies, I The McGraw-Hill Copyright © by with a low papistical design of gaining an unfair bias on the credulous weak- ness of our minds. , and not England, is the parent country of America. This new world hath been the asylum for the persecuted lovers of civil and (continued)

REVIEW AND REINFORCEMENT

Reteaching Activity 4 Vocabulary Activity 4 Time Line Activity 4 Critical Thinking Skills Activity 4

Name Date Class Name Date Class Name Date Class Name Date Class

★ Reteaching Activity 4 ★ Vocabulary Activity 4 ★ Time Line Activity 4 Critical Thinking Skills Activity 4 Interpreting Points of View

The American Revolution, 1754–1783 The American Revolution, 1754–1783 LEARNING THE SKILL The Creation of a Nation A person’s point of view is the way he or she interprets topics or events. A number Britain miscalculated the opposition it would encounter in its attempts to raise revenue and DIRECTIONS: Write true or false on the line before each definition. If the definition is false, of factors affect a person’s point of view, including age, gender, economic status, eth- bring the colonies into submission after the French and Indian War. The colonies united in write the correct term at the end of the statement. Then answer the question at the bottom As the battles of the Revolution raged to bring the colonies freedom from nic background or nationality, and religion. The ability to interpret point of view will their rejection of taxation without representation. of the page. Britain, the governing acts of the Continental Congress established a unified help you determine the objectivity of an argument or the accuracy of a description. DIRECTIONS: Briefly describe the significance or intended purpose of each item below. Also 1. Loyalists were American colonists who supported the war for independence. nation. describe the response it provoked from either Britain and/or the colonies in the chain reac- Use the following guidelines to help you interpret points of view: tion of conflicts that led to the American Revolution. DIRECTIONS: Use the information below to create a time line about the events that formed • Read the material and identify the general subject. our nation. 2. Minutemen were organized in each to communicate with and unify the • Identify the tone or attitude the author takes toward the subject. • In October 1765, delegates from nine colonies meet at the and draw colonies. • Identify any aspects of the topic that the author has emphasized or excluded. Steps Toward a New Nation up a Declaration of Rights and Grievances. • Identify any words or phrases suggesting a personal opinion. Year Action Purpose or Significance Colonial and/or British 3. A was a license issued by Congress to private ship owners, • In 1773 of correspondence are formed throughout the colonies to communi- Reaction authorizing them to attack British merchant ships. cate about British activities. PRACTICING THE SKILL 1764– 1. Sugar, Stamp, and a. b. DIRECTIONS: Read the introduction and excerpt below from ’s Taxation 4. Inflation refers to the loss of the value of money that causes higher prices. • Twelve of the 13 colonies send representatives to the First Continental Congress in 1767 1774. No Tyranny. Then answer the questions that follow. • In 1775, Congress establishes the and names Many colonists believed that, because they had no elected representatives in the British Parliament, 1770 2. a. b. 5. In the form of government known as a republic, power resides in a body of commander in chief. they should not be taxed by the British. In the memorable phrase of colonial writer James Otis, “taxation without representation is tyranny.” All those in Great Britain did not necessarily share this opinion, citizens who are entitled to vote. • In the fall of that same year, the U.S. Navy is born when Congress creates a naval com- however. In 1775 English writer Samuel Johnson responded to the colonists’ claims in his Taxation No mittee that authorizes the building of four armed ships. 1773 3. Boston Tea Party a. b. 6. Many Americans were Patriots who supported Britain and opposed the war for Tyranny. An excerpt is provided below. • Congress approves the Declaration of Independence on , 1776. independence. As man can be in but one place, at once, he cannot have the advantages of multiplied resi- • In June 1777, Congress mandates that of the United States will consist of dence. He that will enjoy the brightness of sunshine, must quit the coolness of the shade. He who 1774 4. First Continental a. b. 7. The technique of fighting by using small bands of warriors and tactics such as 13 alternating red-and-white stripes, and a blue field with 13 white stars. goes voluntarily to America, cannot complain of losing what he leaves in Europe. He, perhaps, had Congress a right to vote for a or burgess; by crossing the Atlantick [sic], he has not nullified his right; ambushes is known as guerrilla warfare. • Congress ratifies the Articles of Confederation, the first national constitution, in 1781. but he has made its exertion no longer possible. By his own choice he has left a country, where he 1775 5. Battles at Lexington a. b. 8. Committees of correspondence were companies of soldiers who were ready to had a vote and little property, for another, where he has great property, but no vote. and Concord fight on a moment’s notice. 1. What is the general subject of the excerpt? 9. A was a pledge by merchants not to buy imported goods from Copyright © by The McG Copyright © by The McG nc. 1775 6. Second Continental a. b. nc. Congress a particular source. 2. What is the title of the document from which this excerpt was taken? What does the title 10. A tax on imports and exports is called a customs duty. tell you about Johnson’s views on the subject of colonial taxation? 1776 7. Declaration of a. b. Independence 11. A search warrant known as a non-importation agreement enabled customs officers 1765 1770 1775 1780

to enter any location to look for evidence of smuggling. raw-Hill Companies, Inc. 3. What words or phrases in the excerpt indicate Johnson’s point of view? raw-Hill Companies, Inc. 1777 8. Battle of Saratoga a. b. 12. Manumission is a term referring to the voluntary freeing of enslaved persons. y The McGraw-Hill Companies, I The McGraw-Hill y 4. Based on the excerpt, do you agree or disagree with Johnson’s point of view? Explain your reasoning. 13. Discrimination, or freedom from enslavement, became an issue during the 9. On a separate sheet of paper, compare the viewpoints of both the colonists and the Copyright © b British regarding the principle of “no taxation without representation.” Revolution. Companies, I The McGraw-Hill Copyright © by 14. On a separate sheet of paper, explain the relation of the Boston Tea Party to the passage of the by the British.

Meeting NCSS Standards Local Standards

The following standards are highlighted in Chapter 4: Section 1 X Civic Ideals and Practices: A, B, E, F, G, I Section 2 VI Power, Authority, and Governance: A, C, F, H Section 3 IX Global Connections: B, E Section 4 I Culture: A, C

114A Chapter 4 Resources

ASSESSMENT AND EVALUATION

Chapter 4 Test Chapter 4 Test Standardized Test Skills Performance Assessment ExamView® Pro Form A Form B Practice Workbook Activity 4 Activities and Rubrics 4 Testmaker CD-ROM

Name ______Date ______Class ______࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Name Date Class Standardized Test Practice ★ ★ Chapter 4 Test, Form A Score ★ Chapter 4 Test, Form B Score Performance Assessment Activity 4 CTIVITY 4 The American Revolution The American Revolution ADistinguishing Between Fact and Nonfact Use with Chapter 4 DIRECTIONS: Matching Match each item in Column A with the items in Column B. DIRECTIONS: Matching Match each item in Column A with the items in Column B. Diary of a Patriot Write the correct letters in the blanks. (4 points each) Write the correct letters in the blanks. (4 points each) Social Studies Objective: The student will analyze information by distinguishing between fact and nonfact. ★ BACKGROUND Column A Column B Column A Column B Learning to distinguish fact from nonfact can help you make reasonable judgments about what 1. led troops that defeated the British along the , A. Marquis de 1. required the colonies to pay more for their own defense A. others say. A fact is a statement that can be proved by evidence such as records, documents, Tensions between Great Britain and its American colonies grew as British leaders sought greater control over their North American empire. Earlier, in the , both leaving the United States in control of the region Lafayette 2. placed new taxes on imported goods but also violated B. statistics, or historical sources. A nonfact, often expressed as an opinion, is a statement that may contain some truth but also contains a personal view or judgment. the British and the French became interested in the Ohio River Valley. The French 2. warned Concord that the British were coming B. several traditional English rights of 1764 attacked and seized a fort that was being built by the British in western Pennsylvania. 3. surrendered to the Americans at Yorktown C. Morris 3. prohibited colonists from settling west of an imaginary line C. Revenue Act The of Virginia, Robert Dinwiddie, asked George Washington, a young in the Virginia militia, to raise a force and expel the French in 1754. Although 4. “I only regret that I have but one life to lose for my country.” D. Charles running north to south along the of 1767 ★ Learning to Distinguish Fact from Nonfact Washington was not successful in his attempt to regain the fort, he continued to be a 5. Cornwallis 4. legalized the use of writs of assistance D. Judith Sargent commanded the British troops landing in New York at the Use the following guidelines to help you distinguish facts from nonfacts, or opinions, and to judge the major participant in the struggles of the young republic. As a member of Virginia’s 5. Murray start of the Revolutionary War E. George Rogers banned the use of paper money in the colonies reliability of what you read or hear. , Washington participated in the convention that passed the non- 6. helped Washington improve discipline and morale among Clark 6. asserted that Parliament had the power to make laws for E. Royal importation agreement, which blocked the sale of British goods in Virginia. In 1775 • Identify the facts. Ask yourself the following: my view, and I think. They often describe the his weary troops at F. William Howe the colonies Proclamation the Second Continental Congress set up the Continental Army and appointed of 1763 Can these statements be proved? Where can way a person feels. Washington as its general. Washington’s troops, although they were more inexperi- 7. pledged large amounts of money and arranged for foreign G. 7. British Chancellor of the Exchequer who introduced the I find information to verify them? • Identify the statement’s purpose. What does F. George Grenville enced than the British troops, participated in the defense of and the loans to finance the American war effort H. Sugar Act • Identify the nonfacts or opinions. Sometimes the or author want you to believe or . In 1776, Washington and his men crossed the 8. 8. G. Sugar Act opinions contain phrases such as I believe, in to do? from Pennsylvania to New and won victories against convinced four Iroquois nations to join the British I. argued that women were as intelligent as men but lacked 9. American traitor the education needed to achieve more in life H. Declaratory Act mercenaries at Trenton and British regiments at Princeton. In 1777 Washington’s J. troops were defeated at the Creek. In October 1781, 9. warned Lexington that the British were coming I. 10. “I have not yet begun to fight.” ★ Practicing the Skill Washington’s aide, Alexander Hamilton, led an attack that captured the British 10. “Swamp ” J. Quartering Act defenses at Yorktown, where the British surrendered. Read the following information and complete the activity that follows. DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or ★ answers each question. Write the letter in the blank. (4 points each) DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or The American Revolution TASK answers each question. Write the letter in the blank. (4 points each) You are keeping a diary on George Washington’s actions between the years The American Revolution was more than a Rebel colonists, who wanted to break away from CopyrightMcGraw-Hill© by The Companies, Inc 11. The first skirmish of the French and Indian War occurred because 1754–1781. Your plan is to write a book someday about George Washington and his fight between rebellious colonists and Great Great Britain, were sometimes called Patriots. A. the French organized Native American attacks on frontier settlements. 11. The purpose of the Albany Conference was to negotiate participation in the events leading up to the British surrender at Yorktown. Write Britain. It was also a that pitted colonist The struggle between Patriots and Loyalists was B. A. a peace treaty to end the French and Indian War. diary entries for 10 important days during the American Revolution. Your diary will both the French and the British wanted the Ohio River Valley. against colonist. Some colonists, refusing to as bitter as the struggle between and B. include the names of any committees or organizations George Washington belonged C. the French ambushed a British detachment near City. a repeal of the Stamp Act. abandon their allegiance to the king, remained the British. Patriots believed that the Loyalists to, the campaigns fought or led by Washington, and the role he played in D. both the French and the British claimed Louisiana. C. an alliance with the Iroquois. loyal to the British government. They were called were traitors to the American cause. The two each battle. D. an end to the tea boycott. Loyalists. Many Loyalists joined the . viewpoints are expressed below 12. The of Union proposed that 12. ★ A. the Iroquois join with the British against the French. In the treaty that ended the French and Indian War, the British gained all Loyalist viewpoint, Charles Inglis, 1776: AUDIENCE B. the colonies join together to form a federal government. of the following territory EXCEPT “I think it no difficult matter to point out many advantages which will certainly attend our The future readers of your book are your intended audience. C. the colonies join with the British against the French. A. New France. C. Florida. reconciliation and connection with Great Britain. . . .

. ★ D. the colonies join with the French against the British. B. Louisiana east of the Mississippi. D. New Orleans. By reconciliation with Britain, a period would be put to the present calamitous war, by which PURPOSE so many lives have been lost, and so many more must be lost if it continues. . . . Copyright © by The McGraw-Hill Companies, Inc. Copyright © by The McGraw-Hill Companies, Inc. 13. The colonists protested the Stamp Act by Copyright © by The McGraw-Hill Companies, Inc. The purpose of your diary is to chronicle detailed notes about George Washington’s 13. In response to the Sugar Act, some colonists argued that the British had By a reconciliation with Great Britain, peace—that fairest offspring and gift of heaven—will be actions during the events leading up to the American Revolution and during the A. refusing to sell goods to Britain. no right to tax Americans restored. In one respect peace is like health—we do not sufficiently know its value but by its American Revolution itself. You will use your diary as the basis for writing a book A. to raise money. C. directly. B. refusing to buy goods from Britain. absence. . . . about George Washington and the American Revolution. B. to control trade. D. without a vote of the people. C. dumping British tea into Boston Harbor. But if America should now mistake her real interest . . . they will infallibly destroy this smiling D. staging mass demonstrations in major cities. prospect. They will dismember this happy country, make it a scene of blood and slaughter, and entail wretchedness and misery on millions yet unborn.” Source: Charles M. and Gary W. Reichard, American Issues, A Documentary Reader (New York: Glencoe/McGraw-Hill, 1994, pp. 77–78) (continued) (continued) 11

MULTIMEDIA SPANISH RESOURCES

Vocabulary PuzzleMaker CD-ROM The following Spanish language materials are Interactive Tutor Self-Assessment CD-ROM available in the Spanish Resources Binder: ® ExamView Pro Testmaker CD-ROM • Spanish Guided Reading Activities Audio Program • Spanish Reteaching Activities American History Primary Source Documents • Spanish Quizzes and Tests Library CD-ROM • Spanish Vocabulary Activities MindJogger Videoquiz • Spanish Summaries Presentation Plus! CD-ROM • The Declaration of Independence and United States Constitution TeacherWorks™ CD-ROM Spanish Translation Interactive Student Edition CD-ROM Glencoe Skillbuilder Interactive Workbook CD-ROM, Level 2 The American Vision Video Program American Music: Hits Through History American Music: Cultural Traditions HISTORY

R

R Use our Web site for additional resources. All essential content is cov- ered in the Student Edition. The following videotape programs are available from Glencoe as supplements to Chapter 4: You and your students can visit tav.glencoe.com, the Web site compan- ion to the American Vision. This innovative integration of electronic • Paul Revere: The Midnight (ISBN 1-56-501596-7) and print media offers your students a wealth of opportunities. The • Thomas Jefferson: Philosopher of Freedom (ISBN 1-56-501502-9) student text directs students to the Web site for the following options: • Benedict Arnold (ISBN 1-56-501594-0) • Chapter Overviews • Student Web Activities To order, call Glencoe at 1-800-334-7344. To find classroom resources to • Self-Check Quizzes • Textbook Updates accompany many of these videos, check the following home pages: A&E Television: www.aande.com Answers to the student Web activities are provided for you in the Web The History Channel: www.historychannel.com Activity Lesson Plans. Additional Web resources and Interactive Tutor Puzzles are also available.

114B Chapter 4 Resources

SECTION RESOURCES Daily Objectives Reproducible Resources Multimedia Resources

SECTION 1 Reproducible Lesson Plan 4–1 Daily Focus Skills Transparency 4–1 The Colonies Fight for Their Rights Daily Lecture and Discussion Notes 4–1 Interactive Tutor Self-Assessment 1. Summarize events that fueled colo- Guided Reading Activity 4–1* CD-ROM nial discontent. Section Quiz 4–1* ExamView® Pro Testmaker CD-ROM 2. Explain how the Stamp Act affected Reading Essentials and Study Guide 4–1 Presentation Plus! CD-ROM the relationship between Britain and Performance Assessment Activities and TeacherWorks™ CD-ROM the colonies. Rubrics Audio Program American Music: Cultural Traditions

SECTION 2 Reproducible Lesson Plan 4–2 Daily Focus Skills Transparency 4–2 The Revolution Begins Daily Lecture and Discussion Notes 4–2 American Art & Architecture 1. Describe ways in which Guided Reading Activity 4–2* Interactive Tutor Self-Assessment continued to defy Section Quiz 4–2* CD-ROM Britain after the repeal of the Reading Essentials and Study Guide 4–2 ExamView® Pro Testmaker CD-ROM Townshend Acts. Performance Assessment Activities and Presentation Plus! CD-ROM 2. Summarize the first battles between Rubrics TeacherWorks™ CD-ROM Britain and the colonies. Interpreting Political Cartoons Audio Program ABCNews Interactive™ Historic America Electronic Field Trips

SECTION 3 Reproducible Lesson Plan 4–3 Daily Focus Skills Transparency 4–3 The War for Independence Daily Lecture and Discussion Notes 4–3 American Art & Architecture 1. Describe the strategies behind the Guided Reading Activity 4–3* Interactive Tutor Self-Assessment Northern Campaign. Section Quiz 4–3* CD-ROM 2. Summarize the scope of the war at Reading Essentials and Study Guide 4–3 ExamView® Pro Testmaker CD-ROM sea. Performance Assessment Activities and Presentation Plus! CD-ROM Rubrics Skillbuilder Interactive Workbook, Level 2 Interpreting Political Cartoons TeacherWorks™ CD-ROM Audio Program American Music: Hits Through History American Music: Cultural Traditions

SECTION 4 Reproducible Lesson Plan 4–4 Daily Focus Skills Transparency 4–4 The War Changes American Society Daily Lecture and Discussion Notes 4–4 Interactive Tutor Self-Assessment 1. Describe the features of the political Guided Reading Activity 4–4* CD-ROM system of the United States set up Section Quiz 4–4* ExamView® Pro Testmaker CD-ROM after the Revolutionary War. Reading Essentials and Study Guide 4–4 Presentation Plus! CD-ROM 2. Explain the position of women and Performance Assessment Activities and TeacherWorks™ CD-ROM in the new politi- Rubrics Vocabulary PuzzleMaker CD-ROM cal system. Audio Program

Assign the Chapter 4 Reading Essentials and Study Guide.

*Also Available in Spanish Blackline Master Transparency CD-ROM DVD Poster Music Program Audio Program Videocassette

114C Chapter 4 Resources

Teacher’s Corner From the Classroom of… Mike Midler INDEX TO Elsik High School NATIONAL GEOGRAPHIC MAGAZINE Houston, TX

The following articles relate to this chapter. King Eggbert of Eggtonia • “Phip’s Fleet,” August 2000 • “Thomas Jefferson: Architect of Freedom,” 1976 King Eggbert is an absolute monarch in the Kingdom • “Two Revolutions,” July 1989 of Eggtonia. Many subjects wish to see major • “Yorktown Shipwreck,” June 1988 changes. Some of the more radical subjects want to secede entirely and start a new country.

NATIONAL GEOGRAPHIC SOCIETY Create a list of ten restrictive rules, such as: an 8 P.M. PRODUCTS AVAILABLE FROM GLENCOE curfew; the king assigns all jobs; all subjects must belong to the Eggtonian Church; no more than three To order the following products for use with this chapter, contact your local Glencoe sales representative, or call Glencoe at 1-800-334-7344: people can gather together at once; tax rate of 75%; • PicturePack: The American Revolution (Transparencies) no one may leave Eggtonia; and all subjects must • PictureShow: The American Revolution (CD-ROM) carry ID papers to present to authorities on demand. • PictureShow: The Story of America (CD-ROM) Present the list to the students. Each student role-plays one of King Eggbert’s sub- ADDITIONAL NATIONAL GEOGRAPHIC jects who wants to bring reform or start a new SOCIETY PRODUCTS nation. They write a one-page letter to the king dis- cussing five specific grievances to which they object To order the following, call National Geographic at 1-800-368-2728: and justifying their solutions. • Branches of Government Series (Video) Students must decorate a cover sheet to depict what • The Complete National Geographic: 109 Years of National King Eggbert or his kingdom might look like. (Use a Geographic Magazine (CD-ROM) sheet of 12 × 18 paper folded over with the art on • Democratic Government Series, “The United States” the cover and the letter pasted inside.) (Video)

Access National Geographic’s Web site for current events, ADDITIONAL RESOURCES FROM GLENCOE updates, activities, links, interactive features, and archives. • American Music: Cultural Traditions www.nationalgeographic.com • American Art & Architecture • Outline Map Resource Book • U.S. Desk Map • Building Geography Skills for Life • Inclusion for the High School Social Studies Classroom Strategies and Activities • Teaching Strategies for the American History Classroom (Including Block Scheduling Pacing Guides)

KEY TO ABILITY LEVELS

Teaching strategies have been coded. L1 BASIC activities for all students Activities that are suited to use within the block L2 AVERAGE activities for average to above-average scheduling framework are identified by: students L3 CHALLENGING activities for above-average students ELL LEARNER activities

114D Introducing CHAPTER 4

Performance The American Assessment Refer to Activity 4 in the Revolution 1754–1783 Performance Assessment Activities and Rubrics booklet. Why It Matters In the early colonial period, the colonies grew accustomed to running their own affairs. When Britain tried to reestablish control, tensions mounted over taxes and basic rights. In 1775 these hy It Matters Activity tensions led to battle, and in 1776 the colonists declared their independence from Britain. With W the help of France and Spain, the colonists defeated the British in 1781. The Treaty of in 1783 formally ended the war. Ask students what the colonists were fighting for during the American The Impact Today Revolution. Students should evaluate their answers after they have completed the The Revolutionary War experience had important results. chapter. • Common political traditions of our nation were born under the pressures of war. • Americans value and protect local liberties and the right to representation in government.

The American Vision Video The Chapter 4 video, “Women of the Revolution,” chronicles the lives of women MJ during the Revolutionary era.

The American Vision Video Program To learn more about the role of women during the time of the 1754 Revolutionary War, have students view • French and Indian the Chapter 4 video, “Women of the War begins 1765 Revolution,” from the American • Parliament passes the Stamp Act, triggering protests Vision Video Program. throughout the colonies

Available in DVD and VHS ▲ ▲ MindJogger Videoquiz Use the MindJogger Videoquiz to 1745 1755 1765 preview Chapter 4 content. ▼ ▼ ▼ 1755 Available in VHS 1748 1751 • Samuel Johnson’s • Montesquieu’s • Chinese invade Tibet Dictionary of the English Spirit of the Laws and control succession Language published published to the throne

114

TWO-MINUTE LESSON LAUNCHER Ask students to share their ideas about why the colonists declared their independence from Britain. Make a list of the reasons suggested by students and have students edit the list as the les- son is presented.

114 Introducing CHAPTER 4

HISTORY

Introduce students to chapter content and key terms by having them access the Chapter 4 Overview at tav.glencoe.com.

More About the Art

Ask: What techniques does the artist use to communicate the sea- son? (possible answers: floating ice on the water, the flag is being held Washington Crossing the Delaware by Emanuel Gottlieb Leutze, 1851 against a strong wind, and people bundled up)

1775 • First shots of the Revolutionary 1770 War fired at Lexington and • Bristish troops fire Concord in Massachusetts on colonists in Boston Massacre 1781 • Cornwallis surrenders at Have students use the chapter and sec- Yorktown, marking the end 1783 tion time lines to create a single time of the Revolutionary War • signed to officially end line that incorporates all of the signifi- 1776 Revolutionary War and recognize the cant dates related to the American independence of the United States • Declaration of Revolution. Independence signed HISTORY

▲ ▲ ▲ ▲ ▲ Chapter Overview Visit the American Vision 1775 1785 Web site at tav.glencoe.com and click on Chapter ▼ ▼ ▼ ▼ Overviews—Chapter 4 to 1780 preview chapter information. • ’s effort to • Empress abolish Russian fails 1776 of - dies 1769 • ’s treatise on • patented , Wealth of by Nations, published

115

GRAPHICGRAPHIC ORGANIZERORGANIZER ACTIVITYACTIVITY Organizing Information Have students use a graphic organizer similar to the one shown below to keep track of the people who are mentioned in this chapter. Students’ organizers will include more names than shown here. Name Significance Marquise Duquesne Governor of New France who built a chain of forts from to the Ohio River Robert Dinwiddie who asked Washington to raise a force and expel the French from Fort Duquesne George Washington Young officer in the Virginia militia Benjamin Franklin Led the that developed the Albany Plan of Union 115 CHAPTER 4 Section 1, 116–123 The Colonies Fight for Their Rights 1 FOCUS Section Overview Main Idea Reading Strategy Reading Objectives Tensions between Britain and its Organizing As you read about the grow- • Summarize events that fueled colonial This section focuses on Britain’s American colonies grew as British leaders ing tensions between Britain and the discontent. attempts to control the American sought greater control over their North American colonies, complete a graphic • Explain how the Stamp Act affected the colonies and the colonists’ grow- American empire. organizer like the one below by listing the relationship between Britain and the causes of the French and Indian War. colonies. ing discontent. Key Terms and Names Causes Albany Plan of Union, French and Indian Section Theme War, Treaty of Paris, customs duty, Civic Rights and Responsibilities The inflation, Quartering Act, nonimportation French and Indian colonies used economic protest to fight BELLRINGER War agreement, writ of assistance Parliamentary power. Skillbuilder Activity

Project transparency and have ✦1754 ✦1758 ✦1762 ✦1766 students answer the question. 1754 1763 1764 1765 1767 Available as a blackline French and Indian War begins; Treaty of Paris ends Sugar Act Stamp Act Townshend master. Albany Conference meets French and Indian War passed passed Acts passed Daily Focus Skills Transparency 4–1

Copyright © by The McGraw-Hill Companies, Inc. ANSWER: J Teacher Tip: Explain to students that the graph shows UNIT only the relative unit volumes of goods imported into the 2 DAILY FOCUS SKILLS colonies, not the actual amounts. Chapter 4 TRANSPARENCY 4-1

Interpreting Bar Graphs

Directions: Answer the following BRITISH IMPORTS question based on the bar graph. American colonists, angered 6 by taxes placed on many of At first, Pennsylvania colonist John Hughes was delighted when his friend Ben Franklin the goods imported into the colonies, began boycotting 5 British imports. What effect did the boycott have on the helped him to get the position of stamp tax collector. By September 1765, however, he feared amount of British goods 4 imported into the colonies between 1768 and 1769? his job might cost him his life. Anti-tax protests had grown so strong that Hughes barricaded

3 F Imported goods were cut by one-third. himself inside his house to avoid being attacked. He wrote frantically to Franklin in London: 2 G Imported goods were cut by

IMPORTED GOODS BY UNITS IMPORTED one-fourth.

1 H Imported goods were cut by one-fifth. You are now from Letter to Letter to suppose each may be the last you will receive from J Imported goods were cut by 0 1768 1769 over five-sixths. “ YEARS your old Friend, as the Spirit of... Rebellion is to a high Pitch.... Madness has got hold of the people.... I fancy some Lives will be lost before this Fire is put out....” Just a few years earlier, British soldiers and American colonists had fought side by side in a successful war against France. After the war ended, tensions between Britain and its colonies British revenue grew. Britain wanted the colonies to help pay for the war, while the colonists questioned Guide to Reading stamp Britain’s authority to make them do so. Misunderstanding and distrust slowly turned many colonists against the British, creating situations that would eventually lead to revolution. Answers to Graphic: dispute over control of the Ohio River valley and —adapted from What They Didn’t Teach You About the American Revolution building of French forts from Lake Ontario to the Ohio River The French and Indian War Preteaching Vocabulary The French and English had been vying for dominance in Europe since the late Have students skim the section to 1600s, fighting three major wars between 1689 and 1748. Although most of the fight- preview each of the Key Terms and ing took place in Europe, the conflict eventually spilled over into America. Whenever Names. 116 CHAPTER 4 The American Revolution

SECTION RESOURCES Reproducible Masters Multimedia • Reproducible Lesson Plan 4–1 Interactive Tutor Self-Assessment CD-ROM • Daily Lecture and Discussion Notes 4–1 ExamView® Pro Testmaker CD-ROM • Guided Reading Activity 4–1 Presentation Plus! CD-ROM • Section Quiz 4–1 TeacherWorks™ CD-ROM • Reading Essentials and Study Guide 4–1 Audio Program American Music: Cultural Traditions Transparencies • Daily Focus Skills Transparency 4–1 116 France and England were at war, their colonies went remain neutral. The colonies also agreed that Britain CHAPTER 4 to war as well. In 1754 a fourth struggle began. should appoint one supreme commander of all Section 1, 116–123 British troops in the colonies. Finally, the conference The First Skirmish In the 1740s, the British and issued the Albany Plan of Union, a scheme devel- French both became interested in the Ohio River val- oped by a committee led by Benjamin Franklin. The ley. The French had discovered that they could cross Plan of Union proposed that the colonies unite to from Lake Ontario to the Ohio River in western form a federal government. Although the colonies 2 TEACH Pennsylvania and follow the river south to the rejected the Plan of Union, the effort showed that Mississippi. This allowed the French to travel from many colonial leaders had begun to think about join- Daily Lecture and New France to Louisiana easily. At the same time, ing their colonies together for their common defense. British fur traders entered the region, and land spec- Discussion Notes 4–1 ulators—people who bought empty land hoping to The British Triumph In 1755 the new British sell it to settlers for a profit—became interested in the commander in chief, General Edward Braddock, Copyright © by The McGraw-Hill Companies, Inc. Ohio River valley. arrived in Virginia with 1,400 British troops. He Daily Lecture and Discussion Notes Chapter 4, Section 1 To block British claims in the region, New France’s linked up with 450 local militia troops and appointed Did You Know? On the day the Stamp Act went into effect, governor, the Marquis Duquesne, ordered a chain of Lieutenant Colonel George Washington to serve as some colonists wore mourning clothes—clothes worn to funerals— as a sign of protest. Also that day, church bells were rung from , , to Savannah, , to protest French forts to be built from Lake Ontario to the Ohio his aide. Braddock then headed west intending to the act. River. Duquesne’s actions prompted Robert attack Fort Duquesne. The general was not worried I. The French and Indian War (pages 116–119) A. The conflict between the French and English over dominance in Europe in the late Dinwiddie, the governor of Virginia, to order a about being ambushed by the Native American allies 1600s and 1700s finally spilled over into America. B. In 1740 a common interest in the Ohio River valley led to tensions between the French British fort built in western Pennsylvania. Before the of the French. “These savages may indeed be a formi- and the British. Both sides began building forts to claim the territory. British fort was completed, the French seized it and dable enemy to your raw American militia,” he told C GWh kd fhBhdlhFhTh built Fort Duquesne at the site. Dinwiddie then asked Benjamin Franklin. “Upon the King’s regular and George Washington, a young officer in the Virginia disciplined troops, it is impossible they should make Discussing a Topic As a class, militia, to raise a force and expel the French. any impression.” discuss the advantages and dis- As Washington’s troops marched toward the Ohio Seven miles from Fort Duquesne, French and advantages of the Albany Plan of River in the spring of 1754, they encountered a small Native American forces did ambush Braddock’s Union. Then extend the discus- French force near Great Meadows. After a brief troops. Braddock was shot and later died. His inexpe- battle, Washington retreated and built a stockade rienced troops panicked. Only George Washington’s sion to encourage students to named Fort Necessity. A little over a month later, a leadership saved the British from disaster. As shots consider how United States his- large French force arrived and forced Washington to whizzed past him—four holes were later found in his tory might have been different if surrender. After being released, Washington the colonies had adopted the returned to Virginia, leaving the French in con- plan. L1 trol of the Ohio River valley. As the fighting between France and Britain expanded into a world war, the 22-year-old Washington became a hero in the colonies for his coura- geous attempt to resist the French.

The Albany Conference Even before fight- ing started in the Ohio River valley, the British government urged its colonies to work Fort Pitt In 1758 the French abandoned together to prepare for the coming war. The and burned Fort Duquesne. The English government also suggested that the colonies rebuilt it and named it Fort Pitt. The negotiate an alliance with the Iroquois. The nearby town was named Pittsburgh. Iroquois controlled western New York—terri- tory the French had to pass through to reach the Ohio River. In response, 7 colonies sent rep- resentatives to meet with 150 Iroquois leaders Analyzing Political Cartoons at Albany, New York, in June 1754. This meet- Analyzing Political Cartoons ing became known as the Albany Conference. Appeal for Unity In 1754, as French and Native American forces were threatening the The Albany Conference achieved several colonies, Ben Franklin drew this cartoon urging colonists to stand together. A popular leg- Answer: He wanted colonists to act things. Although the Iroquois refused an end at the time said a snake could put itself back together and live if it did so before sunset. before it was too late. alliance with the British, they did agree to Why did Franklin’s use of the serpent legend make his appeal for unity seem urgent? Ask: What is the significance of the initials along the serpent’s body? CHAPTER 4 The American Revolution 117 (abbreviations for the names of some of the colonies)

COOPERATIVE LEARNING ACTIVITY Conducting Interviews Organize students into groups of three. One student is to be an inter- viewer; the second, a colonial farmer or merchant; the third, a British counterpart. The interviewer, in turn, asks each of the other two to respond to one of the various trade and imposed by the British to control the American colonies. After conducting the interview, each inter- viewer summarizes the two responses for the entire class. Use the rubric for a cooperative group management plan on pages 81–82 in the Performance Assessment Activities and Rubrics.

117 CHAPTER 4 hat and clothes—Washington rallied the troops and Duquesne. Realizing they were outnumbered, the Section 1, 116–123 organized a retreat. The ambush had further conse- French burned the fort and retreated. The British quences. Having seen that the British could be beaten, built Fort Pitt, named after the prime minister, on the the Delaware people of western Pennsylvania began same site. Fort Pitt eventually became the city of Guided Reading Activity 4–1 attacking British settlers in their territory. Pittsburgh. For the next two years, the French and Indian War In 1759 a British fleet commanded by General raged along the frontier, as both sides raided each sailed up the St. Lawrence River to Name Date Class other’s territory. Then, in 1756, the fighting between . Wolfe discovered a path from the river ★ Guided Reading Activity 4-1 Britain and France spread to Europe, where it later up the steep cliffs that protected the city. On DIRECTIONS: Filling in the Blanks In the space provided, write the word or words that best complete the sentence. Refer to your textbook to fill in the blanks. became known as the Seven Years’ War. While , 1759, as his troops marched onto the 1. In the 1740s, the British and French both became interested in the . 2. The controlled western New York—territory the French had to Britain’s allies fought the French in Europe, British Plains of Abraham near the city, the French under pass through to reach the Ohio River. 3. The was a meeting in 1754 of colonial representatives and Iroquois leaders wherein the Iroquois agreed to remain neutral. Prime Minister William Pitt decided to send most of General Louis Joseph Montcalm attacked. Both Wolfe 4. The Albany Plan of Union proposed that the colonies unite to form a . Britain’s troops and fleet to North America and and Montcalm were killed, and the British won the 5. The defeat of the British troops at Fort Duquesne by the French and Native Americans inspired the people of western Pennsylvania to attack British set- to attack the French and seize their empire. battle. Fighting continued elsewhere in the world tlers in their territory. 6. The British victory at was the turning point in the French and The British fleet quickly cut off the flow of sup- until 1763, but the British victory at Quebec was the plies and reinforcements France had been sending to turning point in North America. North America. In the meantime, the Iroquois, realiz- After Spain entered the war in 1761 on the side of Creating a Thematic Map Have ing the tide had turned in favor of the British, pres- France, Britain seized Spain’s colonies in Cuba and students create a thematic map sured the Delaware to end their attacks. With their the Philippines. The Treaty of Paris finally ended the showing the area controlled by Native American allies giving up the battle, the war in 1763. Except for a few offshore islands, the France in 1754 and after the French found themselves badly outnumbered. treaty eliminated French power in North America. Treaty of Paris was signed in In 1758 General John Forbes, the new British com- New France became part of the , as did mander in the colonies, sent troops to attack Fort all of Louisiana east of the Mississippi except for 1763. Remind students to include an appropriate title and legend for the map. L2 History Through Art Use the rubric for creating Fatal Meeting The in 1759 was one of Britain’s most dramatic victories a map, display, or chart on pages over the French during the French and Indian War. Both commanding generals, the French 77–78 in the Performance Montcalm and the British Wolfe, were killed on the Plains of Abraham, the bluffs above the St. Assessment Activities and Lawrence River. What did the Treaty of Paris stipulate about the status of New France? Rubrics.

Just 20 years after the Treaty of Paris ended the Seven Years’ War, the Paris Peace Treaty of 1783 was signed, formally ending the American Revolution. The Treaty of Paris of 1898 was signed to the end of the Spanish-American War.

History Through Art Answer: New France became part of the British Empire. Ask: How did control of the St.

Lawrence River affect the outcome 118 CHAPTER 4 The American Revolution of the Battle of Quebec? (The British cut off the flow of supplies and extra troops to help the French. This greatly weakened the French.) MEETING SPECIAL NEEDS Logical/Mathematical Have students identify examples of Britain’s mercantile policies described in the section. Ask them to write a paragraph explaining why colonists might oppose these policies and draw conclusions about the probable outcome of Britain’s continued enforcement of these policies. L2

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR.

118 CHAPTER 4 New Orleans. To get Cuba and the Philippines back, The Proclamation Spain gave Florida to Britain. To compensate Spain of 1763 Section 1, 116–123 for its losses, the French signed a separate treaty giv- Y HU AN D MP ing Spain control of New Orleans and all of S CO O BAY Louisiana west of the Mississippi. N'S QUEBEC (Part of MASS.) Reading Check Examining Why were the French N.H. Answer: The French used the Ohio and the British interested in the Ohio River valley? MASS. N.Y. River to travel from the region of S °N R.I. 40 Lake Ontario to the . N I CONN. A PA. T N.J. The Ohio River thus helped to con- The Colonies Grow Discontented N MD. U nect New France to Louisiana. The

O DEL. To achieve its victory in 1763, the British govern- INDIAN M VA. ATLaNTIC British were interested in the Ohio ment had borrowed an enormous amount of money RESERVE N A I OCEaN River valley for fur trade and land H to pay for the war and was now deeply in debt. LOUISIANA C A N.C. L speculation. Many British officials thought that the colonies A P 70°W P S.C. should pay for part of the war, especially the cost of A N stationing British troops in the colonies. The policies GA. E ° W 30 N Britain adopted to solve its financial problems S angered the colonists and set the two sides on a WEST EAST course to confrontation. FLORIDA FLORIDA 80°W Answers: Gulf of Mexico Proclamation line of 1763

The Proclamation Act of 1763 In the spring of 0 300 miles Original 13 Colonies 1. Appalachian Mountains 1763, a Native American religious leader known as 0 300 kilometers Other British Territory 2. Farmers and land speculators the Delaware Prophet convinced Pontiac, chief of the Lambert Azimuthal Equal-Area projection Spanish Territory wanted to profit from access to Ottawa people, to go to war against the British. After more land. uniting several Native American groups, including the Ottawa, Delaware, Shawnee, and Seneca peoples, Geography Skills Practice Pontiac’s forces attacked forts along the frontier and 1. Interpreting Maps What physical barrier follows the burned down several towns before British troops Ask: What is the approximate approximate boundary set by the Proclamation of 1763? stopped them. length of the Ohio River measured 2. Applying Geography Skills Why do you think Pontiac’s war did not surprise British officials. in miles and kilometers? (981 miles colonists wanted to move west of the boundary line? They had been expecting trouble since 1758, when and 1579 kilometers; students’ reports first indicated that settlers were moving into answers will not be precise) western Pennsylvania in defiance of the colony’s treaty with the region’s Native Americans. British first lord of the Treasury. Grenville had to find a way officials did not want to bear the cost of another war. to reduce Britain’s debt and pay for the 10,000 British Many officials also owned shares in fur trading com- troops now stationed in North America. New tax poli- Drawing a Political Cartoon panies operating in the region and did not want to cies emerged from his efforts. Have students select an event in disrupt the fur trade. They decided that the best solu- Grenville discovered that British customs agents this section and draw a political tion was to limit western settlement until new in America were collecting very little money. cartoon that expresses a strongly could be negotiated. Obviously, merchants were smuggling goods L2 In early October, King George issued the Royal into and out of the colonies without paying held opinion of the day. Proclamation of 1763. The Proclamation drew a line customs duties—taxes on imports and exports. Use the rubric for a politi- Grenville convinced Parliament to pass a law from north to south along the Appalachian cal cartoon, pamphlet, or hand- Mountains and declared that colonists could not set- allowing customs agents to send smugglers to a tle west of the line without the British government’s new vice- in Halifax, . bill on pages 87–88 in the permission. This enraged many farmers and land Unlike colonial courts, where the juries were often Performance Assessment speculators, who wanted access to the land. sympathetic to smugglers, vice-admiralty courts Activities and Rubrics. were run by naval officers. These courts had no Customs Reform At the same time the Royal juries and did not follow British common law, a Proclamation Act was angering western farmers, new violation of the traditional English right to a jury of British tax policies were disturbing eastern merchants. one’s peers. Transporting colonists to distant Nova History and the In 1763 George Grenville became prime minister and Scotia also violated their right to a . Humanities CHAPTER 4 The American Revolution 119 American Music: Cultural Traditions: “ Song,” “British Grenadiers” INTERDISCIPLINARY CONNECTIONS ACTIVITY Economics Have students use library and Internet resources to learn more about the economic contributions of the Ohio River during the time of the war for independence. In addition, have stu- dents research how the Ohio River currently contributes to the economy of the Ohio River valley. Instruct students to illustrate these contributions using a thematic map or model. L2

119 CHAPTER 4 Causes and Effects of Tensions With Britain The act changed the tax rates levied on raw sugar Section 1, 116–123 and molasses imported from foreign colonies. It Causes also placed new taxes on silk, wine, , pimento, and indigo. • 1764, Sugar Act Merchants throughout the colonies complained to • 1765, Stamp Act Parliament that the Sugar Act hurt trade. Many were • 1767, Townshend Acts Answer: Answers will vary but could also furious that the act violated several traditional • 1773, English rights. The act specified that merchants 1774, Coercive Acts include support for colonists’ actions • accused of smuggling were presumed guilty until as the best ways to get Britain to proven innocent. The Sugar Act also allowed British respond to their demands for Effects officials to seize goods without , or representation. Other students might proper court procedures, in some circumstances, and remain loyal to Britain, expressing • Colonists protest that their rights have prevented lawsuits by merchants whose goods had been violated. been improperly seized. Parliament, however, confidence in the actions and • Nine colonies hold Stamp Act ignored the protests of the merchants. motives of Parliament. Congress. In many colonial cities, pamphlets soon circulated • Colonists boycott British goods. Graphic Organizer Skills Practice • Sons and condemning the Sugar Act. One pamphlet, written by Ask: How did the Boston Tea Party formed. James Otis, argued that because the colonists had no boost colonists’ confidence in their • Tea dumped into Boston Harbor representatives in Parliament, they could not be taxed cause? (Their actions showed that during the “Boston Tea Party.” for the purpose of raising money. Parliament had the right to control trade, but taxing Americans to pay for they could successfully stand up to • Twelve colonies attend the Continental Congress. British programs was different. Otis’s arguments gave the British.) rise to the popular expression, “No taxation without representation.” Despite the protests, the Sugar Act remained in Parliament’s efforts to tax the colonists led to growing force, and Grenville pressed ahead with other new Discussing a Topic Ask stu- protests in the colonies. policies. To slow inflation, which happens when dents to identify the rights that Analyzing Information If you had been a colonist, how money loses its value over time, Parliament passed were denied colonists by the var- would you have reacted to these taxes? Why? the Currency Act of 1764. This act banned the use of ious laws enacted by the British paper money in the colonies, because it tended to Parliament. Then explain how lose its value very quickly. The act angered colonial farmers and artisans. They liked paper money pre- people today react when they Among those arrested for smuggling and tried by cisely because it lost value quickly. They could use feel their rights have been the vice-admiralty court was . Hancock paper money to pay back loans, and since the money denied. L2 had made a fortune in the sugar trade, smuggling was not worth as much as when they borrowed it, the molasses from French colonies in the Caribbean. loans were easier to pay back. Defending Hancock was a young lawyer named John Reading Check Adams. Adams argued that the use of vice-admiralty Summarizing How did the British courts denied colonists their rights as British citizens: government hope to solve its financial problems caused by the cost of the French and Indian War? Answer: The British hoped to solve “Here is the contrast that stares us in the . The their financial problems by strictly Parliament in one clause guarding the people of the enforcing custom duties; raising taxes realm, and securing to them the benefit of tryal by The Stamp Act Crisis on sugar and molasses; and placing the law of the land, and by the next clause depriving Although the Sugar Act began to bring in money new taxes on silk, wine, coffee, all Americans of that privilege. . . . Is there not in this for Britain, Grenville did not believe it would raise pimento, and indigo. clause a brand of infamy, or degradation or disgrace, enough to pay all of the government’s expenses in fixed upon every American?” America. To raise more money, he asked Parliament —quoted in America’s History to introduce a stamp tax in the American colonies. The Stamp Act passed Parliament in March 1765. The Stamp Act required stamps to be placed on The Sugar Act In addition to strictly enforcing cus- most printed materials, including newspapers, toms duties, Grenville also introduced the American pamphlets, posters, wills, mortgages, deeds, licenses, Revenue Act of 1764, better known as the Sugar Act. and even diplomas, dice, and playing cards. The

120 CHAPTER 4 The American Revolution

CRITICAL THINKING ACTIVITY Comparing Remind students that General Braddock underestimated the fighting ability of his enemy, the Native Americans. Ask students to give examples of other times in history when under- estimating the enemy has led to dire consequences. (Answers will vary. Students may suggest that the United States underestimated the abilities of the guerrillas of North , that Saddam Hussein underestimated the abilities of the forces in the Persian , or that the Japanese underestimated the resolve of the Americans when attacking Pearl Harbor.) L2

120 stamp tax was different from other taxes the colonies the declaration argued that only the colonists’ politi- CHAPTER 4 had paid to Britain. Parliament had imposed many cal representatives and not Parliament had the right Section 1, 116–123 taxes on trade, but the stamp tax was the first direct to tax them. The congress then sent a petition to King tax Britain had ever placed on the colonists. George asking for relief and to the British Parliament With the Stamp Act set to take effect on , asking for the repeal of the Stamp Act. Explaining a Quote Ask stu- 1765, Parliament passed one more law. The Quartering On November 1 the Stamp Act took effect, but the dents to rewrite the quote that Act forced the colonies to pay more for their own colonists ignored it. Throughout the colonies, a appears on this page to make it defense. If the colonies did not provide barracks for movement began to boycott all British goods. People British troops, the act stated that troops could stay in substituted sage and sassafras for imported tea. They easier to understand. L2 taverns, inns, vacant buildings, and barns, and the stopped buying British cloth. In New York, 200 mer- colonies had to pay the rent. chants signed a nonimportation agreement, pledg- As word of the Stamp Act spread through the ing not to buy any British goods until Parliament colonies in the spring of 1765, a huge debate began. A repealed the Stamp Act. flood of editorials, pamphlets, speeches, and resolu- The boycott had a very powerful effect on Britain. tions against the tax swept through the colonies. In Thousands of workers lost their jobs as orders from Virginia, the House of Burgesses passed a series of the colonies were cancelled. British merchants could resolutions declaring that Virginians were entitled to not collect money the colonies owed them. “The Performing Arts Dancing the rights of and could only be taxed avenues of trade are all shut up,” complained one masters taught wealthy colonists the by their own representatives. Other colonial assem- merchant. “We have no and are at latest dance steps. A line dance blies passed similar statements. our wits end for want of money....” called the reel was popular during By the summer of 1765, huge mass meetings and colonial times. The cotillion, demonstrations were taking place. In , a imported from the courts of France, merchant named organized a group was also popular. The cotillion is a called the Sons of Liberty. The organization grew quickly throughout the colonies. The Sons of Liberty forerunner of the square dance. Four organized outdoor meetings and demonstrations. couples formed a group and danced They also intimidated stamp distributors. In August at the directions of the “caller.” 1765, for example, a Boston mob hung an effigy of the city’s new stamp distributor from a tree, then pulled Popular Protest his house apart and burned the wood. In Newport, Past: Colonial , the wife of a pro-British merchant Protests described a similar protest: In the 1770s, colonial women entered into In the morning ...a mob assembled and erected the spirit of protest, “ too. They stopped a gallows near the town house and then dispers’d, drinking British tea and substituted chocolate or coffee. Have students interview an adult and about ten a reassembled and took the Sometimes they even gave up buying the ribbons they used to acquaintance or family member to effigy’s of [several] men and the Stamp Master ...to trim their bonnets. The British cartoon above made fun of said gallows where they was hung up by the women protesters in Edenton, . learn more about someone’s personal neck. . . . And about five a clock in the afternoon they experience with a popular protest. made a fire under the gallows which consumed the Instruct students to use library and Present: World Trade effigy’s, gallows and all. . . . About dusk they all In late 1999, protesters gathered Internet resources to locate and read muster’d out again, and . . . broke every window in in , Washington, to protest at least two news stories related to the his house, frames and all, likewise chairs, tables, pic- the World Trade Organization protest. Direct students to write a tures and everything they cou’d come across.” meeting. Established in 1995, the short summary describing the protest WTO handles trade disputes and and prepare a bibliographic citation —quoted in Eyewitness Accounts enforces agreements on interna- of the American Revolution tional trade. Protesters objected for each of their sources. that large corporations had too In October 1765, representatives from nine much influence in the WTO. colonies met for what became known as the Stamp They also objected to WTO Act Congress. Together they issued the Declaration meetings being held in closed of Rights and Grievances. Drafted by a wealthy session. Farmers, environmental- farmer from Pennsylvania named , ists, and labor groups were among the protesters.

EXTENDINGEXTENDING THETHE CONTENTCONTENT Proper Role of Britain In 1774 Samuel Johnson wrote the following: “He that accepts protection, stipulates obedience. We have always protected the Americans. We may, therefore, subject them to government.” Samuel Johnson, a widely respected literary figure in Britain, believed that govern- ment’s role was to protect the weak. Imposing taxes was one way to ensure that government could operate to that end.

121 CHAPTER 4 in History paper, paint, and tea imported into the Section 1, 116–123 colonies. Violators of the Revenue Act Sam Adams had to face trial in vice-admiralty 1722–1803 courts, where they were presumed A passionate defender of colonial guilty unless they could prove their rights, Boston’s Sam Adams was either innocence. The Townshend Acts, like a saint or a scoundrel—depending on the Sugar Act, allowed officials to seize who was describing him. His second cousin, John Adams, who would private property under certain circum- in History become the nation’s second president, stances without following due process. portrayed Sam as a “plain, simple, To assist customs officers in arresting Samuel Adams wrote a pamphlet enti- decent citizen of middling stature, smugglers, the Revenue Act legalized tled “The Rights of the Colonists.” In dress, and manners.” Sam’s enemies, the use of writs of assistance. The writs however, saw him quite differently. The were general search warrants that the pamphlet he explores three royal governor of the colony called him themes: the rights of the colonists as “the most dangerous man in enabled customs officers to enter any location to look for evidence of smug- men, the rights of the colonists as Massachusetts.” Adams enjoyed his reputation as a fiery agitator. “Where gling. Writs had been used before, but Christians, and the rights of the there is a spark of patriotic fire,” he in 1760 James Otis had argued in court colonists as subjects. In the pamphlet once declared, “we will enkindle it.” chapter of the Sons of Liberty and that they were “instruments of slavery” wrote several political pamphlets that he argues for rights that will later be Born in Boston, Adams graduated that violated people’s rights. The issue from Harvard College in 1740. He encouraged Americans to rebel against remained unresolved until the Revenue incorporated into the founding docu- briefly studied law, worked as a the Bristish. ments of the nation. Among these are and merchant, and managed a brewery Adams showed particular skill in Act of 1767 declared writs of assistance the rights of life, liberty, private prop- before being elected tax collector for uniting Bostonians of different social to be legal. classes. He forged an anti-British erty, and the free exercise of religion. Boston. As tensions with Great Britain increased, Adams, who had a passion alliance of merchants, lawyers, and Action and Reaction for political issues, discovered his true other members of the social elite with Not surpris- talents: speaking out against British tax artisans, shopkeepers, and common ingly, the Townshend Acts infuriated laws and organizing resistance against laborers, all of whom worked together many colonists. During the winter of them. He helped organize the Boston to protest British tax policies. 1767 and 1768, John Dickinson - lished a series of essays entitled Letters From a Pennsylvania Farmer. In these Answer: It was the first direct tax on essays, Dickinson reasserted that only colonists. With protests against the Stamp Act mounting in assemblies elected by the colonists had the right to tax both Britain and America, British lawmakers them. In addition, he called on the colonies to become repealed the act in 1766. To demonstrate its authority “firmly bound together” to “form one body politic” to over the colonies, however, Parliament also passed resist the Townshend Acts. the Declaratory Act. This act asserted that Less than a month after Dickinson’s first letter 3 ASSESS Parliament had the power to make laws for the appeared, the Massachusetts assembly began organiz- colonies. ing resistance against Britain. Among the leaders of Assign Section 1 Assessment as Reading Check this resistance was Sam Adams, cousin of John Adams. homework or as an in-class Evaluating How was the Stamp Act In February 1768, Sam Adams, with the help of James activity. different from other taxes Britain imposed on the colonies? Otis, drafted a “circular letter” for the Massachusetts assembly to pass and circulate to other colonies. In the Have students use the letter, the men pointed out that Townshend’s taxes Interactive Tutor Self- The Townshend Acts would be used to pay the salaries of government offi- Assessment CD-ROM. During the Stamp Act crisis, the financial prob- cials, a power the colonial assemblies then held. By tak- lems facing the British government had worsened. ing this power away, the Townshend Acts would Protests in Britain had forced Parliament to lower weaken the assemblies, which the colonists elected to property taxes there, which caused a further drop in control officials appointed by the king. Reading Essentials and revenue. As a result, Charles Townshend, the new British officials ordered the Massachusetts assem- Study Guide 4–1 Chancellor of the Exchequer, introduced a series of bly to withdraw the letter. The assembly refused. new regulations and taxes in 1767. These came to be Furious, the British government ordered the Name Date Class called the Townshend Acts. Massachusetts assembly dissolved. In August 1768, Study Guide

Chapter 4, Section 1 One of the Townshend Acts was the Revenue Act of the merchants of Boston and New York responded by For use with textbook pages 116–123 1767. This act put new customs duties on glass, lead, signing nonimportation agreements, promising not to THE COLONIES FIGHT FOR THEIR RIGHTS

KEY TERMS AND NAMES Albany Plan of Union a proposal for the colonies to unite to form a federal government (page 117) French and Indian War the war between France and Britain in America (page 118) 122 CHAPTER 4 The American Revolution Treaty of Paris the treaty that ended the French and Indian War (page 118) customs duty a tax on imports and exports (page 119) inflation a decline in the value of money (page 120) Quartering Act law that forced the colonists to pay more for their own defense (page 121) nonimportation agreement an agreement by New York merchants not to buy any British goods until Parliament repealed the Stamp Act (page 121) ifi lh ( 122) INTERDISCIPLINARY CONNECTIONS ACTIVITY Civics Ask students to consider how the British government and the colonists viewed the concept of representation. Then have them create a Venn diagram that shows the similarities and differ- ences in their points of view. Ask volunteers to share their diagrams with the entire class. L3

122 import any goods from Britain. Philadelphia’s mer- CHAPTER 4 chants joined the boycott in March 1769. Section 1, 116–123 In May 1769, Virginia’s House of Burgesses passed the , stating that only the House had the right to tax Virginians. Under orders from Section Quiz 4–1 Britain, Virginia’s governor dissolved the House of Burgesses. In response, the leaders of the House of Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝

Burgesses—including George Washington, Patrick ★ Chapter 4 Score

Henry, and Thomas Jefferson—immediately called Section Quiz 4-1

DIRECTIONS: Matching Match each item in Column A with the items in Column B. the members to a convention. This convention then Write the correct letters in the blanks. (10 points each) Column A Column B passed a nonimportation law, blocking the sale of History Through Art 1. happens when money loses its value over time A. nonimportation 2. forced the colonies to pay more for their own defense agreement B British goods in Virginia. 3. changed the tax rates for raw sugar and molasses imported .Quartering Act from foreign countries C. Albany Plan American Mockery In this cartoon, a funeral procession mourns the repeal 4. when merchants pledged not to buy any British goods of Union As the boycott spread through the colonies, until Parliament repealed the Stamp Act D. Inflation of the Stamp Act. Third in line is “Mr. George Stamp, full of grief and despair,” 5. proposed that the colonies unite to form a federal E. Sugar Act Americans again stopped drinking British tea or buy- government carrying a coffin of his “favorite child, Miss America Stamp,” who “died hard in ing British cloth. Women’s groups, calling themselves DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice that 1766.” Who do you think George Stamp is supposed to represent? best completes the statement or answers the question (10 points each) the Daughters of Liberty, began spinning their own rough cloth, called “homespun.” Wearing homespun became a sign of patriotism. Throughout the colonies, American descent known as both Michael Johnson the Sons of Liberty encouraged people to support the and Crispus Attucks. When the smoke cleared, three History Through Art boycotts. In 1769 colonial imports from Britain people lay dead, two more would die later, and six declined sharply from what they had been in 1768. others were wounded. The shootings became known Answer: King George III as the Boston Massacre. Colonial newspapers por- Ask: In what ways did the colonists The Boston Massacre In the fall of 1768, as violence trayed the British as tyrants who were willing to kill show their displeasure with the against customs officers in Boston increased, Britain people who stood up for their rights. Stamp Act? (They boycotted British dispatched roughly 1,000 troops to the city to maintain News of the Boston Massacre raced like goods.) order. Bostonians referred to the British troops sta- across the colonies. It might have set off a revolution tioned there as “lobster backs” due to the red coats they then and there, but only a few weeks later, news wore. Crowds constantly heckled and harassed the arrived that the British had repealed almost all of the troops. On , 1770, a crowd of colonists began Townshend Acts. Parliament kept one tax—a tax on taunting and throwing snowballs at a British soldier tea—to uphold its right to tax the colonies. The repeal guarding a customs house. His call for help brought of the Townshend Acts again brought peace and sta- Reteach Captain Thomas Preston and a squad of soldiers. bility to the colonies, but only temporarily. Ask students to summarize the In the midst of the tumult, the troops began firing Reading Check events that fueled colonial dis- into the crowd. According to accounts, the first Examining What was stated in the content. colonist to die was a man of African and Native Virginia Resolves passed by Virginia’s House of Burgesses?

Enrich Have students identify a law Checking for Understanding Critical Thinking Analyzing Visuals with which they disagree. Have 1. Define: customs duty, inflation, 4. Evaluating Why do you think the 6. Examining Art Study the painting of them write an essay expressing nonimportation agreement, writ British were so willing to pass new taxes the Battle of the Plains of Abraham on the reasons for their disagree- of assistance. in the face of colonial opposition? page 118. How were the British able to 2. Identify: Albany Plan of Union, French 5. Classifying Use a graphic organizer move their troops up the steep cliffs ment and arguing for their point and Indian War, Treaty of Paris, similar to the one below to list the acts near the city? of view. Quartering Act. passed by the British Parliament and the colonists’ reactions to the acts. Reviewing Themes Act Colonists‘ Reactions 3. Civic Rights and Responsibilities Writing About History What argument did the Stamp Act 7. Persuasive Writing Imagine that you Answer: Only the House of Congress make in protest against the are a member of the Sons of Liberty or British taxes? the Daughters of Liberty. Write a pam- Burgesses had the right to tax phlet explaining what your group does Virginians. and urging colonists to join.

CHAPTER 4 The American Revolution 123 4 CLOSE Ask students to explain how the Stamp Act affected the relation- 1. Terms are in blue. despite opposition because they an attack from this direction, so ship between Britain and the 2. Albany Plan of Union (p. 117), needed the money. the British troops climbed the cliffs colonists. French and Indian War (p. 118), 5. Students’ answers should include without attack. Treaty of Paris (p. 118), Quartering the most important acts listed in 7. Students’ pamphlets will vary. Act (p. 121) the section and accurately match Pamphlets should include informa- 3. Only the colonists’ political repre- the section’s content. tion about the activities of the sentatives, not Parliament, had the 6. General Wolfe discovered a path group and a call for colonists to right to tax colonists. up the cliffs from the river. The join the group. 4. The British passed new taxes French troops were not expecting 123 1 FOCUS Remind students that even two Comparing Accounts of people standing next to each other at an event can have differ- the Boston Massacre ent experiences. Ask students what might influence the way n the night of March 5, 1770, Captain Thomas Preston sent British someone remembers an event. troops to protect the Customs House in Boston from a group of Ocolonists who had gathered nearby. Twenty minutes later, the troops had killed or wounded 11 people. The tragedy became known as the Boston Massacre. What happened that night? You’re the historian. 2 TEACH Read the two accounts of the Boston Massacre below. One is Captain Preston’s report of the event. The other is a colonist’s account that quotes eyewitness Samuel Researching a Topic Have stu- The Bloody Massacre, Drowne. After reading the accounts, answer the questions and complete the activities engraving by Paul Revere, 1770 dents locate three articles in an that follow. encyclopedia or history book and compare the content to the first person accounts presented on pages 124 and 125. Have stu- dents write a paragraph based on their findings. Instruct stu- On Monday night... about 9 Nay, so far was I from intending all our lives were in imminent dents to prepare bibliographic some of the guards came to and the death of any person that I suf- danger, some persons at the same citations for each of the articles. informed me the town inhabi- fered the troops to go...with- time from behind calling out, tants were assembling to attack out any loading in their [guns]; damn you bloods—why don’t L2 the troops. ...In a few minutes nor did I ever give orders for you fire. Instantly three or four of after I reached the guard, about loading them.... the soldiers fired, one after 100 people passed it and went The mob still increased and were another, and directly after three towards the custom house where more outrageous, striking their more in the same confusion and the king’s money is lodged. They clubs or bludgeons one against hurry.... immediately surrounded the sen- Despite the rising hostility of the colonists another, and calling out come on The whole of the melancholy try posted there, and with clubs you rascals, you bloody backs, affair was transacted in almost against the British, John Adams, a lawyer, and other weapons threatened to you lobster scoundrels, fire if you twenty minutes. On my asking took on the task of defending the soldiers execute their vengeance on dare.... the soldiers why they fired with- who stood trial for the Boston Massacre. him. ... At this time I was between the out orders, they said that they I immediately sent a noncommis- soldiers and the mob... endeav- heard the word fire and sup- sioned officer and 12 men to pro- oring all in my power to per- posed it came from me. This tect both the and the king’s suade them to retire peaceably, might be the case as many of the money, and very soon followed but to no purpose. They mob called out fire, fire, but I 3 ASSESS myself to prevent, if possible, all advanced to the points of the assured the men that I gave no Have students answer the disorder, fearing lest the officer bayonets, [and] struck some of such order; that my words were, Understanding the Issue and soldiers, by the insults and them.... Ageneral attack was don’t fire, stop your firing. In questions. provocations of the rioters, made on the men by a great num- short, it was scarcely possible for should be thrown off their guard ber of heavy clubs and snowballs the soldiers to know who said fire, Answers: and commit some rash act.... being thrown at them, by which or don’t fire, or stop your firing. 1. the incident started around nine o’clock, some locals gath- 124 CHAPTER 4 The American Revolution ered in the center of town, the bells were rung, foul language was used, the locals threw snowballs at a British soldier, EXTENDINGEXTENDING THETHE CONTENTCONTENT and British soldiers fired their weapons Expressing Discontent Merchants and wealthy planters opposed efforts by the British Parliament 2. Preston said the locals gath- to tax colonists. Many others including shopkeepers, clerks, and laborers were also opposed to ered intending to start trou- British taxes. These colonists were instrumental in the resistance efforts, using tactics such as boy- ble, the bells were rung to cotts. They were also responsible for some violence. It is likely that the British soldiers suspected any group of colonists as potential troublemakers. encourage more locals to

124 gather, the group of locals

Crispus Attucks, the first colonist swelled into a club-wielding to die in the Boston Massacre mob, Preston did not give the order to fire, and 12 locals were killed or wounded. Drowne said a dozen gentle- Samuel Drowne [a ] Land), and there followed them, with their bayonets, driving men were gathered with no declares that, about nine o’clock and soon discovered them to be through the people in . . . distur- intent to cause trouble, the of the evening of the fifth of quarreling and fighting with the bance. This occasioned some bells were rung as a warning March current, standing at his people whom they saw there, snowballs to be thrown at them, own door in Cornhill, he saw which he thinks were not more which seems to be the only after the Redcoats attacked about fourteen or fifteen than a dozen.... provocation that was given.... one of the locals, the locals soldiers....[The soldiers] came The outrageous behavior and the Captain Preston is said to have were unarmed, someone gave upon the inhabitants of the town, threats of the said party occa- ordered them to fire, and to have the order to fire, and 11 locals then standing or walking in sioned the ringing of the meeting repeated the order. One gun was were killed or wounded. Cornhill, and abused some, and house bell... which bell . . . fired first; then others in succes- violently assaulted others as they 3. Students’ answers will vary. presently brought out a number of sion, and with deliberation, till They should be able to defend met them; most of them were the inhabitants, who . . . were nat- ten or a dozen guns were fired; or without so much of a stick in their urally led to King Street, where till that number of discharges their position. hand to defend themselves, as he [the British] had made a stop but a were made from the guns that Activities: clearly could discern, it being little while before, and where their were fired. By which means moonlight, and himself being one stopping had drawn together a eleven persons were killed and 1. Students’ answers will vary. of the assaulted persons. number of boys, round the sentry wounded. Through their research they All or most of the said soldiers he at the Custom House. . . . might discover that Captain saw go into King Street (some of There was much foul language Preston and eight soldiers them through Royal Exchange between them, and some of them, were tried for murder. Their in consequence of his Understanding the Issue defense counsel was John pushing at them with his 1. On what events of the night of Adams, who would later be bayonet, threw snowballs March 5, 1770, do the two accounts president of the United States. at him, which occasioned excerpted here agree? Two soldiers were convicted him to knock hastily at the 2. On what descriptions of the events door of the Custom do the two accounts differ? of manslaughter and they House.... 3. As the historian, how do you assess were allowed to claim benefit The officer on guard was the credibility of the two accounts? of clergy. This meant they Captain Preston, who with could do penance instead of Activities seven or eight soldiers, being sentenced by the court. with firearms and charged 1. Investigate What happened to Captain Preston after the events of 2. Encourage students to use bayonets, issued from the library and Internet resources guardhouse, and in great March 5? What were the immediate haste posted himself and results of the Boston Massacre? to learn more about the actual his soldiers in front of the Check other sources, including those trial. Set up your classroom or Custom House, near the available on the Internet. another room to look like a corner aforesaid. In passing 2. Mock Trial Assign class members courtroom. Invite others to roles in a mock trial of the Boston to this station the soldiers watch the trial. pushed several persons Massacre. Include other witnesses, a prosecutor, a defense attorney, a The site of the Boston Massacre judge, and a jury. in present-day Boston 4 CLOSE Ask students what might have affected the recollections of those who witnessed or participated in EXTENDINGPORTFOLIO THE ACTIVITY CONTENT the events on the night of Newspaper Story Have students write a 300-word newspaper article regarding the events of March 5, 1770. March 5, 1770. Tell them they interviewed two eyewitnesses—Preston and Drowne. They should consider the printed accounts as transcripts of what Preston and Drowne told them when they asked what happened. Be sure students report both sides of the story.

125 CHAPTER 4 Section 2, 126–133 The Revolution Begins

Main Idea Reading Strategy Reading Objectives 1 FOCUS After years of escalating tensions and out- Taking Notes As you read about the • Describe ways in which Massachusetts breaks of fighting, the colonists declared rising tensions between the colonies and continued to defy Britain after the their independence from Britain on Britain, use the major headings of the repeal of the Townshend Acts. Section Overview July 4, 1776. section to create an outline similar to the • Summarize the first battles between This section focuses on the ten- one below. Britain and the colonies. sions immediately preceding the Key Terms and Names committee of correspondence, Boston The Revolution Begins Section Theme Revolutionary War and the I. Massachusetts Defies Britain Tea Party, Intolerable Acts, minuteman, A. Government and Democracy The First beginning of the war. Loyalist, Patriot, , B. Continental Congress acted as a govern- C. Declaration of Independence D. ment during the Revolutionary crisis. II. BELLRINGER Skillbuilder Activity ✦1773 ✦1774 ✦1775 ✦1776

Project transparency and have 1773 1774 1775 1776 students answer the question. Boston Tea Party First Continental Battles of Lexington and Concord; Declaration of Independence Congress Second Continental Congress drafted and signed Available as a blackline master. Daily Focus Skills Transparency 4–2

Copyright © by The McGraw-Hill Companies, Inc. ANSWER: B Teacher Tip: Explain to students that Thomas Paine UNIT expressed his point of view by writing and distributing DAILY FOCUS SKILLS pamphlets. Others expressed their viewpoints in debates 2 and by speaking at public gatherings. Chapter 4 TRANSPARENCY 4-2 On the night of , 1773, a group of men secretly assembled along a Boston Identifying Point of View

Directions: Answer the following dock to strike a blow against Britain. One of the men was George Hewes, a struggling Boston THOMAS PAINE (1737–1809) question based on the reading. From this paragraph in shoemaker, who had grown to despise the British. Initially, Hewes had taken offense when “ Common Sense, Thomas Volumes have been written Paine is calling for people on the subject of the struggle from the colonies to between England and America. British soldiers stopped and questioned him on the street and when they refused to pay him Men of all ranks have A conduct debates with England. embarked in the controversy, B declare war against England. from different motives, and for shoes. After the Boston Massacre, which Hewes witnessed, his hatred grew deeper and C negotiate a treaty with with various designs; but all England. have been ineffectual, and D hold athletic competitions the period of debate is closed. more political. with England. Arms, as the last resource, decide the contest; the appeal was the choice of the king, So, after he “daubed his face and hands with coal dust, in the shop of a blacksmith,” he and the continent hath accepted the challenge.” gladly joined the other volunteers on that cold December night as they prepared to sneak – from Common Sense aboard several British ships anchored in Boston Harbor and destroy the tea stored on board: “When we arrived at the wharf... they divided us into three parties for the purpose of Tea chest boarding the three ships which contained the tea.... We then were ordered by our com- Guide to Reading mander to open the hatches and take out all the chests of tea and throw them overboard, and we immediately proceeded to execute his orders, first cutting and splitting the chests with our Answers to Graphic: tomahawks, so as thoroughly to expose them to the effects of the water.... In about three I. Massachusetts Defies Britain hours... we had thus broken and thrown over board every tea chest . . . in the ship. A. The ” B. The Boston Tea Party —quoted in The Spirit of ’Seventy-Six C. The Coercive Acts D. The First Continental Massachusetts Defies Britain Congress Despite the tragedy of the Boston Massacre, the British decision to repeal the II. The Revolution Begins Townshend Acts had ended another crisis in colonial relations. For more than two years A. Loyalists and Patriots the situation remained calm. Then, in the spring of 1772, a new crisis began. Britain B. Lexington and Concord C. The Second Continental 126 CHAPTER 4 The American Revolution Congress Students should complete the outline by including all heads in the section. Preteaching Vocabulary SECTION RESOURCES Have students create a database of Reproducible Masters Transparencies the Key Terms and Names. Instruct • Reproducible Lesson Plan 4–2 • Daily Focus Skills Transparency 4–2 students to add the definition and • Daily Lecture and Discussion Notes 4–2 • American Art & Architecture other helpful information as they find • Guided Reading Activity 4–2 Multimedia the terms and names while reading • Section Quiz 4–2 Interactive Tutor Self-Assessment CD-ROM this section. • Reading Essentials and Study Guide 4–2 ExamView® Pro Testmaker CD-ROM • Interpreting Political Cartoons Presentation Plus! CD-ROM TeacherWorks™ CD-ROM 126 Audio Program introduced several new policies that again ignited New York and Philadelphia, the colonists forced the CHAPTER 4 the flames of rebellion in the American colonies. agents for the to return home Section 2, 126–133 with the tea. In Charles Town, customs officers seized The Gaspee Affair To intercept smugglers, the the tea and stored it in a local warehouse. British sent customs ships to patrol North American The most dramatic showdown occurred in waters. One such ship was the Gaspee, stationed off December 1773, when the tea ships arrived in Boston the coast of Rhode Island. Many Rhode Islanders Harbor. On the night before customs officials planned 2 TEACH hated the commander of the Gaspee because he often to bring the tea ashore, approximately 150 men boarded the ships. Several thousand people on shore searched ships without a warrant and sent his crew Daily Lecture and ashore to seize food without paying for it. In June cheered as the men dumped 342 chests of tea into the Discussion Notes 4–2 1772, when the Gaspee ran aground, some 150 harbor. The raid came to be called the Boston Tea Party. colonists seized and burned the ship. This incident outraged the British. They sent a The Coercive Acts The Boston Tea Party was the last Copyright © by The McGraw-Hill Companies, Inc. Daily Lecture and Discussion Notes

commission to investigate and gave it authority to straw for the British. King George III informed Lord Chapter 4, Section 2 take suspects to England for trial. This angered the North that “concessions have made matters worse. Did You Know? Paul Revere made an engraving of the Boston Massacre. The engraving clearly shows that one of the dead colonists, who believed it violated their right to a trial colonists in the square is African American (Crispus Attucks). The engraving was shown throughout the colonies to get support for the war for independence. However, when the engraving was shown in by a jury of their peers. Rhode Island’s assembly then the Southern colonies, all the dead men shown in the engraving appear to be white. sent a letter to the other colonies asking for help. History In March 1773, Thomas Jefferson suggested that I. Massachusetts Defies Britain (pages 126–129) A. In the spring of 1772, the British government introduced several new policies that each colony create a committee of correspondence to Tea Tantrum In December 1773, colonists in Boston took matters into their angered American colonists. own hands and dumped hated imported tea into Boston Harbor. Why did B Britain sent customs ships to patrol North American waters in order to intercept smug communicate with the other colonies about British Boston tea merchants hate the Tea Act so much? activities. The committees of correspondence helped unify the colonies and shape public opinion. They Working in a Committee also helped colonial leaders coordinate their plans Assign students to groups repre- for resisting the British. senting one of the colonies. Tell the groups that they are part of The Boston Tea Party With tensions simmering in that colony’s committee of corre- the colonies, England’s new prime minister, Lord spondence. Have groups North, made a serious mistake. In May 1773, he decided to help the British East India Company, research events that occurred in which was almost bankrupt. Corrupt management their colony in 1773. Then have and costly wars in India had put the company deeply groups compose a letter in debt, while British taxes on tea had encouraged addressed to Thomas Jefferson colonial merchants to smuggle in cheaper Dutch tea. stating events that are happen- As a result, the company had over 17 million pounds ing in their colony and express- of tea in its warehouses. To help the company sell its tea, Parliament passed ing an opinion about what to do the Tea Act of 1773. The Tea Act refunded four-fifths next. L1 of the taxes the company had to pay to ship tea to the colonies, leaving only the Townshend tax. East India Use the rubric for a diary, Company tea could now be sold at lower prices than short story, memorandum, or let- smuggled Dutch tea. The act also allowed the East ter on pages 79–80 in the India Company to sell directly to shopkeepers, Performance Assessment bypassing American merchants who normally dis- Activities and Rubrics. tributed the tea. The Tea Act enraged the colonial merchants, who feared it was the first step by the British to squeeze them out of business. In October 1773, the East India Company shipped 1,253 chests of tea to Boston, New York, Charles Town, History and Philadelphia. The committees of correspondence Background: The East India Company rapidly alerted the colonies that the tea was on the way. The committees decided that the tea must not be held a seven-year tea surplus at the allowed to land. When the first shipments arrived in time and faced financial ruin if the tea was not sold. CHAPTER 4 The American Revolution 127 Answer: It took away their business. Ask: What tactics did colonists in other places use to prevent the East India Company from selling tea in COOPERATIVE LEARNING ACTIVITY the colonies? (In New York and Philadelphia, colonists forced agents Discussing a Topic Organize the class into groups of four or five. Then ask the following ques- to return home with their tea. In tions: Was there ever a point during the events discussed in this section when reconciliation Charles Town customs officers seized between the British and the colonists was possible? When? What would have been required tea and locked it up so that it could of both parties? After sufficient discussion time, instruct the groups to take a yes/no vote. Have not be sold.) one person in the group report the group’s vote as well as the reasons for it. Use the rubric for a cooperative group management plan on pages 81–82 in the Performance Assessment Activities and Rubrics.

127 CHAPTER 4 without the consent of Parliament. Although the Section 2, 126–133 British Parliament had authorized the troops, colonists believed their own local assemblies should have had to give their consent as well. Guided Reading Activity 4–2 In July 1774, a month after the last Coercive Act had become law, the British introduced the . This law had nothing to do with events in the Name Date Class American colonies, but it angered the colonists ★ Guided Reading Activity 4-2 nonetheless. The Quebec Act stated that a governor DIRECTIONS: Outlining Read the section and complete the outline below. Refer to your text- book to fill in the blanks. and council appointed by the king would run I. Massachusetts Defies Britain A. Thomas Jefferson suggested that each colony create a Quebec. The act also gave more territory to Quebec, to communicate with the other colonies about British activities. B. The , passed in 1774, were intended to punish including much of what is today Ohio, Illinois, for the “tea party” and end colonial challenges to British authority. C. The Coercive Acts violated the traditional English right to , , and . If colonists and the right not to have . D. The expressed loyalty to the king, but condemned the Coercive moved west, they would have to live in territory Acts and announced that the colonies were forming a nonimportation association. II. The Revolution Begins where they had no elected assembly. The Quebec Act, coming so soon after the Coercive Acts, seemed to imply that the British were trying to seize control of the colonial governments. In the Analyzing Political Cartoons colonies, the Coercive Acts and the Quebec Act together became known as the Intolerable Acts. Answer: The cartoonist was possibly reminding the British of previous colo- The First Continental Congress In May 1774, the nial unrest. Virginia House of Burgesses declared the arrival of Analyzing Political Cartoons Ask: Is this cartoon a favorable por- British troops in Boston a “military invasion” and trayal of the colonists? (possible Paying the Tea Tax This cartoon by a British artist shows Bostonians forcing called for colonists to observe a day of fasting and answer: No, because it makes the tea down the throat of a tarred and feathered customs official. In the back- prayer. When Virginia’s governor dissolved the ground, colonists dump tea in Boston Harbor. Why do you think the words colonists look like unruly mobs.) House of Burgesses for its actions, its members “Stamp Act” are hung upside down on the ? adjourned to a nearby tavern and issued a urging all colonies to suspend trade with Britain. The time has come for compulsion.” In the spring of They also called on the colonies to send delegates to a 1774, Parliament passed four new laws that came to be colonial congress to discuss what to do next. Organizing Information Have known as the Coercive Acts. These laws were In New York and Rhode Island, similar calls for a students use a graphic organizer intended to punish Massachusetts and end colonial congress had already been made. The committees of similar to the one shown below challenges to British authority. correspondence rapidly coordinated the different proposals, and on , 1774, the First to describe the purposes of the The first act shut down Boston’s port until the city paid for the tea that had been destroyed. The second Continental Congress met in Philadelphia. Coercive Acts. L1 act required all council members, judges, and sheriffs The 55 delegates to the Congress represented 12 of in Massachusetts to be appointed by the governor Britain’s North American colonies. Florida, Georgia, instead of being elected. This act also banned most Nova Scotia, and Quebec did not attend. They also town meetings. The third act allowed the governor to represented a wide range of opinion. Although transfer of British soldiers and officials to opposed to the Intolerable Acts, moderate delegates Purposes of the Coercive Acts England to protect them from American juries. The believed a compromise was possible. Other more final act required local officials to provide lodging for radical delegates believed the time had come to fight. British soldiers at the scene of a disturbance, in pri- Shortly after the Congress began, the moderates, vate homes if necessary. To enforce the acts, the led by Joseph Galloway of Pennsylvania, put for- British moved 2,000 troops to and ward a compromise to end the crisis. Galloway’s plan appointed General as the new gover- proposed a federal government for the colonies simi- Creating Pamphlets Tell stu- nor of Massachusetts. lar to the one outlined in the Albany Plan of Union. dents to compose a pamphlet Taken together, the Coercive Acts violated several After the radicals argued that Galloway’s plan would not protect American rights, the colonies voted to put urging other students to join traditional English rights, including the right to trial by a jury of one’s peers and the right not to have off consideration of the plan. either the Loyalists or the Patriots. troops quartered in one’s home. The king was also not When the Congress learned that the British had sus- Encourage them to research the supposed to maintain a standing army in peacetime pended the Massachusetts assembly, they responded position they choose to support as well as the opposing group. 128 CHAPTER 4 The American Revolution Have students share their pam- phlets with the class. L2 Use the rubric for a politi- MEETING SPECIAL NEEDS cal cartoon, pamphlet, or hand- bill on pages 87–88 in the Kinesthetic Organize students into two groups. Have one group play the role of members of the Performance Assessment British Parliament and the other group play the role of American colonial leaders. Have each group Activities and Rubrics. plan and present its case on imposing taxes on the colonies. Encourage students to play various historical figures as they present their arguments supporting the group’s point of view. L2

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR.

128 CHAPTER 4 with the Declaration of Rights and Grievances. The Loyalists and Patriots British officials were not declaration expressed loyalty to the king but con- alone in their anger. Although many colonists did not Section 2, 126–133 demned the Coercive Acts. It also announced that the agree with Parliament’s policies, some still felt a colonies were forming a nonimportation association. strong sense of loyalty to the king and believed Several days later, the delegates approved the British law should be upheld. Americans who backed , a plan for every and Britain came to be known as Loyalists, or Tories. town to form committees to enforce a boycott of Loyalists came from all parts of American society. Answer: They enacted the Coercive British goods. The delegates then agreed to hold a sec- Many were government officials or Anglican minis- Acts and Quebec Act. ond Continental Congress in May 1775 if the crisis had ters. Others were prominent merchants and not been resolved. landowners. Quite a few backcountry farmers on the Reading Check Examining How did the British frontier remained loyal as well, because they react to the Boston Tea Party? regarded the king as their protector against the planters and merchants who controlled the local governments. On the other side were those who believed the The Revolution Begins British had become tyrants. These people were In October 1774, while the Continental Congress known as Patriots, or Whigs. Patriots also repre- VIDEOCASSETTE was still meeting, the Massachusetts assembly defied sented a wide cross section of society. They were arti- Historic America Electronic General Gage and organized the Massachusetts sans, farmers, merchants, planters, lawyers, and Field Trips . They then formed the urban workers. View Tape 1, Chapter 6: “Lexington Committee of Safety and chose John Hancock to lead The Patriots were strong in New England and it, giving him the power to call up the militia. In Virginia, while most of the Loyalists lived in Georgia, and Concord.” effect, the Provincial Congress had made Hancock a the , and New York. Political differences rival governor to General Gage. divided communities and even split families. The A full-scale rebellion was now underway. American Revolution was not simply a war between began to drill and practice shooting. The the Americans and the British. It was also a civil war History and the town of Concord created a special unit of men between Patriots and Loyalists. trained and ready to “stand at a minute’s warning Even before the Revolution, Patriot groups brutally Humanities in case of alarm.” These were the famous minute- enforced the boycott of British goods. They tarred and men. All through the summer and fall of 1774, feathered Loyalists, and broke up Loyalist gatherings. American Art & Architecture: British control of the colonies weakened as Loyalists fought back, but they were outnumbered Independence Hall; The colonists created provincial and militias and not as well organized. Caught between the two Declaration of Independence, raided military depots for ammunition and gun- groups were many Americans, possibly a majority, July 4, 1776 powder. These rebellious acts infuriated British who did not favor either side and would support officials. whomever won.

Causes and Effects of the American Revolution Answer: It made the continual intru- Causes Effects sion by the British into economic • Colonists’ tradition of self-government • United States declares independence affairs of the colonies intolerable. • Americans’ sense of a separate identity from Britain • A long war with Great Britain Also, it gave colonists some experi- • Proclamation of 1763 • World recognition of American independence ence in organizing and rallying • British policies toward the colonies after 1763 around a cause. Graphic Organizer Skills Practice Ask: When do you think the world The conflict between Britain and America grew worse after the passage of the Intolerable Acts of 1774. should recognize the independ- ence of a country? (possible Analyzing Information Why do you think the tradition of self-government played a role in the colonists’ decision to declare independence? answers: after its defeated enemy recognizes it, when it forms a legiti- mate government, or when it seeks to participate as a member of the CHAPTER 4 The American Revolution 129 world community as a separate entity)

INTERDISCIPLINARY CONNECTIONS ACTIVITY Literature Invite students to locate and read the poem “Paul Revere’s Ride” by Henry Wadsworth Longfellow. Have students compare the content of the poem with the scenario presented on page 130. Ask students to notice differences between the poem and the events recorded on the map. Ask them why they think there are differences and what effect these differences may have on our understanding of the events. L2

129 CHAPTER 4 Lexington and Concord In 1775, the British supplies had been removed. When they tried to cross Section 2, 126–133 government ordered General Gage to arrest the the North on the far side of town, they ran Massachusetts Provincial Congress, even if it meant into some 400 colonial militia. A fight broke out, forc- risking armed conflict. Gage did not know where the ing the British to retreat. Congress was located, so he decided to seize the mili- Having completed their mission, the British tia’s supply depot at Concord instead. On , decided to return to Boston. Along the way, militia about 700 British troops set out for Concord on a road and farmers fired at them from behind trees, stone Trained by his father as a silversmith, Paul that took them past the town of Lexington. walls, barns, and houses. By the time the British Revere became one of America’s great Patriot leaders heard about the plan and sent Paul reached Boston, they had lost 99 men, and another artists. In addition to his work in silver, Revere and to spread the alarm. 174 were wounded. The colonial forces had lost 49 Revere engraved copper plates. One of Revere reached Lexington by and warned militia, and another 46 were wounded. his most famous engravings depicting the the people there that the British were coming. He and News of the fighting spread across the colonies. Boston Massacre appears on page 124. Dawes and a third man, Dr. Samuel Prescott, then Militia from all over New England raced to the area set out for Concord. A British patrol stopped Revere to help fight the British. By May 1775, militia troops and Dawes, but Prescott got through in time to warn had surrounded Boston, trapping the British inside. Concord. On , British troops arrived in Lexington The Second Continental Congress Three weeks and spotted some 70 minutemen lined up on the vil- after the battles at Lexington and Concord, the lage green. The British marched onto the field and Second Continental Congress met in Philadelphia. ordered them to disperse. The minutemen had begun The first issue was defense. The Congress voted Role of Religion in Declaring to back away when a shot was fired; no one is sure by to “adopt” the militia army surrounding Boston, Independence The Revolutionary whom. The British soldiers, already nervous, fired at and they named it the Continental Army. On June War effort drew powerful support the minutemen, killing 8 and wounding 10. 15, 1775, the Congress appointed George Washington as general and commander in chief of from the Congregational, The British then headed to Concord, but when they arrived, they found that most of the military the new army. Presbyterian, and other Christian churches whose clergy had no offi- cial ties with England. In contrast, the Anglican Church in America opposed Battles of Lexington and Concord, April 1775 the Revolution. Anglican clergy saw opposition to British rule as a danger 4 In retreat to Boston, British 3 Colonial militia inflict suffer over 250 casualties to all authority. Their support of 14 casualties on British at and Americans suffer 95. Concord's North Bridge.

Britain drew widespread acceptance r e

Minutemen v among colonial aristocracy, particu- Minutemen i R

Prescott Lexington c i larly in the Southern colonies. North t April 19, 1775 s Bridge y M Concord Gage Medford April 19, 1775 N 2 Revere captured; W E Dawes turned back. Menotomy (Arlington) Rev S r er e e v i 1 April 19, 1775, fighting begins R Charlestown

y on Lexington Common: eight

r Cambridge

u Americans die, 10 wounded.

b d r Boston u C e Answers: har Riv Boston S les 1. the British Harbor D DORCHESTER Colonial troops MASSACHUSETTS aw 2. 15 miles es HEIGHTS Colonial messengers 0 5 miles Geography Skills Practice British troops American victory 0 5 kilometers Ask: From what city did Paul Lambert Equal-Area projection British victory Revere begin his journey? (He left 1. Interpreting Maps Which side suffered the most from Charlestown.) Which direction casualties at Lexington and Concord? were Revere, Dawes, and Prescott 2. Applying Geography Skills About how far was traveling when they left Lexington Lexington from Boston? 130 CHAPTER 4 The American Revolution and headed for Concord? (They were traveling west.)

CRITICAL THINKING ACTIVITY Synthesizing Write the events listed below on large cards and ask students to arrange the cards in chronological order. Consider asking volunteers to hold the cards up in front of the class and ask them to move around until the class is satisfied that the cards are in the correct order. L2 Battle of Bunker Hill French and Indian War Boston Massacre Gaspee Affair Boston Tea Party Paul Revere’s ride Declaration of Independence Lexington and Concord First Continental Congress Common Sense published 130 Before Washington could get to his new CHAPTER 4 command, however, the British landed reinforce- Section 2, 126–133 ments in Boston. Determined to gain control of the area, the British decided to seize the hills north of the city. Warned in advance, the militia acted first. On June 16, 1775, they dug in on Breed’s Hill near History Through Art Bunker Hill and began building a fort at the top. The following day, General Gage sent 2,200 of his Background: Alonzo Chappel com- troops to take . His soldiers, wearing heavy bined his artistic talent and his love of packs and woolen uniforms, launched an uphill, history into a career of painting and frontal attack in blistering heat. According to legend, drawing famous moments in an American commander named American history. Although not an told his troops, “Don’t fire until you see the whites of eyewitness to most of the events he their eyes.” When the British closed to within 50 yards, the Americans took aim and fired. They painted, Chappel based his portrayals turned back two British advances and were forced to on his study of history. retreat only after running out of ammunition. Answer: They look determined, fight- The Battle of Bunker Hill, as it came to be called, ing with whatever they can, and even helped to build American confidence. It showed that the wounded fight. the colonial militia could stand up to one of the Ask: Why did the colonists finally world’s most feared . The British suffered retreat from Bunker Hill? (They ran more than 1,000 casualties in the fighting. Shortly out of ammunition.) afterward, General Gage resigned and was replaced by General William Howe. The situation then returned to a stalemate, with the British trapped in Boston surrounded by militia. History Through Art Reading Check Interpreting Why was the Battle of Bunker Hill important to the Americans? Colonial Confidence Alonzo Chappel painted The Battle of Bunker Hill. The battle showed the colonists they could win against the British. How does the artist portray the colonists’ courage? Answer: It helped build American confidence by showing that a largely The Decision for Independence and join the Americans in fighting the British. The untrained colonial militia could stand Despite the onset of fighting, many colonists American forces captured the city of , but up to the British army. in the summer of 1775 were not prepared to break the French did not rebel. away from Great Britain. Most members of the The attack on Quebec convinced British officials Second Continental Congress wanted the right that there was no hope of reconciliation. When the Interpreting Art Have students to govern themselves, but they did not want to arrived in England, King locate a picture of Percy Moran’s break with the British Empire. By 1776, however, George refused to look at it. On , 1775, he Battle of Bunker Hill or John opinion had changed. Frustrated by Britain’s issued the Proclamation for Suppressing Rebellion Trumbull’s Battle of Bunker’s [sic] refusal to compromise, many Patriot leaders began and , stating that the colonies were now to call for independence. “open and avowed enemies.” Hill. Direct students to compare With no compromise likely, the Continental and contrast the piece of art they Efforts at Peace In July 1775, as the Congress increasingly began to act like an indepen- selected with Alonzo Chappel’s continued, the Continental Congress sent a docu- dent government. It sent people to negotiate with the work that appears on this page. ment known as the Olive Branch Petition to the Native Americans, and it established a postal system L2 king. John Dickinson wrote the petition. It stated that and a and Marine Corps. It also the colonies were still loyal to the king and asked authorized privateering. By March 1776, the George III to call off hostilities until the situation Continental Navy had raided and could be worked out peacefully. begun seizing British merchant ships. In the meantime, the radical delegates of the The Fighting Spreads Congress convinced the body to order an attack on As the revolution began, Many citizens of Boston had a bird’s-eye the British troops based in Quebec. They hoped the Governor Dunmore of Virginia organized two attack would convince the French in Quebec to rebel Loyalist armies to assist the British troops in view of the Battle of Bunker Hill. Some climbed onto rooftops and church CHAPTER 4 The American Revolution 131 steeples to watch the fighting.

Use Interpreting Political EXTENDINGEXTENDING THETHE CONTENTCONTENT Cartoons, Cartoon 3. The American Navy At the beginning of the Revolutionary War, the colonists had no navy, so they began to commission private ships to attack British vessels. Owners of these ships could keep half the cargo of any captured enemy vessels. This arrangement greatly aided the American cause by cutting deeply into British supply routes. One ingenious American captain, Jonathan Haraden, instructed his crew to cover the ship’s gun ports with canvas to make the vessel look like a vulner- able merchant ship. When an unsuspecting British ship neared, it was met with gunfire from the disguised gun ports.

131 CHAPTER 4 Section 2, 126–133

The Declaration of Independence 3 ASSESS Had Condemned Slavery? Assign Section 2 Assessment as homework or as an in-class In 1776 the Continental Congress chose a com- Jefferson’s condemnation of slavery, mittee to draft the Declaration of Independence. which is excerpted below, the history activity. The committee included Thomas Jefferson, John of the United States might have been Have students use the Adams, , Benjamin Franklin, and very different. Robert Livingston. Jefferson later recalled the fol- Interactive Tutor Self- lowing in his memoirs: “[The committee members] He [King George] has waged Assessment CD-ROM. unanimously pressed on myself alone to under- cruel“ war against human nature take the draught. I consented; I drew it; but before itself, violating its most sacred I reported it to the committee I communicated it rights of life and liberty in the separately to Dr. Franklin and Mr. Adams request- persons of a distant people Reading Essentials and ing their corrections. . . .” who never offended him, cap- Study Guide 4–2 Franklin and Adams urged Jefferson to delete tivating and carrying them his condemnation of King George’s support of into slavery in another hemi- Name Date Class slavery. The two realized that the revolution sphere, or to incur miserable Study Guide needed support from all the colonies to succeed, death in their transportation thither....He Chapter 4, Section 2 For use with textbook pages 126–133 and condemning slavery would certainly alienate has [stopped] every legislative attempt to pro- THE REVOLUTION BEGINS pro-slavery colonists and force them to support hibit or to restrain this execrable commerce KEY TERMS AND NAMES committee of correspondence committees designed to communicate with other colonies about the king. Jefferson modified the draft accordingly. determining to keep open a market where British activities (page 127) Boston Tea Party a raid by colonists on British tea ships (page 127) If the Declaration of Independence had included [people] should be bought and sold.... Intolerable Acts a group of laws that led the colonists to believe that the British were trying to seize control of the colonial governments (page 128) ” minutemen a special unit of the militia trained to fight at a minute’s notice (page 129) Loyalist Americans who backed Britain (page 129) Patriot Americans who believed the British had become tyrants (page 129) Battle of Bunker Hill battle between the colonial militia and the British troops (page 131)

Virginia, one composed of white Loyalists, the other While fighting raged in the South, Washington Section Quiz 4–2 of enslaved Africans. Dunmore proclaimed that ordered his troops to capture the hills south of Africans enslaved by rebels would be freed if they Boston. He intended to place cannons on the hills to

Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ fought for the Loyalists. The announcement con- bombard the British. After the Americans seized the ★ Chapter 4 Score vinced many Southern planters to support inde- hills, however, the British Navy evacuated the Section Quiz 4-2 pendence. Otherwise, they might lose their lands British troops from Boston, leaving the Patriots in DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (10 points each) and labor force. They also increased their efforts to control. Column A Column B 1. a special unit of militia in the town of Concord A. Loyalists raise a large Patriot army. In December 1775, the Despite their defeats, it was clear that the British 2. where a largely untrained colonial militia stood up to one B. Common Sense of the world’s most feared armies C. committee of 3. Americans who backed Britain correspondence Patriot troops attacked and defeated Dunmore’s were not backing down. In December 1775, the king 4. pamphlet written by Thomas Paine that attacked the D. Battle of Bunker Hill forces near Norfolk, Vir- issued the , shutting down trade with 5. created by each colony to communicate with the other E. minutemen colonies about British activities ginia. The British then the colonies and ordering a naval blockade. The British

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice that bt ltthtt t th ti (10 i t h) pulled their soldiers out of also began expanding their army by recruiting merce- HISTORY Virginia, leaving the Patriots naries, or soldiers for hire, from . By the in control. spring of 1776, the British had hired 30,000 German Student Web In North Carolina, Patriot mercenaries, mostly Hessians from the region of Hesse. HISTORY Activity Visit the troops dispersed Loyalists American Vision Web at the Battle of Moore’s Common Sense and Independence As the war site at tav.glencoe.com Creek in February 1776. The dragged on, more and more Patriots began to think and click on Student British then decided to seize the time had come to declare independence, Objectives and answers to the Web Activities— Charles Town, South although they feared that most colonists were still Chapter 4 for an student activity can be found in Carolina, but the Charles loyal to the king. In January 1776, however, public the Web Activity Lesson Plan activity on the American Revolution. Town militia thwarted the opinion began to change when Thomas Paine pub- at tav.glencoe.com. British plans. lished a lively and persuasive pamphlet called

132 CHAPTER 4 The American Revolution

CRITICAL THINKING ACTIVITY Comparing In the 1900s, the world witnessed violent protests against totalitarian governments, such as the Tiananmen Square massacre in . It has also seen the successful use of nonviolent action in the drive for independence in India and in the American . The American colonists used both violent and nonviolent protest in the period preceding the Revolutionary War. Ask students to list two examples of each type of protest and their outcomes. Then ask students which form of protest, in their opinion, was more successful. Encourage them to explain their reasoning. L2

132 king’s support. Paine argued that had CHAPTER 4 been set up by seizing power from the people. Section 2, 126–133 George III was a tyrant, and it was time to declare independence: “Everything that is right or reasonable pleads for separation. The blood of the slain, the weeping voice of nature cries, ‘Tis Time To Part. . . . Every spot of the old world is overrun with oppression. Freedom Answers: hath been hunted round the globe . . . [and] England 1. Answers may vary. Students hath given her warning to depart. Oh! Receive the fugitive, and prepare in time an asylum for may realize that Jefferson’s mankind. rhetoric did not always ” match his actions. —from Common Sense 2. Answers may vary. Possible Within three months, Common Sense had sold reasons: the colonies may 100,000 copies. George Washington wrote, not have united to throw off “Common Sense is working a powerful change in the minds of men.” Increasingly, many colonists were British rule, individual 1. Why do you think Thomas Jefferson, who was a slave- ready to declare independence. One by one the colonies may have struggled holder, wanted to include this paragraph? provincial congresses and assemblies told their rep- for their own independence, 2. Would the course of American history have changed resentatives at the Continental Congress to vote for or slavery may have ended significantly if the Declaration of Independence had independence. sooner than it actually did. included Jefferson’s statement? If so, how? If not, In early July a committee composed of John why not? Adams, Benjamin Franklin, Roger Sherman, Robert Livingston, and Thomas Jefferson submitted a docu- ment Jefferson had drafted on independence. On July 4, 1776, the Continental Congress issued this Declaration of Independence, declaring themselves the United States of America. The American Common Sense. Until Common Sense appeared, nearly Revolution had begun. Answer: by publishing his pamphlet everyone viewed Parliament as the enemy, not the Common Sense king. In Common Sense, Paine attacked King George Reading Check Analyzing How did Thomas Paine III. Parliament, he wrote, did nothing without the help persuade colonists to declare independence? Reteach Ask students to summarize the events that fueled colonial dis- content. Checking for Understanding Critical Thinking Analyzing Visuals 1. Define: committee of correspondence, 4. Synthesizing What role did the com- 6. Examining Maps Study the map on Enrich minuteman, Loyalist, Patriot. mittees of correspondence play in the page 130. Why do you think Paul 2. Identify: Boston Tea Party, Intolerable colonists’ move toward independence? Revere and William Dawes took differ- Invite students to read Thomas Acts, Second Continental Congress, 5. Organizing Use a graphic organizer ent routes on the first leg of their Paine’s Common Sense and write Battle of Bunker Hill, Declaration of similar to the one below to indicate journey? a summary of the main ideas. Independence. ways in which colonists defied Britain after the repeal of the Townshend Acts. Reviewing Themes 3. Government and Democracy After King George III refused to consider the Writing About History Colonists’ Acts Olive Branch Petition, in what ways did of Defiance 7. Descriptive Writing Imagine that you 4 CLOSE the Continental Congress begin to act were a participant in the Boston Tea like an independent government? Party. Write a diary entry describing the Ask students to explain the event. events that led up to the actions taken by the second Continental CHAPTER 4 The American Revolution 133 Congress.

1. Terms are in blue. 4. By communicating with other avoid capture by the British troops, 2. Boston Tea Party (p. 127), colonies about British activities, the that the two men started from Intolerable Acts (p. 128), Battle of committees helped unify colonies different points, and that they Bunker Hill (p. 131), Declaration of and shape public opinion. wanted to alert as many people as Independence (p. 133) 5. Boston Tea Party, boycotts, burning possible. 3. It began negotiations with the of the Gaspee, formed committees 7. Students’ entries will vary. Diary Native Americans, established a of correspondence entries should be written as if the postal system and a navy, and 6. Answers will vary but could include students were participants. authorized privateering. that the different routes helped 133 1 FOCUS Analyzing Concepts Ask stu- dents if they would risk their lives for an idea and, if so, for what idea. Remind students that the American Revolution In Congress, July 4, 1776. The unanimous Declaration involved great risks for the peo- of the thirteen united States of America, ple who fought it. What It Means [Preamble] The Preamble The Declaration Ask what ideas were being When in the Course of human events, it becomes necessary for one of Independence has four parts. fought for in the American The Preamble explains why the people to dissolve the political bands which have connected them with Revolution. (self-government, free- Continental Congress drew up another, and to assume among the Powers of the earth, the separate and dom, representation, equality) the Declaration. equal station to which the Laws of Nature and of Nature’s God entitle them, a decent respect to the opinions of mankind requires that they should Direct students to read the first impel force declare the causes which impel them to the separation. paragraph of the Declaration of Independence on this page. Ask What It Means [Declaration of Natural Rights] the following questions: Natural Rights The second part, We hold these truths to be self-evident, that all men are created equal, the Declaration of Natural Rights, • What is the tone of the docu- that they are endowed by their Creator with certain unalienable Rights, states that people have certain that among these are Life, Liberty, and the pursuit of Happiness. ment? (possible answers: force- basic rights and that government ful, sober, respectful) should protect those rights. John That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, • To whom is the document Locke’s ideas strongly influenced this part. In 1690 Locke wrote That whenever any Form of Government becomes destructive of these addressed? (to the entire world; that government was based on ends, it is the Right of the People to alter or to abolish it, and to institute indirectly to King George III and the consent of the people and new Government, laying its foundation on such principles and organizing the English Parliament) that people had the right to rebel its powers in such form, as to them shall seem most likely to effect their if the government did not uphold Safety and Happiness. Prudence, indeed, will dictate that Governments their right to life, liberty, and long established should not be changed for light and transient causes; and property. accordingly all experience hath shown, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the 2 TEACH endowed provided forms to which they are accustomed. But when a long train of abuses and Paraphrasing Choose a student usurpations, pursuing invariably the same Object evinces a design to to read aloud the first paragraph despotism unlimited power reduce them under absolute Despotism, it is their right, it is their duty, to under “Declaration of Natural throw off such Government, and to provide new Guards for their future Rights” on this page. Discuss security. with students any unfamiliar What It Means [List of Grievances] List of Grievances The third terms such as self-evident and Such has been the patient sufferance of these Colonies; and such is now part of the Declaration lists the inalienable. Then have students the necessity which constrains them to alter their former Systems of close their textbooks and colonists’ complaints against the British government. Notice that Government. The history of the present King of Great Britain is a history of paraphrase the first paragraph in King George III is singled out for repeated injuries and usurpations, all having in direct object the establish- their own words. L1 ELL blame. ment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world. usurpations unjust uses of power He has refused his Assent to Laws, the most wholesome and necessary for the public good. 34 134134GlossaryThe Declaration of Independence

EXTENDINGEXTENDING THETHE CONTENTCONTENT Real Title Strictly speaking, the title of this famous document is not the “Declaration of Independence” but rather “The Unanimous Declaration of the Thirteen United States of America.” The document was not the act by which independence was declared. That had been done on , when the Continental Congress adopted Lee’s resolution.

134 He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them. He has refused to pass other Laws for the accommodation of large dis- Identifying Central Issues tricts of people, unless those people would relinquish the right of relinquish give up Refer students to the painting on Representation in the Legislature, a right inestimable to them and formida- inestimable priceless this page. Mention that the ble to tyrants only. painting includes many of the He has called together legislative bodies at places unusual, uncomfort- able, and distant from the depository of their Public Records, for the sole delegates who also signed the purpose of fatiguing them into compliance with his measures. Constitution. Discuss differences He has dissolved Representative Houses repeatedly, for opposing with and similarities between this manly firmness his invasions on the rights of the people. group and the current members He has refused for a long time, after such dissolutions, to cause others to of the . be elected; whereby the Legislative Powers, incapable of Annihilation, annihilation destruction The discussion can include have returned to the People at large for their exercise; the State remaining observations about numbers, in the mean time exposed to all the dangers of invasion from without, and convulsions within. convulsions violent disturbances gender, ethnicity, age, style of He has endeavoured to prevent the population of these States; for that dress, and so on. Conclude by purpose obstructing the Laws for Naturalization of Foreigners; refusing to Naturalization of Foreigners process pointing out that the calmness of pass others to encourage their migrations hither, and raising the conditions by which foreign-born persons the setting obscures the despera- of new Appropriations of Lands. become citizens tion of this step. In the eyes of He has obstructed the Administration of Justice, by refusing his Assent the British government, each of to Laws for establishing Judiciary Powers. He has made Judges dependent on his Will alone, for the tenure of their tenure term these representatives was guilty offices, and the amount and payment of their salaries. of . For some time after, He has erected a multitude of New Offices, and sent hither swarms of the names of the signers were Officers to harass our people, and eat out their substance. kept secret, presumably to pro- tect them from British reprisal. L1 Analyzing Information Point out that the statements in the Declaration of Natural Rights voice some of the most impor- tant ideas of governments. Ask students to identify the impor- tant statements. (Answers will vary but should include: All people are created equal; all people have certain basic rights; the purpose of government is to keep these rights safe; and the power of a government to rule comes from the people.) L2

135 The Declaration of IndependenceGlossary135135

COOPERATIVE LEARNING ACTIVITY Making Oral Presentations Tell students that the Declaration of Independence had significant influence on other independence movements. Organize the class into groups of four. Assign each group one of the following: the , American independence movements, Tiananman Square demonstrations, the breakup of the . Have the groups use library and Internet resources to learn about their assigned movement and the effects that the Declaration of Independence had on the movement. Have the groups prepare an oral report on their findings. L2 Use the rubric for a cooperative group management plan on pages 81–82 in the Performance Assessment Activities and Rubrics. 135 He has kept among us, in times of peace, Standing Armies without the Consent of our legislature. He has affected to render the Military independent of and superior to the Civil Power. Determining Cause and Effect He has combined with others to subject us to a foreign to our Ask students to think about the constitution, and unacknowledged by our laws; giving his Assent to their impact of the Declaration on the acts of pretended legislation: quartering lodging colonists. Have them list as For quartering large bodies of troops among us: For protecting them, by a mock Trial, from Punishment for any Murders many different effects as they which they should commit on the Inhabitants of these States: can resulting from news that the For cutting off our Trade with all parts of the world: Congress had issued the For imposing taxes on us without our Consent: Declaration. (Answers will vary, For depriving us in many cases, of the benefits of Trial by Jury: but might include the following: For transporting us beyond Seas to be tried for pretended offences: The time for indecision was over. It For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its forced colonists to decide whether render make Boundaries so as to render it at once an example and fit instrument for they supported independence or the introducing the same absolute rule into these Colonies: king. It rallied support and boosted For taking away our , abolishing our most valuable Laws, and morale. It also raised the conflict altering fundamentally the Forms of our Governments: above the level of discontent over For suspending our own Legislature, and declaring themselves invested economic issues.) L2 with Power to legislate for us in all cases whatsoever. abdicated given up He has abdicated Government here, by declaring us out of his Researching Organize students Protection and waging War against us. into groups of four. Point out He has plundered our seas, ravaged our Coasts, burnt our towns, and that the Declaration has been a destroyed the lives of our people. force for change in the United He is at this time transporting large armies of foreign mercenaries to compleat the works of death, desolation and tyranny, already begun with States. People have used its perfidy violation of trust circumstances of Cruelty & perfidy scarcely paralleled in the most bar- words and ideas to promote barous ages, and totally unworthy the Head of a civilized nation. such measures as the abolition of He has constrained our fellow Citizens taken Captive on the high Seas to slavery and equal rights for bear Arms against their Country, to become the of their women. Have each group do friends and Brethren, or to fall themselves by their Hands. research to find three examples insurrections rebellions He has excited domestic insurrections amongst us, and has endeav- in which an individual or a oured to bring on the inhabitants of our , the merciless Indian Savages, whose known rule of warfare, is an undistinguished destruction group used the words and ideas of all ages, sexes and conditions. expressed in the Declaration to petitioned for redress asked In every stage of these Oppressions We have Petitioned for Redress in promote change or reform. L2 formally for a correction of the most humble terms: Our repeated Petitions have been answered only wrongs by repeated injury. A Prince, whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free People. Nor have We been wanting in attention to our British brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction unwarrantable jurisdiction over us. We have reminded them of the circum- unjustified authority stances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which, would inevitably interrupt our connections and correspondence. They too have consanguinity originating from been deaf to the voice of justice and of consanguinity. We must, therefore, the same ancestor acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends.

136136GlossaryThe Declaration of Independence

MEETING SPECIAL NEEDS Auditory/Musical Have interested students listen to the soundtrack of the Broadway play 1776. Ask students to select one song to share with the class. Have them explain who sang the song, the historic events being portrayed, and how the lyrics and music convey the ideas of the Continental Congress. Also encourage students to point out any historical inaccuracies that they find in the song. L2

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR. 136 [Resolution of Independence What It Means by the United States] Resolution of Independence The Final section declares that We, therefore, the Representatives of the united States of America, in the colonies are “Free and General Congress, Assembled, appealing to the Supreme Judge of the Independent States” with the world for the rectitude of our intentions, do, in the Name, and by full power to make war, to form Authority of the good People of these Colonies, solemnly publish and alliances, and to trade with Roger Sherman was the only person who declare, That these United Colonies are, and of Right ought to be Free and other countries. Independent States; that they are Absolved from all Allegiance to the signed all three of the most important British , and that all political connection between them and the State rectitude rightness documents of the United States: the of Great Britain, is and ought to be totally dissolved; and that as Free and Declaration of Independence, the Articles Independent States, they have full Power to levy War, conclude Peace, of Confederation, and the Constitution. contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm reliance on the Protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor. 3 ASSESS John Hancock Pennsylvania Massachusetts What It Means Reteach President from Robert Morris Samuel Adams Signers of the Declaration The Ask students to identify the Massachusetts John Adams signers, as representatives of the Benjamin Franklin Robert Treat Paine American people, declared the most important points in the Georgia John Morton colonies independent from Great Declaration of Natural Rights. Button Gwinnett George Clymer Britain. Most members signed Lyman Hall Rhode Island James Smith the document on , 1776. George Walton Stephen Hopkins Enrich George Taylor Ask students to write a para- North Carolina James Wilson graph stating which idea William Hooper George Ross Connecticut Joseph Hewes Samuel Huntington expressed in the Declaration Delaware John Penn William Williams they think is the most important George Read one and explaining their choice. Roger Sherman Edward Rutledge Thomas McKean Thomas Heyward, Jr. New York Thomas Lynch, Jr. William Floyd 4 CLOSE Francis Lewis Lewis Morris Have students list the powers that the new Free and Thomas Stone Richard Stockton Independent states planned to Charles Carroll of Carrollton claim. Francis Hopkinson Virginia John Hart Abraham Clark New Hampshire Thomas Jefferson Josiah Bartlett Thomas Nelson, Jr. Matthew Thornton Francis Lightfoot Lee Carter Braxton

The Declaration of IndependenceGlossary137137

EXTENDINGPORTFOLIO THE ACTIVITY CONTENT Writing an Editorial Tell students that they should write an editorial reacting to the Declaration of Independence for an influential newspaper in Boston. Tell students that they must first decide if their newspaper supports the Loyalists or the Patriots. Explain that their editorials should support the position of the newspaper. L2

137 CHAPTER 4 Section 3, 138–145 The War for Independence 1 FOCUS Section Overview Main Idea Reading Strategy Reading Objectives After a war lasting several years, the Sequencing As you read about the war • Describe the strategies behind the This section focuses on the fight colonists finally won their independence for independence, complete a time line Northern Campaign. for independence. from Great Britain. similar to the one below to record the • Summarize the scope of the war at sea. major battles and their outcomes. Key Terms and Names Section Theme William Howe, guerrilla warfare, Nathan Global Connections Hostility between

BELLRINGER Hale, Valley Forge, Marquis de Lafayette, 1776 1781 the French and British caused France to Skillbuilder Activity Saratoga, letters of marque, John Paul support the colonies. Jones, Charles Cornwallis, Battle of Kings Project transparency and have Mountain students answer the question. ✦1775 ✦1778 ✦1781 ✦1784 Available as a blackline master. 1776 1777 1777–1778 1781 1783 Battle of The British surrender Washington camps at Cornwallis surrenders Treaty of Paris Daily Focus Skills Transparency Trenton at Saratoga Valley Forge for the winter at Yorktown signed 4–3

Copyright © by The McGraw-Hill Companies, Inc. ANSWER: Answers should state that the British forces appeared better prepared because the British forces were UNIT nearly all trained soldiers and sailors whereas the colonial DAILY FOCUS SKILLS forces were nearly all untrained volunteers. 2 Teacher Tip: Tell students to pay close attention to the Chapter 4 TRANSPARENCY 4-3 descriptive phrases provided in parentheses.

Comparing and Contrasting

Directions: Compare the two lists FORCES OF THE AMERICAN REVOLUTION and answer the following question.

Which of the two forces BRITISH FORCES appeared to be better pre- • Experienced army pared for conflict? Explain. • Experienced navy • Mercenaries (foreign soldiers hired into service by the British) • Loyal colonists Colonel Henry Beckman Livingston could only watch helplessly the suffering around him.

COLONIAL FORCES A of several military campaigns, Livingston huddled with the rest of George • Inexperienced Continental Army • Poorly trained local militias (effective at guerrilla warfare) Washington’s army at its winter quarters at Valley Forge, Pennsylvania. The winter of 1777 to • Navy (mostly private ships) • Allies (French and Spanish in advisory 1778 was brutally cold, and the army lacked food, clothing, and other supplies. Huddled in positions only) small huts, soldiers wrapped themselves in blankets and survived on the smallest of rations. Livingston described the army’s plight in a letter to his brother, Robert: “Our troops are in general almost naked and very often in a starveing condition. All my Guide to Reading men except 18 are unfit for duty for want of shoes, stockings, and shirts. . . . Poor Jack has been necessitated to make up his blanket into a vest and breeches. If I did not fear starveing Answers to Graphic: Students with cold I should be tempted to do the same. Troops at Valley Forge should include battles for each year ” from 1776 to 1781. Make sure stu- —adapted from A to Courage dents discuss the importance and outcome of each battle. The Opposing Sides The struggle at Valley Forge was one of the darkest hours in the war for independence. Preteaching Vocabulary No one knew if the patriots were strong enough to defeat the powerful British Empire. On Have students pose questions that the same day that the Continental Congress voted for independence, the British began can be answered by using the Key landing troops in New York. By mid-August, they had assembled an estimated 32,000 men Terms and Names. under the command of General William Howe. British officials did not expect the rebellion to last very long. The British troops were disciplined, well trained, and well equipped.

138 CHAPTER 4 The American Revolution

SECTION RESOURCES Reproducible Masters • American Art & Architecture • Reproducible Lesson Plan 4–3 Multimedia • Daily Lecture and Discussion Notes 4–3 Interactive Tutor Self-Assessment CD-ROM • Guided Reading Activity 4–3 ExamView® Pro Testmaker CD-ROM • Section Quiz 4–3 Presentation Plus! CD-ROM • Reading Essentials and Study Guide 4–3 TeacherWorks™ CD-ROM Transparencies Audio Program American Music: Hits Through History • Daily Focus Skills Transparency 4–3 138 American Music: Cultural Traditions Compared to the British troops, the Continental Another problem for the British was that they were CHAPTER 4 Army was inexperienced and poorly equipped. not united at home. Many merchants and members of Section 3, 138–145 Throughout the war, it struggled to keep its recruits Parliament opposed the war. The British had to win and pay their wages. Although over 230,000 men quickly and cheaply; otherwise, opinions in Parliament served in the Continental Army, they rarely num- would shift against the war. The United States did not bered more than 20,000 at any one time. Many sol- have to defeat Britain—it simply had to survive until diers deserted or refused to reenlist when their term the British became tired of paying for the war. 2 TEACH was up. Others left their posts and returned to their The European balance of power also hampered the farms at planting or harvest time. British. The French, Dutch, and Spanish were all Daily Lecture and Paying for the war was equally difficult. Lacking eager to exploit Britain’s problems. As a result, Discussion Notes 4–3 the power to tax, the Continental Congress issued Britain had to station much of its military elsewhere paper money. These “Continentals” were not backed in the world to defend its empire. The European bal- by gold or silver and became almost worthless very ance of power also meant that the Patriots might be Copyright © by The McGraw-Hill Companies, Inc. quickly. Fortunately Robert Morris, a wealthy able to find allies against the British. Daily Lecture and Discussion Notes Chapter 4, Section 3 Pennsylvania merchant and banker, personally Reading Check Identifying What three major dis- Did You Know? When the British surrendered after the Battle pledged large amounts of money for the war effort. of Yorktown, a band played “”—a melody that may have begun in southern Europe in the Middle Ages. The advantages did the British face in the American Revolution? words of “Yankee Doodle” were written by an English army Morris also set up an efficient method of buying surgeon. The words were meant to make fun of the inexperienced and poorly trained American troops during the French and Indian War. The American troops, however, liked the song so rations and uniforms, arranged for foreign loans, and much that it wassung by American troops during the convinced the Congress to create the Bank of North Revolutionary War. The Northern Campaign I. The Opposing Sides (pages 138–139) America to finance the military. A. General William Howe was the commander of a disciplined, well trained, and well The Continental Army was not the only force the The British knew that to end the war quickly, they British had to worry about. They also had to fight the not only had to win several battles but also had to con- local militias. The militias were poorly trained, but vince the American people that their cause was hope- Discussing an Idea Ask stu- they fought differently. They did not always line up less. At the same time, the British had to make it safe to dents to explain why the for battle. They hid among trees and behind walls surrender. If the Patriots thought they would be Continental army did not need and ambushed British troops and supply wagons, hanged for treason, they would never surrender. to defeat the British in order to then disappeared. This kind of fighting is called General Howe’s strategy had two parts. The first guerrilla warfare, and it is very difficult to defeat. part was military. He began a massive buildup in win independence. (Many in New York, hoping to intimidate the Americans and England did not support a long, capture New York City. This would separate New costly war.) L1 Colonial hat The Opposing Sides Colonial Advantages British Advantages Answer: guerrilla warfare, opposi- Fighting on home ground Well-trained, well-supplied army and navy tion at home, and the European bal- Good decisions by generals Wealth of resources ance of power

Fighting for their rights and freedoms Strong central government

French alliance: loans, navy, troops

Colonial Disadvantages British Disadvantages Sometimes called the financier of the Revolutionary War, Robert Morris saw his Untrained soldiers; small army Fighting in unfamiliar, hostile territory personal wealth slip away when he got Food and ammunition shortages Fighting far away from Britain and resources involved in land speculation. He spent more than three years in debtors’ prison Weak and divided central government Troops indifferent; halfhearted support at home around the turn of the century.

1. Interpreting Charts Why was fighting for their Colonial rights and freedoms an advantage for the colonists? 2. Analyzing In what ways would a weak govern- Answers: ment be a disadvantage in war time? 1. It gave them a very personal, sustaining reason to fight. 2. It would not be able to formulate a central policy. COOPERATIVE LEARNING ACTIVITY Chart Skills Practice Ask: How do you think fighting for Building a Model Have students work in small groups to build a model depicting one of the a cause that you believe in strongly events mentioned in this section. Encourage students to use library and Internet resources to affects the outcome of battles? locate descriptions and drawings to help recreate the scene. Suggest that students create a hand- (possible answer: will fight to the end out to accompany their model. Make arrangements to display the models at your school, the local despite all odds) library, or other appropriate venues. Use the rubric for a cooperative group management plan on pages 81–82 in the Performance Assessment Activities and Rubrics.

139 War for Independence, CHAPTER 4 1775–1777 Benjamin Franklin, John Adams, and Edward Rutledge. Howe told them that anyone who put Section 3, 138–145 American forces down their arms and swore loyalty to the king would British forces be pardoned. The Americans quickly realized that American victory Guided Reading Activity 4–3 Howe had no authority to negotiate a compromise British victory and was only interested in talking them into surren- Fort dering. They refused to talk further, and the stage Name Date Class NOVA 100 miles was set for the first major battle. ★ Guided Reading Activity 4-3 0 SCOTIA

DIRECTIONS: Recalling Facts Read the section and answer the questions below. Refer to your 0 100 kilometers textook to write the answers. 1. How did the Continental Army compare to the British troops? Albers Conic Equal-Area projection Opening Moves Despite the size of the British . R 2. Why was Robert Morris important to the Revolution? e forces preparing to seize New York City, the QUEBEC c n 77 MAINE 3. How was the fighting of the militias different from that of the regular armies? e 7 Continental Congress asked Washington to defend r 1 5°N w , (Part of MASS.) 4 a e 4. Where was the British headquarters throughout the war? n L y the city. Congressional leaders feared that if New 5. Of what did Thomas Paine remind Americans in The American Crisis? . o t g S r York fell without a fight, it would hurt American u 6. Why was Washington’s attack on the British in December of 1776 a daring one? Montreal B morale. Washington agreed with this assessment, and he moved much of his army to and 4 Burgoyne surrenders 7 Island. 7 at Saratoga, 17 Synthesizing Information Have , er Ft. Ticonderoga Oct. 17, 1777 The inexperience of Washington’s troops became eg , 1777 students view copies of paint- L t. obvious when British troops landed on Long Island in S N.H. e ings of the crossing of the How the summer of 1776. Many American soldiers fled, and eral Saratoga Bennington Gen 776 Delaware by artists George Aug. 15, 1777 17, 1 another 1,500 became casualties. Fortunately, the March Oriskany MASS. Boston British did not move quickly after their victory, and Caleb Bingham and Thomas Albany Bemis Heights Aug. 6, 1777 the surviving American troops escaped to Manhattan Sully. Ask them which one N.Y. Oct. 7, 1777 R.I. Kingston CONN. Island where they joined the remainder of seems closest to historical 1 British capture Washington’s army defending New York City. New York City, 1776 accounts. L2 Ft. Montgomery Using their ships, the British could have landed °N 40 New York City Heights troops north of New York City and surrounded the PA. N.J. Aug. 27, 1776 76 American positions, but again, they moved too Princeton ly 17 Germantown Ge e, Ju 70°W Oct. 4, 1777 neral How slowly. Washington abandoned the city and headed Trenton Brandywine Creek 2 Americans attack British to the northern end of Manhattan. The British then Sept. 11, 1777 Philadelphia at Trenton, Dec. 1776, captured New York and used it as their headquarters Answers: and Princeton, Jan. 1777 for the rest of the war.

DEL. 7 7 About this time, Washington sent Captain Nathan 1. Trenton and Princeton 7 3 1 Howe captures

, e Philadelphia, 1777 Hale to spy on the British. Although Hale was dis- w 2. transporting troops and MD. o H guised as a Dutch schoolteacher, he was caught by l a N equipment r e Atlantic the British and hanged. Brave until the end, Hale’s n e E VA. G Ocean W last words were: “I only regret that I have but one life Geography Skills Practice S to lose for my country.” Shortly afterward, Ask: What two major cities did the Chesapeake Washington moved most of his troops from Bay British capture? (New York and Manhattan to White Plains, New York, where the ° Philadelphia) 35 N British once again engaged the Americans in battle. N.C. 75°W 1. Interpreting Maps Name two sites of Crossing the Delaware At the Battle of White colonial victories in New Jersey. Plains in October 1776, the British forced Washington History and the 2. Applying Geography Skills What was to retreat again. Then they surprised him. Instead of the role of the British Navy in the war? coming after the Continental Army, the British troops Humanities headed toward Philadelphia, where the Continental American Music: Hits Through Congress was meeting. Washington’s troops received History: “General Scott’s England from the Southern states and demonstrate word of this new plan. They had to move fast, but to Americans that they could not win. they managed to get there ahead of the British. March,” “The World Turned The second part of Howe’s strategy was diplo- While this march was taking place, Thomas Upside Down” matic. He invited delegates from the Continental Paine wrote another pamphlet to help boost American Music: Cultural Congress to a peace conference. The Congress sent American morale. In The American Crisis, he Traditions: “Tunes from Colonial America,” “The President’s 140 CHAPTER 4 The American Revolution March” American Art & Architecture: Washington Crossing the Delaware MEETING SPECIAL NEEDS Intrapersonal Have students consider what it would have been like to be one of the following people involved in the Revolutionary War: a Continental soldier, a Hessian mercenary, a wife wait- ing for news of her husband, a merchant smuggling supplies to the troops, or a woman spying for the Continental army. Have students write a letter about the dangers they faced and the reasons for their commitment to the cause. L3

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR. 140 reminded his fellow Americans that “the harder the Howe’s operation was a military success but a CHAPTER 4 conflict, the more glorious the triumph”: political failure. On , 1777, he defeated Section 3, 138–145 Washington at the Battle of Brandywine Creek and “These are that try men’s souls. The captured Philadelphia. To Howe’s frustration, how- summer soldier and the sunshine patriot will in this ever, the Continental Congress escaped. Howe Creating a Thematic Map Have crisis shrink from the service of their country; but he failed to destroy the Continental Army, which soon students use the description on that stands it now deserves the love and thanks of took up winter quarters at Valley Forge. There, this page to create a thematic man and woman. the bitter cold and food shortages killed nearly ” 2,500 men. map of Burgoyne’s three- —from The American Crisis Even amidst the harsh conditions of Valley Forge, pronged attack on New York. L2 Washington managed to secure training for his army. Joining him at Valley Forge were two European mili- Use the rubric for creating By the time Washington reached Pennsylvania, a map, display, or chart on pages winter had begun. The British stopped their advance tary officers, the Marquis de Lafayette from France and dispersed into winter quarters in New Jersey. In and Baron Friedrich von Steuben from . These 77–78 in the Performance the 1700s, armies did not usually fight in the winter officers helped Washington improve discipline and Assessment Activities and because of the weather and scarce food supplies. boost morale among the weary troops. Rubrics. At this point, Washington tried something daring France Enters the War General Burgoyne did not and unexpected—a winter attack. On , know Howe had gone south to attack Philadelphia. 1776, he led approximately 2,400 men across the icy In June 1777, he and an estimated 8,000 troops Delaware River. The army then attacked a group of marched south from Quebec into New York. From Hessians at Trenton in the middle of a sleet storm. the eastern end of Lake Ontario, another 900 troops They killed or captured almost 1,000 men. Several and over 1,000 Iroquois warriors headed east toward During the winter of 1777, approximately days later, at Princeton, Washington’s forces scat- Albany. The Iroquois had allied with the British hop- 12,000 men were quartered at Valley tered three British regiments. Having achieved two ing to keep American settlers off Iroquois lands. Forge, Pennsylvania. Although the small victories, Washington headed into the hills of Despite some early victories, Burgoyne’s forces weather is blamed for many deaths that northern New Jersey for the winter. were not able to defeat the Americans defending upper winter, the temperatures and precipita- New York. The British troops and Iroquois marching tion, including rain and snow, were typi- Philadelphia Falls In March 1777, King George III east from Lake Ontario were ambushed by militia and approved a plan developed by General John then driven back by American troops under General cal for winter in this area of Pennsylvania. Burgoyne to isolate New England from the other Benedict Arnold. Meanwhile, Burgoyne’s own troops What made the winter particularly dan- American states. Burgoyne proposed a three- could not drive off the militia. With his supplies dwin- gerous for the troops was the lack of pronged attack on New York. He would take a large dling, Burgoyne surrendered at Saratoga, New York. proper housing and clothing. force south into New York from Montreal. Another The American victory at Saratoga was a turning point force would move from Montreal up the St. Lawrence River to Lake Ontario then head east into New History York. A third force, led by General Through Art Howe, would march north from This painting, like much of Trego’s New York City up the Hudson work, illustrates the artist’s talent for River valley. The three forces would meet near Albany, then showing detail. In Trego’s case the tal- march east into New England. ent is even more remarkable because Unfortunately for the British, the artist had limited use of his fingers. they did not coordinate the plan. Answer: bitter cold and food By spring 1777, General Howe had shortages made his own plans. He loaded Ask: How do you think Thomas about 13,000 men onto ships and Paine’s words helped to boost moved them to Maryland. From morale? (They reminded soldiers of there he attacked Philadelphia from the south. Howe believed that the potential rewards, such as respect capturing Philadelphia and the History Through Art and honor, that would come to those Continental Congress would crip- A Savage Winter William B.T. Trego painted The March to Valley Forge, depicting the difficult conditions who faced difficulties and stayed the ple the Revolution. soldiers faced during the winter of 1777 to 1778. What hardships did the troops face at Valley Forge? course.)

CHAPTER 4 The American Revolution 141

Use Interpreting Political INTERDISCIPLINARY CONNECTIONS ACTIVITY Cartoons, Cartoon 4. Visual Arts Invite an art teacher or artist to speak to your class about the artwork related to the War of Independence. Ask the speaker to give examples of works that inspired patriotism during the war and works that illustrate historical events. Encourage the speaker to talk about how artists learned about the historical events they depicted. Have students draw their own Revolutionary War scenes based on the information they have learned. L2

141 CHAPTER 4 in the war. It improved American morale and also con- While Clark fought the British in the West, Chief Section 3, 138–145 vinced France to commit troops to the American cause. Joseph Brant, also known as Thayendanegea, Both Spain and France had been secretly send- convinced four Iroquois nations to join the British. In ing arms and supplies to the United States well July 1778, British troops and Iroquois warriors Writing a Profile Have students before Saratoga. The Congress appreciated the attacked western Pennsylvania, burning towns and use library and Internet supplies but wanted the French to send troops too. killing over 200 militia. The following summer, resources to learn more about In September 1776, the Congress sent Benjamin American troops defeated the British and Iroquois in Franklin, , and to France to western New York. These battles destroyed the Benedict Arnold. Instruct stu- ask for troops. The French, however, were not will- power of the Iroquois people. dents to write a biographical ing to risk war until they believed the Americans Farther south, the Cherokee people suffered a simi- profile of Arnold including an could win, and the victory at Saratoga assured lar fate. After the Revolution began, a delegation of explanation of his treason. L2 them. Shortly afterward, they began negotiations Shawnee, Delaware, and Mohawk convinced the with the United States to create an alliance against Cherokee that the time had come to drive American Use the rubric for a book Britain. settlers off Cherokee lands. The Cherokee attacked set- review, research report, or posi- On , 1778, the United States signed its tlers in Virginia and North Carolina, but the American tion paper on pages 89–90 in the first two treaties. In the first treaty, France became the militia units were too strong. By 1780 militia units had Performance Assessment first country to recognize the United States as an burned down hundreds of Cherokee towns. independent nation. The second treaty was an Reading Check Activities and Rubrics. alliance between the United States and France. By Describing What was the effect of June 1778, Britain and France were at war. In 1779 the the war on the western frontier of the United States? Spanish entered the war as well, as an ally of France but not of the United States. The War at Sea Reading Check Summarizing What was General Answer: The military strategy was to Americans fought the British at sea as well as on Howe’s two-part strategy for winning the war? separate New England from the land. Instead of attacking the British fleet directly, Southern states and demonstrate to American warships attacked British merchant ships. Americans that they could not win. To further disrupt British trade, the Congress began The diplomatic strategy included The War in the West issuing letters of marque, or licenses, to private ship inviting delegates from the Not all of the fighting in the Revolutionary War owners, authorizing them to attack British merchant ships. By the end of the war, millions of dollars of Continental Congress to a peace took place in the East. In 1778, Patriot George Rogers cargo had been seized, seriously harming Britain’s conference with the promise that Clark took 175 troops down the Ohio River and cap- tured several towns. By February 1779, the British trade and economy. those who put down their arms and had surrendered, giving the Americans control of the Perhaps the most famous naval battle of the war swore loyalty to the king would be region. involved the American naval officer, John Paul Jones. pardoned.

The Turning Point: Saratoga

General ’s plan to capture upper New Answer: It reduced the power of the York and seal off New England from the rest of the United Native American people. States began well. His troops easily seized with its large store of gunpowder and sup- plies. In response, the Continental Congress sent in a new commander, General . After this early victory, Burgoyne’s march slowed to a crawl. The Americans felled trees in front of his army and removed crops and cattle from the region to deprive his Following their surrender at Saratoga, troops of food. Militia forces staged ambushes and hit- Burgoyne and most of his troops returned and-run raids. These tactics exasperated Burgoyne. In des- to Britain. The Saratoga Convention stipu- peration, he retreated to Saratoga. An American army lated that the troops would be allowed to nearly three times the size of his own quickly surrounded go home if they promised not to return to his troops. On , 1777, Burgoyne surrendered to General Gates. North America for the remainder of the war. 142 CHAPTER 4 The American Revolution

CRITICAL THINKING ACTIVITY Predicting Outcomes Have students select one of the major battles of the American Revolution. Tell them to consider what would have happened if the other side had won. Have them consider what advantage the winning side would gain and what their next likely move would be. Have stu- dents share their predictions as part of a class discussion. L2

142 Jones commanded a ship named the CHAPTER 4 Bonhomme Richard. While near Section 3, 138–145 Britain in September 1779, Jones in History encountered a group of British mer- chant ships protected by the warships Bernardo de Gálvez Serapis and Countess of Scarborough. 1746–1786 Jones attacked the Serapis, but the Bernardo de Gálvez was born in heavier guns of the British ship nearly Malága, Spain, in 1746. Following fam- sank the Bonhomme Richard. With the ily tradition, he joined the military, and in History American ship in distress, the British at age 18 he traveled to America with his uncle, who had been sent by the commander called on Jones to surren- government to inspect . In Background: During the summer of der. Jones replied, “I have not yet 1769 Gálvez was placed in command of 1786, while charting the coastline of begun to fight.” He lashed his ship to Spanish forces on New Spain’s north- the Gulf of Mexico, Jose de Evia the Serapis so it could not sink, then ern frontier. During the next two years, named Galveston Bay for Bernardo de boarded the British ship. The battle he led his forces in battle against the lasted more than three hours before Apache people in what is today west Gálvez, the Spanish colonial governor. . In 1777 he was appointed gover- American forces. When Spain declared the British surrendered. Gálvez died later that year having nor of Louisiana. war on Britain, Gálvez raised an army, never seen the area. Reading Check Even before Spain entered the fought British troops near Baton Rouge Summarizing Ask: What did Bernardo de Gálvez What was the American strategy for attack- Revolutionary War, Gálvez took steps to and Natchez, and captured the British aid the United States. He exchanged let- forts at Mobile and Pensacola. His cam- do to help the U.S. war effort ing the British at sea? ters with and Thomas paigns were important to the U.S. vic- before Spain declared war on Jefferson, and he used his authority as tory because they tied down British governor to secure the Mississippi troops that might otherwise have been Britain? (He allowed French, Spanish, The Southern Campaign against the British, while allowing used against the Americans farther and American ships to use the French, Spanish, and American ships to north. The city of Galveston, Texas, is Mississippi to smuggle arms to use the river to smuggle arms to the named in his honor. After the British defeat at American troops.) Saratoga, General Howe resigned and was replaced by Sir Henry Clinton. British officials told Clinton to begin a campaign in the southern states where TURNING POINT the British believed they had the strongest Loyalist The Patriots Rally After the , the support. The southern states were also valuable British began subduing the Carolina backcountry. At because they produced tobacco and rice. The first, everything went well for them. Many of the set- Answer: They attacked British mer- British hoped they could keep the South, even if tlers were Loyalists and agreed to fight for Britain. Two chant ships and hired to they lost the northern states. British cavalry officers, and Patrick disrupt British trade and hurt the Ferguson, led many of the Loyalist forces in the region. economy. The Fall of Savannah and Charles Town In These troops became known for their brutality. December 1778, 3,500 British troops captured Ferguson finally went too far when he tried to sub- Savannah, Georgia. They seized control of Georgia’s due the people living in the Appalachian Mountains. backcountry and returned the British royal governor Enraged at his tactics, the “overmountain” men, as Creating a Thematic Map Have to power. they were known, put together a militia force. They students create a thematic map After defeating the American and French troops intercepted Ferguson at Kings Mountain on October to illustrate New Spain’s contri- trying to take Savannah, General Clinton attacked 7, 1780, and destroyed his army. The Battle of Kings Charles Town, South Carolina. Nearly 14,000 British Mountain was a turning point in the South. Southern butions to the American war troops surrounded the city, trapping the American farmers, furious with British treatment, began organ- effort. Instruct students to differ- forces. On , 1780, the Americans surren- izing their own forces. entiate between the contribu- dered. Nearly 5,500 American troops were taken The new American commander in the region, tions made before and after prisoner, the greatest American defeat in the war. General Nathaniel Greene, hoped to wear down the Spain officially entered the war. Clinton returned to New York, leaving General British in battle while militia destroyed their supplies. L2 Charles Cornwallis in command. The Continental Greene organized the militia into small units to carry Congress then sent General Horatio Gates, the hero out hit-and-run raids against British camps and sup- Use the rubric for creating of Saratoga, to defend the South Carolina backcoun- ply wagons. Francis Marion, who was known as the a map, display, or chart on pages try. Gates attempted to destroy a British supply base “Swamp Fox,” led the most famous of these units. at Camden, South Carolina, but failed. Greene’s strategy worked. By late 1781, the British 77–78 in the Performance Assessment Activities and CHAPTER 4 The American Revolution 143 Rubrics.

EXTENDINGEXTENDING THETHE CONTENTCONTENT Overmountain Men The Overmountain Victory National Historic Trail was established in 1980— two hundred years after the . The 300-mile trail follows the route used by the overmountain men as they traveled from Virginia through what is now and North Carolina to Kings Mountain. The trail ends at the Kings Mountain near Blacksburg, South Carolina.

143 CHAPTER 4 Section 3, 138–145 War for Independence, 1778–1781

Creating a Thematic Map Have ME. students create a thematic map °N (Part of 45 showing the significant battles of MASS.) e Supe the Southern Campaign. L2 Lak rior

American and/or Use the rubric for creating L a k N.H. allied forces e a map, display, or chart on pages L H 3 Washington and

a u British forces

k r Rochambeau rush MASS.

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M American victory August 1781 i West Assessment Activities and c h Fort Point R.I. British victory i ° g N Detroit e CONN. 40 Rubrics. a ri PA. n e E Fort ak New York City

L Fort Valley Forge 1

Fort 8 N.J.

7 Pitt 1

N Miami , O T LT E I 5 MD. E AM Cornwallis is trapped; L H the British surrender at DEL. F Vincennes H S Yorktown, 1781 I (Feb. 1779) IT 70°W R Cahokia K B R 4 A VA. French (1778) L Answers: C CORNWALLIS De Grasse keeps r e YorktownD British ships v E 1. They blocked British ships. i G away o R R Kaskaskia Ohi A S °N (July 1778) N.C. SE 35 2. Yorktown E N E E Wilmington 0 r R 8 e G Kings Mt. 17 v , i T Geography Skills Practice E R Cowpens CORNW E i A MARION L LL F Atlantic p I p 2 S H Ask: What British victory was far- i British capture Charles Town Camden IS s IT s S.C. R Ocean i and Camden, but are B s 8 thest south? (Savannah) s Charles Town 7 i defeated at Kings Mountain 7 , 1 M in 1780 and at Cowpens T EE N GA. FL in 1781 SH RITI E B W ° 0 200 miles Savannah 30 N S 1 British capture 0 200 kilometers Savannah, 1778 Albers Conic Equal-Area projection Answer: Southern farmers started to 80°W 75°W organize against the British in retalia- tion for British mistreatment. 1. Interpreting Maps How did the French help American forces? controlled very little territory in the South except for 2. Applying Geography Skills Where Savannah, Charles Town, and Wilmington. did the final battle of the war occur? 3 ASSESS Reading Check Explaining Why was the Battle of Assign Section 3 Assessment as Kings Mountain a turning point of the war in the South? homework or as an in-class The Battle of Yorktown In late April 1781, activity. Cornwallis marched into Virginia, where he linked The War Is Won up with forces under the command of Benedict Have students use the In the spring of 1781, General Cornwallis decided Arnold. Arnold had been an American commander Interactive Tutor Self- to invade Virginia. As long as the Americans con- early in the war but had later sold military informa- Assessment CD-ROM. trolled Virginia, he believed, new troops and supplies tion to the British. When his treason was discovered, could keep coming south. With more French troops Arnold fled to British-controlled New York City. on the way to America, the British knew they had There he was given command of British troops and very little time left to win the war. They had to secure ordered to begin raiding American positions in Reading Essentials and Virginia. Virginia. Study Guide 4–3 144 CHAPTER 4 The American Revolution Name Date Class

Study Guide

Chapter 4, Section 3 For use with textbook pages 138–145 THE WAR FOR INDEPENDENCE

KEY TERMS AND NAMES William Howe general and commander of the British troops (page 138) MEETING SPECIAL NEEDS guerrilla warfare a different kind of fighting, in which participants hide and ambush their opponents (page 139) Nathan Hale American spy on the British who was caught and hanged (page 140) Valley Forge the location of the winter quarters of the Continental Army in 1777 (page 141) Kinesthetic Encourage students to work in pairs to create a design and model of an alternate Marquis de Lafayette French military officer who helped train American troops (page 141) Saratoga the site of an American victory and a turning point in the war (page 141) American flag that would symbolize today’s American ideals. Have students write a paragraph letters of marque licenses authorizing private ship owners to attack British merchant ships (page 143) explanation of their design. Encourage the pairs to present their designs and models to the class.

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR.

144 After Arnold’s forces joined those of Cornwallis, CHAPTER 4 the British began to conquer Virginia. Their com- Section 3, 138–145 bined forces encountered very little resistance until June 1781, when a large American force led by America’s Flags On , 1777, the Continental Congress declared the first Stars and Stripes the offi- General Anthony Wayne arrived in Virginia. Section Quiz 4–3 Outnumbered and too far inland, Cornwallis cial flag. The Congress determined that “the Flag of the United States be 13 stripes, alternate red and retreated to the coastal town of Yorktown to protect white; that the Union be 13 stars, white in a blue Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ his supplies and to maintain communications ★ Chapter 4 Score field representing a new constellation.” For by sea. Americans past and Section Quiz 4-3 Cornwallis’s retreat created an opportunity for DIRECTIONS: Matching Match each item in Column A with the items in Column B. present, the color red Write the correct letters in the blanks. (10 points each) Column A Column B the Americans and their French allies. The previous symbolizes courage; 1. licenses to private ship owners authorizing them to attack A. letters of marque British merchant ships B. Francis Marion year, 6,000 French troops had arrived in New white, purity of ideals; 2. sent by George Washington to spy on the British C. Nathan Hale 3. place of an astonishing American victory and a turning D. Saratoga point in the war E. Valley Forge England. With this support, Washington decided to and blue, strength and 4. winter quarters for the Continental Army 5. known as the “Swamp Fox” and led the most famous small march on New York City. As the troops headed to unity of the states. militia unit in the South

New York, the French general Rochambeau learned DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice that best completes the statement or answers the question (10 points each) that a French fleet commanded by Admiral Francois de Grasse was on its way north from the Caribbean. The Treaty of Paris When Lord North, the British When he learned of the French fleet, Washington prime minister, learned of the surrender at Yorktown, canceled the attack on New York. Instead, he and he knew the war was over. In March 1782, Parliament Francis Hopkinson is credited with Rochambeau led their forces to Yorktown. As the voted to begin peace negotiations. John Adams, American and French troops raced south, Admiral de Benjamin Franklin, and conducted most of the actual design of the first Stars Grasse moved into near Yorktown. the negotiations for the United States. and Stripes. It is less clear who actu- With the French fleet nearby, Cornwallis could not The final settlement, known as the Treaty of Paris, ally made the first flag. Historians escape by sea or receive supplies. was signed on , 1783. In this treaty, agree that made flags for On , 1781, American and French Britain recognized the United States of America as a the . She may forces surrounded Yorktown and began to bombard new nation with the Mississippi River as its western have made the first national flag. it. On October 14, Washington’s aide, Alexander border. Britain also gave Florida back to Spain. Hamilton, led an attack that captured key British France received colonies in Africa and the Caribbean defenses. Three days later, Cornwallis began nego- that the British had seized from them in 1763. On tiations to surrender, and on , 1781, , 1783, the last British troops left New Reteach approximately 8,000 British troops marched out York City. The Revolutionary War was over. The cre- Ask students to describe the of Yorktown and laid down their weapons. During ation of a new nation was about to begin. the surrender, a British military band played strategies behind the Northern a popular nursery tune, “The World Turn’d Upside Reading Check Describing How was the war won Campaign. Down.” at Yorktown? Enrich Invite students to locate the words and music for the song “The World Turn’d Upside Checking for Understanding Critical Thinking Analyzing Visuals Down.” Ask them if the song 1. Define: guerrilla warfare, letters of 4. Evaluating How did European coun- 6. Examining Art Study the painting on was a good choice for the marque. tries aid the Americans in the war for page 141. How has the artist portrayed occasion. 2. Identify: William Howe, Nathan Hale, independence? the condition of Washington’s army? Valley Forge, Marquis de Lafayette, 5. Categorizing Use a graphic organizer Saratoga, John Paul Jones, Charles similar to the one below to list the pro- Cornwallis, Battle of Kings Mountain. visions of the Treaty of Paris. Writing About History Provisions of 7. Persuasive Writing Imagine that you Answer: American and French forces Reviewing Themes Treaty of Paris, 1783 3. Global Connections Why were the are a colonist during the Revolutionary surrounded Yorktown and cut off French at first reluctant to sign an War. Write a letter to convince Cornwallis’s access to the sea. alliance with the colonies? European nations to support the Americans in the war. CHAPTER 4 The American Revolution 145 4 CLOSE Ask students to explain the terms of the Treaty of Paris.

1. Terms are in blue. troops until they believed the reclaimed Florida; gave France 2. William Howe (p. 138), Nathan Americans could win. colonies in Africa and the Hale (p. 140), Valley Forge (p. 141), 4. Spain and France sent arms and Caribbean. Marquis de Lafayette (p. 141), supplies to assist the United States. 6. tired, wounded, ragged Saratoga (p. 141), John Paul Jones Other European nations drew part 7. Students’ letters will vary. Letters (p. 142), Charles Cornwallis of Britain’s military to other areas should be persuasive, and include (p. 143), Battle of Kings Mountain of the world. the benefits to European countries (p. 143) 5. Britain recognized the United supporting the Americans. 3. France was not willing to send States as a new nation; Spain 145 Critical Thinking Critical Thinking

TEACH Understanding Cause and Effect Understanding Cause and Why Learn This Skill? Effect Write the following sen- CAUSE Britain needs money tences on the board and ask stu- To understand past events, you should look for dents to identify the cause and why or how an event or a chain of events took place. This process is using the skill of understand- effect in each sentence. Point out ing causes and effects. EFFECT that the cause does not always Britain passes Stamp Act precede the effect in a sentence. Learning the Skill CAUSE • They received the award The French and Indian War left Britain in debt. because of their leadership To raise money Britain introduced a stamp tax in skills. the American colonies. The war was the cause that EFFECT led to Britain’s need for more money. The tax on Colonies rebel against Stamp Act • Due to bad weather the game CAUSE the colonies was the effect, or result. The chart was canceled. below shows how one event—the cause—led to • As a result of an effective another—the effect. Britain repeals Stamp Act advertising campaign, sales EFFECT but replaces it with Townshend Acts increase dramatically. Cause and Effect Cause 1 The Treaty of Paris, which ended the French Additional Practice and Indian War in 1763, eliminated French • Britain passes Stamp Act power in North America. 2 Thousands of British workers lost their jobs after Reinforcing Skills Activity 4 Effect the colonies cancelled orders for British goods. 3 The British failure to listen to colonial griev- Name Date Class • Colonists boycott British goods ances led to armed conflict. ★ Reinforcing Skills Activity 4 4 The French decided to send aid to the Americans Understanding Cause and Effect

★ LEARNING THE SKILL after Burgoyne surrendered at Saratoga. Understanding cause and effect involves considering why an event occurred. A cause is the action or situation that produces an event. What happens as a result of a cause is an effect. To identify cause-and-effect relationships, first identify two or more events or developments. Next, decide whether one event caused the other. Look for “clue words” such as because, led to, brought about, produced, as a result of, so that, since, Skills Assessment and therefore. Look for logical relationships between events. Finally, identify the out- You can often identify cause-and-effect relation- comes of events. Remember that some effects have more than one cause, and some causes lead to more than one effect. Also, an effect can become the cause of yet another effect. ships in sentences from clue words such as the Complete the Practicing Skills questions on ★ PRACTICING THE SKILL following: page 155 and the Chapter 4 Skill Reinforcement DIRECTIONS: For each exercise below, determine the sequence of events. Complete each exer- cise by creating a chart like the one below showing the cause-and-effect relationships among because therefore produced Activity to assess your mastery of this skill. due to thus in order to so that led to as a result In a chain of events, an effect often becomes the Applying the Skill cause of other events. The next chart shows the Understanding Cause and Effect Read an account of chain of events in the colonial rebellion. a recent event in your community in a local newspaper. Determine at least one cause and one effect of that CD-ROM Practicing the Skill event. Show the chain of events in a chart. Glencoe Skillbuilder Make a chart showing which events are causes Interactive Workbook and which are effects in the sentences listed in Glencoe’s Skillbuilder Interactive Workbook CD-ROM, Level 2 column 2. CD-ROM, Level 2, provides instruction and practice in key social studies skills. This interactive CD-ROM reinforces student mastery of essential social 146 studies skills.

ANSWERS TO PRACTICING THE SKILL 1 Cause: Treaty of Paris; Effect: French power in North 4 Cause: Burgoyne surrenders at Saratoga; Effect: America is eliminated France aids Americans 2 Cause: Colonies cancel orders; Effect: British workers lose their jobs Applying the Skill 3 Cause: British ignore grievances; Effect: Armed Students’ charts will vary. Charts may include instances conflict where an effect is the cause of another effect.

146 CHAPTER 4 The War Changes Section 4, 147–152 American Society 1 FOCUS Main Idea Reading Strategy Reading Objectives Section Overview The American Revolution changed Organizing As you read about changes • Describe the features of the political American society in a variety of ways. in American society after the American system of the United States set up after This section addresses the Revolution, complete a graphic organizer the Revolutionary War. impact of the War for Key Terms and Names like the one below by listing the features • Explain the position of women and Independence on American republic, Virginia Statute for Religious of the U.S. political system set up after African Americans in the new political society. Freedom, Molly Pitcher, emancipation, the war. system. manumission, , Features of New U.S. Political System Section Theme Culture and Traditions A uniquely BELLRINGER American culture arose as the Revolutionary War ended. Skillbuilder Activity

✦1775 ✦1779 ✦1783 ✦1787 Project transparency and have students answer the question. 1776 1779 1780 1786 Virginia passes Judith Sargent Murray writes New Massachusetts consti- Virginia’s Statute for Available as a blackline Declaration of Rights “On the Equality of the Sexes” tution introduced Religious Freedom passed master. Daily Focus Skills Transparency 4–4

Copyright © by The McGraw-Hill Companies, Inc. ANSWER: C Teacher Tip: Explain to students that a diagram presents a UNIT visual picture of information. To interpret the diagram, DAILY FOCUS SKILLS students should carefully read the copy and decide how 2 the visual images help convey ideas. Chapter 4 TRANSPARENCY 4-4

Interpreting Diagrams

Directions: Answer the following AUTHORITY: MONARCHY AND REPUBLIC question based on the diagrams.

POWER AND POWER AND Who holds the power in a In 1781 an enslaved Massachusetts man named Quock Walker took an extraordinary step: AUTHORITY IN A AUTHORITY IN A republic? MONARCHY REPUBLIC A the king He took legal action against a white man who had assaulted him. Given the times, this was a B laborers King All Citizens C all citizens bold step, but Walker believed he had the law on his side. Massachusetts’s new constitution D elected officials referred to the “inherent liberty” of all men. The judge, William Cushing, agreed: Wealthy People

Elected Officials Merchants Our Constitution [of Massachusetts] sets out with declaring that all men are born free and “ Laborers equal—and that every subject is entitled to liberty, and to have guarded by the laws, as well as life and property—and in short is totally repugnant to the idea of being born slaves. This being the case, I think the idea of slavery is inconsistent with our own conduct and Constitution.” While the Quock Walker case did not abolish slavery, it demonstrated that the Guide to Reading Massachusetts courts would not support the institution. As a result of this ruling and Answers to Graphic: established a various antislavery efforts, slavery ceased to exist in Massachusetts by 1790. republic, elected representatives to —adapted from Founding the Republic govern according to laws or constitu- Wooden statue of an African American tion, equality of all citizens under the breaking his chains New Political Ideas law, voting rights expanded, When American leaders declared independence and founded the United States of America, they were very much aware that they were creating something new. By severing Preteaching Vocabulary their ties to the king, they had established a republic. A republic is a form of government Have students write a sentence explaining the significance of each of CHAPTER 4 The American Revolution 147 the Key Names.

SECTION RESOURCES Reproducible Masters Transparencies • Reproducible Lesson Plan 4–4 • Daily Focus Skills Transparency 4–4 • Daily Lecture and Discussion Notes 4–4 Multimedia • Guided Reading Activity 4–4 Interactive Tutor Self-Assessment CD-ROM • Section Quiz 4–4 ExamView® Pro Testmaker CD-ROM • Reading Essentials and Study Guide 4–4 Presentation Plus! CD-ROM • Performance Assessment Activities and TeacherWorks™ CD-ROM Rubrics Audio Program 147 CHAPTER 4 where power resides with a body of citizens entitled to A true democracy, Adams argued, would lead to a Section 4, 147–152 vote. Elected representatives who are responsible to tyranny by the majority. Minority groups would not the citizens and who must govern according to laws or have their rights protected. For example, the poor a constitution exercise power. might vote to take everything away from the rich and While many Europeans viewed a republic as radi- undermine the right to property. Instead, Adams cal and dangerous, Americans believed that a repub- argued, the best government was a “mixed govern- 2 TEACH lican society could be better than other societies. In ment” with a . The executive, an ideal republic, all citizens are equal under the law, legislative, and judicial branches should be separate. regardless of their wealth or . Americans Adams also argued that the legislature should Daily Lecture and Discussion Notes 4–4 also believed that in a republic, the government have two houses: a senate to represent people of derives its authority from the people. property and an assembly to protect the rights of the Such ideas conflicted with many traditional common people. Adams’s ideas influenced several Copyright © by The McGraw-Hill Companies, Inc. beliefs, including ideas about slavery, the idea that state . Virginia’s constitution of 1776 Daily Lecture and Discussion Notes women should not be allowed to vote or own prop- and Massachusetts’s constitution of 1780 established Chapter 4, Section 4 erty, and the idea that wealthy people were “better” an elected governor, senate, and assembly. By the Did You Know? After the Revolutionary War, Noah Webster, a Connecticut schoolmaster and lawyer, called for a simplified and than others. Despite these contradictions, republican , most of the other states had created similar Americanized system of spelling. For example, the spelling of hon- our was changed to honor. Webster wrote a speller and a dictionary that established a national standard of American words and usages. ideas helped to change American society and govern- constitutions.

I. New Political Ideas (pages 147–149) ment in the years following the war. In addition to writing new constitutions, many A. By declaring its independence, America had established a republic, a form of govern- ment in which power resides with a body of citizens with the right to vote. In an ideal new states began to attach a list of rights to their con- republic, all citizens are equal under the law and the government gets its authority from the people. New State Constitutions Events before the stitutions. This began in 1776, when B John Adams felt that democracy hurt a republican government He argued that gov Revolution led many Americans to believe that each drafted Virginia’s Declaration of Rights. These rights state’s constitution should be written down and that guaranteed to all Virginians , free- Creating a List Write the words it should limit the government’s power over the dom of religion, the right to bear arms, and the right Monarchy and Republic on the people. The Revolutionary War and new republican to trial by jury. The declaration also proclaimed that board. Have students list words ideas convinced Americans that the best form of gov- the state could not search someone’s home without a that describe each of these forms ernment was a constitutional republic. warrant, nor could it take away property without At the same time, many American leaders, includ- proper court proceedings. Other states followed of government. Review the lists ing John Adams, worried that democracy could Virginia’s example and incorporated a bill of rights and ask students to point out endanger a republican government. Adams argued into their constitutions as well. pairs of opposite words. L1 ELL that government needed “checks and balances” to prevent any group in society from becoming strong Voting Rights Expand The Revolution not only enough to take away the rights of the minority. increased support for constitutional government, it also led to an expansion of voting rights. The experi- ence of fighting side by side with people from every social class and region increased people’s belief in equality, especially for white men. Everyone was fighting for the same cause and risking death for the Answer: Students’ answers will same ideas. If everyone was equal, then everyone vary. Many students will infer The Spread of American Democracy deserved the right to vote. While the Revolutionary War certainly transformed that winning the war validated The war also weakened feelings of deference North America, it had a great impact on other parts of the American colonists. toward people in the upper classes. The Revolution the world as well. American ideals of democracy inspired had showed many farmers and artisans that they Ask: Why do you think that independence movements around the globe—especially were equal to the rich planters and merchants they many of the Latin American in the colonies of Latin America, which overthrew their fought beside. While sitting in a tavern with farmers attempts to establish a demo- European rulers one after the other throughout the early who were spitting and pulling off their muddy boots, cratic government ultimately . In Venezuela, for example, colonists developed one wealthy Virginian noted: “Every one who bore failed, while the American their own “declaration of independence,” in which they, arms esteems himself upon an with his efforts succeeded? (possible like the Americans, listed their grievances with their colo- neighbors.... Each of these men considers himself, answers: leadership not commit- nial rulers, declared their desire to live free, and pledged in every respect, my equal.” their lives to the effort. What may have happened to ted to democracy, weaknesses The Revolution enabled the lower classes to American ideals of democracy if the colonists had demand a greater role in choosing their leaders. In in countries’ constitutions, lack lost the war? almost every state, the new constitutions made it eas- of educated and informed ier to gain the right to vote. Many states allowed any citizenry) 148 CHAPTER 4 The American Revolution

COOPERATIVE LEARNING ACTIVITY Comparing Organize the students into groups of four or five. Assign each group a state close to your own state. Have groups use library and Internet resources to learn about the constitution of their assigned state. Have the groups learn when the constitution was ratified and identify its basic provisions. Conduct a class discussion comparing and contrasting the various constitutions with each other and with the Untied States Constitution. Use the rubric for a cooperative group management plan on pages 81–82 in the Performance Assessment Activities and Rubrics.

148 white male who paid taxes to vote, CHAPTER 4 whether or not he owned property. Section 4, 147–152 Although voting rights expanded, in History people still had to own a certain amount of property to hold elective Elizabeth Freeman Guided Reading Activity 4–4 office, although usually much less (Mumbet) c. 1742–1829 than before the Revolution. The prac- Elizabeth Freeman was born about Name Date Class tice of paying with land 1742 to enslaved African American ★ Guided Reading Activity 4-4 grants for their services during the parents. At the age of six months she was acquired, along with her sister, by DIRECTIONS: Recording Who, What, When, Where, Why, and How Read the section and war also increased the number of answer the questions below. Refer to your textbook to write the answers. John Ashley, a wealthy Massachusetts 1. What is a republic? people eligible to hold office. In the 2. What were some traditional beliefs that conflicted with the idea of a republic? slaveholder. She became known as North, before the Revolution, over 80 3. Who argued that government needed “checks and balances” to prevent any group in “Mumbet” or “Mum Bett.” society from getting too strong and taking away the rights of the minority? percent of the people elected were For nearly 40 years Mumbet served 4. Why did John Adams believe a legislature should have two houses? 5. Where were the first state constitutions that established an elected governor, senate, and from the upper class. Ten years after the Ashley family. One day, Ashley’s assembly? the war, only a little over one-third of wife tried to strike Mumbet’s sister with 6. How did the Revolution lead to an expansion of voting rights? officeholders were wealthy. In the a shovel. Mumbet intervened and took South, higher property qualifications the blow instead. Furious, she stormed and work for them as a paid employee. out of the house and refused to come She declined and instead went to work kept the wealthy planters in power. back. When the Ashleys tried to make for Sedgewick. Mumbet died in 1829, Before the Revolution, almost 90 per- her return, Mumbet contacted a lawyer, but her legacy lived on in her many cent of people elected to office were Theodore Sedgewick. With his help, descendants. One of her great- wealthy. Afterward, the figure Mumbet sued for her freedom. grandchildren was W.E.B. DuBois, one dropped by about 20 percent, indicat- While serving the Ashleys, Mumbet of the founders of the NAACP, and a in History ing small farmers had gained some had listened to many discussions of the prominent writer and spokesperson for new Massachusetts constitution. If the African American civil rights in the late ground. Background: Like many other African constitution said that all people were 1800s and early 1900s. free and equal, then she thought it Mumbet’s tombstone still stands in American men, Elizabeth Freeman’s Freedom of Religion The new con- should apply to her. A jury agreed, and the Massachusetts cemetery where she husband fought in the war for inde- cern with rights led to changes in the Mumbet won her freedom—the first was buried. It reads, in part: “She was pendence. He was killed in action. relationship between the church and the enslaved person in Massachusetts to do born a slave and remained a slave for Ask: After reading the portion of state. Many of the Revolution’s leaders so under the new constitution. nearly thirty years. She could neither Elizabeth Freeman’s epitaph that is opposed “ecclesiastical tyranny”—the Oddly enough, after the trial, the read nor write, yet in her own sphere Ashleys asked Mumbet to come back she had no superior or equal.” power of a church, backed by the gov- shown on this page, what do you ernment, to make people worship in a think it means? (Regardless of her certain way. After the war, the idea that background, no one was better than government should not aid churches Freeman and she was an individual.) The idea of denying tax support to churches became more accepted. spread slowly throughout the newly independent The new push to end state funding of churches nation. Massachusetts permitted and began in Virginia, where Baptists led a movement to Baptists to assign their tax money to their church abolish taxes collected to support the Anglican instead of to the congregational churches—the suc- Church. In 1786 Governor Thomas Jefferson pushed Interpreting a Quote Have stu- cessors to the Puritan churches—but it did not abol- the legislature to pass the Virginia Statute for dents write a brief explanation of ish religious taxes entirely until 1833. ; (See page 1065 Religious Freedom. The statute declared that for the text of the Virginia Statute for Religious Freedom.) the quote taken from the Virginia no longer had an official church and that the Virginia Statute for Religious state could not collect taxes for churches. Written by Reading Check Examining Which freedoms did Freedom that appears on this Jefferson, the statute declared: Virginia’s constitution guarantee in its bill of rights? page. L2 “[O]ur civil rights have no dependence on our reli- gious opinions, any more than our opinions in The War and American Society physics or geometry; . . . therefore . . . proscribing The postwar notions of greater equality and any citizen as unworthy the public confidence . . . liberty, as noble as they were, applied mainly unless he profess or renounce this or that religious to white men. For most women and African Answer: freedom of speech, free- opinion, is depriving him injuriously of those privi- Americans, these ideals were still out of reach. Both dom of religion, the right to bear leges and advantages to which in common with his groups participated in the Revolutionary War, and arms, the right to a trial by jury, and fellow citizens he has a natural right.” the Revolution’s ideals led to some changes in the the freedom from warrantless searches CHAPTER 4 The American Revolution 149

MEETING SPECIAL NEEDS Verbal/Linguistic Tell students that Josiah Tucker, an English clergyman, claimed that once the British government was gone, “the Americans will have no center of union among them, and no common interest to pursue.” Ask students if they think Tucker was accurate in his description of Americans in the . Have students create an original story based on historical facts that demonstrates how difficult it was to form a union. L3

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR. 149 Emancipation After CHAPTER 4 Independence, 1780–1804 After the war, as Americans began to think about Section 4, 147–152 what their revolutionary ideals implied, women made some advances. They could more easily obtain Area Claimed by Great Britain a divorce, and they gained greater access to educa- and U.S. MAINE tion. In 1779 Judith Sargent Murray wrote an essay (Part of entitled “On the Equality of the Sexes.” The essay MASS.) argued that women were as intelligent as men but 1780 Answers: N VT. lacked the education needed to achieve more in life. E 1. New Jersey in 1804 W After the Revolution, many schools for girls were Lake N.H. S founded, and the number of women able to read 2. two states—Connecticut and Huron rio MASS., 1780 Onta ke NEW YORK increased. Rhode Island; republican ideals La 1799 R.I., 1784 °N of liberty and equality for all CONN., 1784 40 ie Er African Americans Thousands of enslaved African ke La PENNSYLVANIA ATLaNTIC Geography Skills Practice 1780 Americans obtained their freedom during the N.J., 1804 OCEaN Ask: Which state did not formally Revolution. In an effort to undermine the colonial OHIO DEL. abolish slavery? (New Hampshire) economy and hurt the rebellion in the South, the MD. 0 200 miles British Army freed thousands of enslaved people. VIRGINIA 0 200 kilometers British officials, however, also seized thousands of Albers Equal-Area projection KY. African Americans and shipped them to British plan- Creating Circle Graphs Provide 1780 Date of emancipation tations in the Caribbean. NORTH Many planters promised to free their slaves if the the data shown below. Ask stu- TENN. CAROLINA Immediate emancipation dents to select one of the states Gradual emancipation slaves fought against the British. General Washington, SOUTH Slaveholders could in order to counter the British offer to free enslaved CAROLINA and create three circle graphs, legally free slaves people who joined the British, permitted African one for each year, showing the Slaveholders required Americans to join the Continental Army. He also GEORGIA to obtain county court number of enslaved persons as a approval to free slaves urged state militias to admit African Americans and to Slaveholders could not segment of the total population. legally free slaves offer freedom to all who served. About 5,000 African 80°W Americans fought in the militias and the Continental L2 30°N No formal abolition Army during the Revolutionary War. Number of Enslaved Persons After the Revolution, more enslaved Africans 1790 1800 1810 gained their freedom. Many American leaders real- New York 21,193 20,613 15,017 ized that enslaving people did not fit in with the new Pennsylvania 3,707 1,706 795 1. Interpreting Maps Which state was the last to pass language of liberty and equality. Opposition to slav- emancipation? Rhode Island 958 380 108 ery had been growing steadily even before the 2. Applying Geography Skills Within five years after the Revolution, especially in the northern and middle Total Population war ended, some states passed emancipation. How states. 1790 1800 1810 many did so, and why did they do so at this time? After the war began, emancipation, or freedom New York 340,241 586,182 959,049 from enslavement, became a major issue. Many Pennsylvania 433,611 602,365 810,019 status of both women and African Americans in the Northern states took steps to end slavery. Rhode Island 69,112 69,122 76,931 years following the end of the conflict. banned slavery in 1777. In 1780 Pennsylvania freed all children born enslaved when they reached age 28. Use the rubric for creating Women at War Women played a vital role in the Rhode Island decreed in 1784 that enslaved men a map, display, or chart on pages Revolutionary War, contributing on both the home born thereafter would be free when they turned 21 front and the battlefront. With their husbands and sons and women when they turned 18. In 1799 New York 77–78 in the Performance at war, some women took over running the family freed enslaved men born that year or later when Assessment Activities and farm. Others traveled with the army—cooking, wash- they reached age 28 and women when they reached Rubrics. ing, and nursing the wounded. Women also served as age 25. The ending of slavery in the North was thus a spies and couriers, and a few even joined the fighting. gradual process that took several . Mary Ludwig Hays, known as Molly Pitcher, carried Discrimination did not disappear with the water to Patriot gunners during the Battle of increase in African American freedom. While Monmouth. Margaret Corbin accompanied her hus- enslaved, some African Americans worked in skilled band to battle, and after his death she took his place at positions, such as blacksmithing. Northern whites his cannon and held the position until the battle ended. did not want free African Americans taking these

150 CHAPTER 4 The American Revolution

INTERDISCIPLINARY CONNECTIONS ACTIVITY Mathematics To illustrate the effects of Virginia Population Data Virginia’s law encouraging manumission, Total Pop. No. of Enslaved Persons present the data at right. Ask students to 1790 747,550 292,627 create a bar chart that illustrates the relation- 1800 885,171 346,671 ship between the number of enslaved per- 1810 974,622 392,518 sons and the total population between 1790 1820 1,065,379 425,153 and 1830. Ask students if they think the law 1830 1,211,405 469,757 was effective. L2 150 jobs from them. African Americans often were unable Americans grappled with what to do with the CHAPTER 4 to get more than menial jobs—digging, carrying, property and assets of Loyalists. In North Carolina, Section 4, 147–152 loading, or sweeping. Free African Americans also Patriots confiscated Loyalist lands outright. faced voting restrictions, segregation, and possible Officials in New York also seized Loyalist lands and kidnapping and transportation into the South, where goods, claiming the “sovereignty of the people of they would again be enslaved. this state in respect to all property.” Other public Despite the hardships, freedom offered choices. officials opposed such actions. The Massachusetts Answer: Women could more easily Once free, African Americans typically moved to the Constitution of 1780, for example, extended the obtain a divorce and they had cities to find employment. Some found opportunities rights of “life, liberty, and property” to Loyalists, greater access to education. Many in previously barred occupations, such as artists or and gave much of the land seized from departing African Americans in northern states ministers. Often, they discarded their former names Loyalists to their agents or relatives who had or worked for several years to purchase the freedom remained behind. gained their freedom but they faced of friends or family members. discrimination. Loyalists were Reading Check Summarizing How did life change A small group of African Americans achieved shunned and in some cases their for women, African Americans, and Loyalists after the some wealth and social status. The discrimination of property was seized. Revolutionary War? Northern whites encouraged them to focus on build- ing their own distinct culture. Religion was a strong element of that emerging culture. Now free to enter An American Culture Emerges Reading Essentials and the ministry, African Americans created their own Study Guide 4–4 style of worship. In 1816 African American church In the United States, victory over the British

leaders formed the first independent African united Americans and created powerful nationalist Name Date Class

American denomination, the African Methodist feelings. The Revolutionary War helped this process Study Guide Episcopal (AME) Church. in two ways. First, Americans in all of the states had a Chapter 4, Section 4 For use with textbook pages 147–152 The story was quite different in the South. The common enemy. Soldiers from all over the country THE WAR CHANGES AMERICAN SOCIETY South relied heavily on enslaved labor to sustain its fought side by side in each other’s states. Second, the KEY TERMS AND NAMES republic a form of government in which power resides with a body of citizens who could vote (page 147) agricultural economy. As a result, Southern lead- Virginia Satute for Religious Freedom a law that declared that Virginia no longer had an offi- cial church (page 149) ers—most of whom were slaveholders them- Molly Pitcher woman who took part in battle during the Revolutionary War (page 150) emancipation freedom from enslavement (page 150) selves—showed little interest in abolishing slavery. manumission the voluntary freeing of enslaved persons (page 151) History Through Art John Trumbull American best known for his paintings of battles and important events in Only Virginia took steps toward ending the institu- the Revolution (page 152) tion. In 1782 the state passed a law encouraging Joseph Brant painted this portrait of Joseph Brant, leader manumission, or the voluntary freeing of enslaved of the Mohawks, who sided with the Loyalists during the Revolution. After persons, especially for those who had fought in the the Treaty of Paris, Brant led a large group of Iroquois north into British Revolution. Through this law, about 10,000 slaves . Why did Brant and other Loyalists leave the United States? obtained their freedom, but the vast majority History Through Art remained in bondage. Answer: They were unwilling to live under the new government and The Loyalists Flee Many women and African feared for their lives. Americans found their lives little changed as a result Ask: Where did Loyalists flee after of the Revolution, but for many Loyalists, the end of the war changed everything. Because of their support the war? (England, British West for the British, Loyalists often found themselves Indies, and ) shunned by former friends, and state governments sometimes seized their property. Unwilling to live under the new government and often afraid for their lives, approximately 100,000 Loyalists fled the United States after the war. Some went to England or the British , but most moved to British North America, particularly to 3 ASSESS Nova Scotia, , and the region near Assign Section 4 Assessment as . This region was part of Quebec at the time, but in 1791, Britain made it a separate colony homework or as an in-class called Upper Canada. Today it is the province of activity. Ontario. Have students use the Interactive Tutor Self- Assessment CD-ROM.

CRITICAL THINKING ACTIVITY Analyzing Ask students to make inferences about where state leaders got their ideas about which rights to incorporate in their state’s bill of rights. (Students’ answers should reflect their knowledge of what rights were denied colonists under Britain’s rule. They might also mention the English Bill of Rights. It is important that they understand that the U.S. Constitution and Bill of Rights had not yet been formulated.) L2

151 CHAPTER 4 battles and important events Section 4, 147–152 in the Revolution. Peale fought at Trenton and Prince- ton and survived the winter at Section Quiz 4–4 Valley Forge. He is best known for his portraits of Washington and other Patriot leaders. Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝

★ Chapter 4 Score

Section Quiz 4-4 Changes in Education As DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (10 points each) they started a new nation, Column A Column B 1. declared that Virginia no longer had an official church, and A. John Trumbull American leaders considered that the state would not collect taxes for churches B. Republic 2. took her husband’s place at the after C. Virginia Statute he was shot of Religious an educated public to be criti- 3. a form of government where power resides with a body of Freedom citizens entitled to vote D. University of cal to the republic’s success. 4. first state university in the nation North Carolina 5. painter whose work, along with other artists, helped build E. Molly Pitcher an American identity Jefferson called it the “keystone

DIRECTIONS M lti l Ch i I th bl k t th l ft it th l tt f th h i th t of our arch of government.” Several state constitutions pro- History Through Art vided for government-funded universities. In 1795 the Family Scene Charles Willson Peale painted The Peale Family, showing his own family in an everyday pose. History Through Art American artists favored informal scenes over the more formal European styles. What aspects of daily life does University of North Carolina the artist show? became the first state univer- Answer: a relaxed family meal sity in the nation. At the same Ask: What subjects were favored by time, elementary education artists such as John Trumbull and Revolution gave rise to many patriotic symbols and a began to institute an American-centered style of Charles Willson Peale? (heroic deeds common folklore. Stories of the Revolution and its teaching. Tossing out British textbooks, schools and leaders of the Revolution) heroes helped Americans to think of themselves as all taught republican ideas and the history of the strug- belonging to the same group. gle for independence. As the American people began to build a national American Painters The Revolution sparked the identity, leaders of the United States turned their atten- creativity of American painters, including John tion to the creation of a government that could hold the Trumbull and Charles Willson Peale. Their work new nation together and promote the ideals and beliefs Reteach and that of other artists helped to build an that the colonists had fought so hard to secure. Have students create a sentence American identity. Both men portrayed the heroic Reading Check outline for this section. Suggest deeds and leaders of the Revolution. Trumbull Identifying In what ways did the that they use the headings in the served in the Continental Army as an aide to Revolutionary War help create powerful nationalist feelings in Washington. He is best known for his depiction of the United States? textbook as a guide.

Enrich Have students choose a country that has recently gone through a Checking for Understanding Critical Thinking Analyzing Visuals change in government such as 1. Define: republic, emancipation, 5. Synthesizing Why did nationalist feel- 7. Examining Art Study the painting by Kosovo or Afghanistan. Have manumission. ings emerge in the United States after Charles Willson Peale shown above. 2. Identify: Virginia Statute for Religious the American Revolution? How does this painting reveal the students write an open letter to Freedom, Molly Pitcher, John Trumbull, 6. Categorizing Use a graphic organizer republican ideas of the time? the citizens of the country Charles Willson Peale. similar to the one below to list the posi- explaining a republican form of 3. List three features of the political tion of women, African Americans, and government and urging citizens system of the United States set up after Loyalists in American society after the the Revolutionary War. Revolution. Writing About History to support such a government. 8. Expository Writing Imagine you are Reviewing Themes Position in American Society on a committee to write a new state 4. Culture and Traditions What new Women constitution. List the freedoms you want aspects of American culture emerged African Americans attached to your state’s constitution, after the Revolutionary War? Loyalists and explain why you feel it is important Answer: Fighting a common enemy to guarantee these rights. united the country and gave rise to 152 CHAPTER 4 The American Revolution patriotic symbols and common folklore.

4 CLOSE 1. Terms are in blue. 4. possible answers: rise in patriotic text. 2. Virginia Statute for Religious symbols and common folklore, 7. uncomplicated, simple style reflect- Have students describe the major Freedom (p. 149), Molly Pitcher paintings of significant events and ed the ideal republic model of social changes that followed the (p. 150), John Trumbull (p. 152), of everyday life, new emphasis on common equality War for Independence. Charles Willson Peale (p. 152) education 8. Students’ lists will vary. Each item 3. possible answers: government was 5. Fighting a common enemy united on the list should include an expla- a republic, equality of all citizens the country and gave rise to patri- nation of its importance. under the law, voting rights otic symbols and common folklore. expanded, freedom of religion 6. Answers should reflect the section 152 Team Teaching This selection from The America Crisis, Number 1 can be presented in a team teaching from The American Crisis, context, in conjunction with English or Number 1 Language Arts. by Thomas Paine These are the times that try men’s country, alarmed at one common Read to Discover souls. The summer soldier and the danger, came forth to meet and to sunshine patriot will in this crisis, repulse it.... I love the man that Answer: He uses words such as shrink from the can smile in “firm heart” and imagery like The call to arms during the service of his trouble, that can the thanks of a loving country to Revolution was heard not only country; but he “These are the times gather strength on the fields of battle but off, encourage Patriots. that stands it from distress, echoed by the leading writers of NOW deserves that try men’s souls.” and grow brave the day. Some of the most the love and by reflection. It Reinforcing Vocabulary inspiring words that rang out thanks of man and woman. Tyranny, is the business of little minds to Have students use two of the against British tyranny were like hell, is not easily conquered; yet shrink; but he whose heart is firm, those of Thomas Paine, a terms in a sentence. Encourage we have this consolation with us, and whose conscience approves his students to share their sentences sometime teacher, , and that the harder the conflict, the more conduct, will pursue his principles grocer who became a journalist glorious the triumph. What we unto death. with the class. in his late thirties. The first essay obtain too cheap, we esteem too from Paine’s collection The lightly; ‘tis dearness only that gives American Crisis, issued in Historical Connection everything its value. Heaven knows Despite his popularity as a December 1776, was read by how to put a proper price upon its General George Washington to goods and it would be strange Analyzing Literature writer, Thomas Paine refused boost the spirits of his belea- indeed, if so an article as 1. Recall and Interpret What does royalties for his pamphlets. By guered troops. FREEDOM should not be highly Paine mean by the phrase “the sum- refusing royalties, he hoped to rated. Britain, with an army to mer soldier and the sunshine patriot”? keep the cost of the pamphlets Read to Discover enforce her tyranny, has declared 2. Evaluate and Connect What purpose What language does Paine use low enough that most people that she has a right (not only to TAX) do you think essays such as this one to encourage support for the could afford to purchase them. but “to BIND us in ALL CASES WHATSO- serve in times of war and crisis? American revolutionary cause? EVER,” and if being bound in that man- Interdisciplinary Activity Reader’s Dictionary ner, is not slavery, then is there not Portfolio Writing Activity such a thing as slavery upon earth. Language Arts The language in Paine’s tyranny: absolute power Have students locate and read Even the expression is impious, for essay may seem outdated now, but the wielded unjustly so unlimited a power can belong emotions and ideas he expresses are still another of Thomas Paine’s consolation: comfort only to God.... common. Rewrite the first paragraph of essays. Instruct students to esteem: value . . . Let it be told to the future the essay, using words that a modern include in their portfolios a brief impious: not respectful world that in the depth of winter, politician might use in a speech. Try to synopsis of what they have read. when nothing but hope and virtue think of current phrases that would make could survive, that the city and the sense—for example, what might we say today instead of “the summer soldier”? HISTORY

CHAPTER 4 The American Revolution 153 Refer to tav.glencoe.com for addi- tional Glencoe Literature titles, lesson plans, and study guides Answers to Analyzing Literature related to this unit. 1. Paine is literally referring to men who were willing to Interdisciplinary Activity fight only when the weather was pleasant. He is figu- Paragraphs will vary. Students might substitute ratively referring to men who were not willing to fight “fair-weather” soldier. under adverse conditions. 2. helped to remind people why they were fighting

153 CHAPTER 4 Assessment and Activities

Reviewing Key Terms Reviewing Key Facts On a sheet of paper, use each of these terms in a sentence. 14. Identify: French and Indian War, Boston Tea Party, 1. customs duty 7. Loyalist Intolerable Acts, Battle of Bunker Hill, Declaration of MindJogger Videoquiz Independence. 2. inflation 8. Patriot Use the MindJogger Videoquiz to 15. Why did King George III issue the Proclamation of 1763? 3. nonimportation agreement 9. guerrilla warfare review Chapter 4 content. 16. What were the effects of the Boston Tea Party? 4. writ of assistance 10. letters of marque 17. Why was the Battle of Saratoga a turning point in the Available in VHS 5. committee of 11. republic Revolutionary War? correspondence 12. emancipation 18. What were the terms of the Treaty of Paris? 6. minuteman 13. manumission 19. Why did a new American culture emerge after the war? Critical Thinking Reviewing Key Terms 20. Analyzing Themes: Civic Rights and Responsibilities Students’ answers will vary. The pages What rights did the colonists want from Britain? where the words appear in the text are 1763 French and Indian War ends; 21. Evaluating During the war, how did The American Crisis, ✦ shown in parentheses. 1 Proclamation of 1763 issued No. 1, by Thomas Paine influence the morale of Washington’s troops? 1. customs duty (p. 119) 1764 Sugar Act, Currency Act passed 22. Comparing and Contrasting After the American Revolution, 2. inflation (p. 120) 1765 Stamp Act passed; a new culture emerged in the United States. Compare and 3. nonimportation agreement colonists stage protests contrast American culture before and after the war in these (p. 121) 1766 Stamp Act repealed; Declaratory Act areas: government, society, the arts, and education. 6 ✦ asserts Parliament’s supremacy 23. Categorizing Use a graphic organizer similar to the one 4. writ of assistance (p. 122) below to list the events that led to the American Revolution. 1767 Townshend Acts passed 5. committee of correspondence (p. 127) 1768–1769 Colonists boycott British imports Events That Led to the American Revolution to protest Townshend Acts 6. minuteman (p. 129)

7. Loyalist (p. 129) ✦✦✦✦ 1770 Boston Massacre; 1 Townshend Acts repealed 8. Patriot (p. 129) 1773 Tea Act passed; Boston Tea Party 9. guerrilla warfare (p. 139) 24. Interpreting Primary Sources In 1766 Benjamin Franklin held in protest testified before Parliament about the colonists’ reactions to 10. letters of marque (p. 142) 1774 Coercive Acts passed; the Stamp Act. Read the excerpt from his testimony and 11. republic (p. 147) First Continental Congress meets answer the questions that follow. 6 Q. What is your name, and place of abode? 12. emancipation (p. 150) 1775 Battles of Lexington and Concord; A. Franklin, of Philadelphia. 13. manumission (p. 151) Second Continental Congress meets Q. Are not the colonies . . . very able to pay the stamp [tax]? Reviewing Key Facts 1776 Declaration of Independence signed A. In my opinion there is not enough in the colonies to pay the stamp duty for one year. 14. French and Indian War (p. 118), 1778 France recognizes the United States Q. Don’t you know that the money arising from the stamps Boston Tea Party (p. 127), 1 1781 War of Independence ends when was all to be laid out in America? Intolerable Acts (p. 128), Battle of General Cornwallis surrenders A. I know it is appropriated by the act to the American ser- Bunker Hill (p. 131), Declaration of at Yorktown vice; but it will be spent in the conquered colonies where Independence (p. 133) 1783 In the Treaty of Paris, Britain recognizes the soldiers are, not in the colonies that pay it. . . . 15. King George wanted to prevent the United States as a country Q. Do you think it right that America should be protected by going to war with Native Americans Virginia Statute for Religious Freedom this country and pay no part of the expense? 6 1786 over the settlement of the land west introduced of the Appalachian Mountains. 16. After the Boston Tea Party, the British Parliament enacted the Coercive Acts. nation, gave Florida back to Spain, and returned against the government seizing property without prop- 17. Winning the Battle of Saratoga colonies in Africa and the Caribbean to France. er court proceedings improved American morale and con- vinced France to commit troops to 19. People felt a new sense of national identity and they 21. In The American Crisis, Paine reminded soldiers of the the American cause. wanted to create a culture that would support their potential rewards such as respect and honor that new form of government. would come to those who faced difficulties and stayed 18. In the Treaty of Paris, Britain recog- the course. nized the United States as a new Critical Thinking 22. Students’ answers will vary but should reflect material 20. freedom of speech, freedom of religion, the right to discussed in the chapter. bear arms, the right to trial by jury, protection against home searches without a warrant, and protection 154 HISTORY Land Claims in CHAPTER 4 North America, 1783 °N 0 6 Assessment and Activities Self-Check Quiz Visit the American Vision Web site at tav.glencoe.com and click on Self-Check Quizzes—Chapter 4 to assess Hudson your knowledge of chapter content. Bay N BRITISH HISTORY W E NORTH AMERICA S °N A. That is not the case. The colonies raised, clothed, and 40 paid, during the last war, near 25,000 men and spent SPANISH Have students visit the Web site at LOUISIANA many millions. UNITED PaCIFIC STATES tav.glencoe.com to review Chapter 4 Q. Were you not reimbursed by Parliament? OCEaN NEW ATLaNTIC and take the Self-Check Quiz. A. We were only reimbursed what, in your opinion, we had SPAIN OCEaN advanced beyond our proportion, or beyond what might 0 1,000 miles Gulf of °N reasonably be expected from us; and it was a very small 0 1,000 kilometers Mexico 20 part of what we spent. Pennsylvania, in particular, dis- Azimuthal Equal-Area projection Writing Activity bursed about 500,000 pounds, and the reimbursements, British Spanish 28. Students’ letters should show the in the whole, did not exceed 60,000 pounds. . . . French United States range of emotions experienced dur- a. Where does Franklin say that the British will spend the Russian Disputed ing this period. money they collect from the stamp tax? 120°W 100°W 80°W b. Why does Franklin say that the stamp taxes are unfair? Geography and History Geography and History 29. a. North: and the ; South: Gulf of Mexico; Practicing Skills 29. The map above shows the land claims in North America as a result of the 1783 Treaty of Paris. Study the map and answer West: Mississippi River; b. Britain 25. Examining Cause and Effect Study the chart on page 129. the questions below. and Spain Then answer the questions below. a. Interpreting Maps After the Revolutionary War, what a. What are the four causes of the colonies’ declaring were the borders for the United States on the north? On independence? the south? On the west? b. On page 146, the Skillbuilder lists clue words that often b. Applying Geography Skills Which countries shared a appear in cause-and-effect discussions. Using those clue border with the United States? words, write three sentences about the effects of the Standardized colonial rebellion. Test Practice Standardized Answer: B Chapter Activities Test Practice Test-Taking Tip: Encourage stu- 26. Research Project Research some popular American painters Directions: Choose the best answer to the dents to look for the main ideas in after the Revolutionary War, such as John Trumbull and following question. the question. For example, this Charles Willson Peale. Write a report that explains how the The colonists complained about having to pay British taxes question is related to taxes and vot- themes of their paintings helped build an American identity. while not being allowed to vote for members of the British ing for representation in Parliament. 27. American History Primary Source Document Library Parliament. Which of the following quotations best Answer B is the only answer that CD-ROM Read “On Liberty” by John Adams. Assuming the expresses their complaint? mentions taxes and representation. role of a Patriot or a Loyalist, write a letter to the editor of A “Give me liberty or give me death.” the in reaction to the article. B “Taxation without representation is tyranny.” C “These are the times that try men’s souls.” Writing Activity D “Don’t fire until you see the whites of their eyes.” 28. Descriptive Writing Imagine that you are a resident of Charles Town in 1780. The city has had to surrender, and Test-Taking Tip: Use the process of elimination to rule out Bonus Question you must face British troops wherever you go. Then you hear any answers that you know are wrong. For example, two of ? the answers suggest that the colonists and the British may about Francis Marion, the “Swamp Fox,” who is making hit- Ask: How did Common Sense affect and-run attacks on the British. Write to a friend in New York already be at war, while only one answer mentions the City describing your experiences and your hopes for victory main issue. the average colonist’s view of over the British. England? (It changed people’s view of the enemy from Parliament to the CHAPTER 4 The American Revolution 155 king.)

23. possible answers: Proclamation Act of 1763, Sugar Act, b. Answers will vary, but should include words listed Stamp Act, Quartering Act, Townshend Acts, Tea Act of on page 146. 1773, Boston Tea Party, Intolerable Acts (Coercive Acts and Quebec Act), Declaration of Independence Chapter Activities 26. Reports will vary but should show that students exam- 24. a. in conquered colonies; b. The colonies are already ined the themes used by these artists. paying more than their share. 27. Students’ letters will vary. Students should clearly sup- Practicing Skills port a point of view. 25. a. Colonists’ tradition of self-government; Americans’ sense of separate identity from Britain; Proclamation of 1763; British policies towards the colonies after 1763. 155

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