Intolerable Acts
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' ' ., ,�- NONIMPORTATION AND THE SEARCH FOR ECONOMIC INDEPENDENCE IN VIRGINIA, 1765-1775 BRUCE ALLAN RAGSDALE Charlottesville, Virginia B.A., University of Virginia, 1974 M.A., University of Virginia, 1980 A Dissertation Presented to the Graduate Faculty of the University of Virginia in Candidacy for the Degree of Doctor of Philosophy Corcoran Department of History University of Virginia May 1985 © Copyright by Bruce Allan Ragsdale All Rights Reserved May 1985 TABLE OF CONTENTS Introduction: 1 Chapter 1: Trade and Economic Development in Virginia, 1730-1775 13 Chapter 2: The Dilemma of the Great Planters 55 Chapter 3: An Imperial Crisis and the Origins of Commercial Resistance in Virginia 84 Chapter 4: The Nonimportation Association of 1769 and 1770 117 Chapter 5: The Slave Trade and Economic Reform 180 Chapter 6: Commercial Development and the Credit Crisis of 1772 218 Chapter 7: The Revival Of Commercial Resistance 275 Chapter 8: The Continental Association in Virginia 340 Bibliography: 397 Key to Abbreviations used in Endnotes WMQ William and Mary Quarterly VMHB Virginia Magazine of History and Biography Hening William Waller Hening, ed., The Statutes at Large; Being� Collection of all the Laws Qf Virginia, from the First Session of the Legislature in the year 1619, 13 vols. Journals of the House of Burgesses of Virginia Rev. Va. Revolutionary Virginia: The Road to Independence, 7 vols. LC Library of Congress PRO Public Record Office, London co Colonial Office UVA Manuscripts Department, Alderman Library, University of Virginia VHS Virginia Historical Society VSL Virginia State Library Introduction Three times in the decade before the Revolution. Vir ginians organized nonimportation associations as a protest against specific legislation from the British Parliament. -
Action-Reaction … the Road to Revolution
Name:____________________________________ Class Period:_____ Action-Reaction … The Road to Revolution APUSH Guide for American Pageant chapter 7 & 2nd half of AMSCO chapter 4 (and a bit from chapter 8 Pageant and chapter 5 AMSCO) Directions Print document and take notes in the spaces provided. Read through the guide before you begin reading the chapter. This step will help you focus on the most significant ideas and information And as you read. Purpose These notes are not “hunt and peck” or “fill in the blank” notes. Think of this guide as a place for reflections and analysis using your noggin (thinking skills) and new knowledge gained from the reading. Mastery of the course and AP exam await all who choose to process the information as they read/receive. To what extent was America a revolutionary force from the first days of European discovery? Assessment: __________________________ Small extent? Large extent? Evidence to support your assessment: Evidence to support the opposing view: 1. 1. 2. 2. 3. 3. Explain the impact of the following statement in terms of America. “Distance weakens authority; great weakness weakens authority greatly.” The Impact of Mercantilism Explain how Americans were supposed to ensure Britain’s economic and naval supremacy. What impact did this have on colonists? What was the problem with having no banks in the colonies? How did Parliament respond to colonies issuing paper money? How did English policy regarding its North American colonies change after the French and Indian War, Pontiac’s Rebellion, and the Proclamation of 1763? From Salutary Neglect to…. For each of the items listed below, identify the Before the actual war of the Revolution Action (English purpose/goal) and the could begin, there had to be a Reaction of the colonists. -
Chapter 3 America in the British Empire
CHAPTER 3 AMERICA IN THE BRITISH EMPIRE The American Nation: A History of the United States, 13th edition Carnes/Garraty Pearson Education, Inc., publishing as Longman © 2008 THE BRITISH COLONIAL SYSTEM n Colonies had great deal of freedom after initial settlement due to n British political inefficiency n Distance n External affairs were controlled entirely by London but, in practice, the initiative in local matters was generally yielded to the colonies n Reserved right to veto actions deemed contrary to national interest n By 18 th Century, colonial governors (except Connecticut and Rhode Island) were appointed by either the king or proprietors Pearson Education, Inc., publishing as Longman © 2008 THE BRITISH COLONIAL SYSTEM n Governors n executed local laws n appointed many minor officials n summoned and dismissed the colonial assemblies n proposed legislation to them n had power to veto colonial laws n They were also financially dependent on their “subjects” Pearson Education, Inc., publishing as Longman © 2008 THE BRITISH COLONIAL SYSTEM n Each colony had a legislature of two houses (except Pennsylvania which only had one) n Lower House: chosen by qualified voters, had general legislative powers, including control of purse n Upper House: appointed by king (except Massachusetts where elected by General Court) and served as advisors to the governor n Judges were appointed by king n Both judges and councilors were normally selected from leaders of community n System tended to strengthen the influence of entrenched colonials n Legislators -
Lesson 4 Name: Classwork Date
Lesson 4 Name: Classwork Date: “Thanksgiving for the Repeal of the Stamp-Act” (Diary of John Adams, 1:316) 1765 1768 1770 The Stamp Act is repealed Soldiers are stationed The Boston Massacre in the colonies By 1770, 16,000 people lived in Boston. About 600 were soldiers of the British Army. They were called “lobsterbacks” by the townspeople because of the red coat they wore as part of their uniform. The soldiers and the people of Boston did not get along because the colonists thought the soldiers were sent to enforce laws they did not want and therefore limited their freedom. Some colonists did not believe the soldiers were sent for their protection. Several incidents that preceded the Boston Massacre on March 5th 1770: Event 1 On February 28, 1770, a mob of people formed outside a British tax collector’s house in Boston’s North End. This tax collector was also believed to be an informant for the British government. The protestors showed their anger by throwing rotten food, ice, and stones at the tax collector’s house as well as calling him names. The crowd was out of control. Suddenly, something flew through the window and hit the tax collector’s wife. Her husband grabbed the gun, which was unloaded and waived it out the window to warn the crowd. When they kept up, he loaded the gun and fired into the crowd. Christopher Seider, an eleven-year-old boy, was shot, and died later that evening. Read what John Adams wrote in his diary about the funeral for Christopher: Feb. -
THE GLORIOUS CAUSE the American Revolution 1763-1789
THE GLORIOUS CAUSE The American Revolution 1763-1789 ROBERT MIDDLEKAUFF New York Oxford OXFORD UNIVERSITY PRESS Oxford University Press Oxford London New York Toronto Delhi Bombav Calcutta Madras Karachi Kuala Lumpur' Singapore Hong Kong Tokyo Nairobi Dares Salaam Cape Town Melbourne Auckland and associated companies in Beirut Berlin Ibadan Mexico City Nicosia Copyright© 1982 by Oxford University Press, In First published in 1982 by Oxford University Press, Inc. 200 Madison Avenue, New York, NY 10016 First issued as an Oxford University Press paperback, 1985 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Oxford University Press, Inc. Library of Congress Cataloging in Publication Data Middlekauff, Robert. The glorious cause. (The Oxford history of the United States; v. 2) Bibliography: p. Includes index. 1. United States-History-Revolution, 1775-1783. 2. United States-Confederation, 1783-1789. I. Title. II. Series: Oxford history of the United States; v. 2. E 173.094 vol. 2 [Ezo8] 973s [973· 3] 81-966o ISBN o-19-502921-6 AACRz ISBN o-19-503575-5 (pbk.) Printing (last digit): 9 8 7 6 5 4 3 2 Printed in the United States of America 11 Resolution The reception accorded the Tea Act in 1773-74 is replete with paradox. For the previous two years the Americans had drunk tea, much of it legally imported, and they had paid the duty of three pence per pound. Smuggling was still acceptable and a good deal of tea was imported illegally from Holland, but equally acceptable was the legal but quiet importation of tea from England through Customs. -
Causes of the American Revolution
Chapter 1 Have you ever wondered how we ended up with this great country? Well it. All came about about because of the American revolution. There were several causes to the American Revolution including the French and Indian war,(aka the seven years of war) acts and taxes, the colonists rebelling more acts, more acts from king George , and the British military being activated please keep reading to find out why we entered this important war. The first thing that started the chain of events that lead to the American revolution was the French and Indian war the French and Indian war lasted from 1756-1763 and started because of a territorial dispute over the Ohio River valley. The British ended up winning (which gave them all the land to the Mississippi River), but was deeply in debt. After the French and Indian war, the king raised taxes and passed several acts that made the colonists angry there were several act including the stamp act,quartering act,Townshend act,navigation act, and sugar act the stamp act made colonists pay extra taxes fall all paper products with stamps! In 1767 raised taxes on lead, paint, paper, glass, and tea. The Navigation act said that colonists could only buy goods from Britain. Finally the sugar act put taxes on sugar. All of the taxes and acts made the colonists angry.they were very angry because they had no choice. A group of people became very important during this time called the sons of Liberty. This group of influential people lead the patriots, the colonists against King George III. -
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Canada Archives Canada Published Heritage Direction Du Branch Patrimoine De I'edition
North Atlantic Press Gangs: Impressment and Naval-Civilian Relations in Nova Scotia and Newfoundland, 1749-1815 by Keith Mercer Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Dalhousie University Halifax, Nova Scotia August 2008 © Copyright by Keith Mercer, 2008 Library and Bibliotheque et 1*1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-43931-9 Our file Notre reference ISBN: 978-0-494-43931-9 NOTICE: AVIS: The author has granted a non L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par Plntemet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non sur support microforme, papier, electronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation. -
Hamond Collection
http://oac.cdlib.org/findaid/ark:/13030/c86w9hqc No online items Hamond Collection Finding aid prepared by Gayle M. Richardson The Huntington Library 1151 Oxford Road San Marino, California 91108 Phone: (626) 405-2191 Fax: (626) 449-3477 Email: [email protected] URL: http://www.huntington.org © 2019 The Huntington Library. All rights reserved. Hamond Collection mssHamond 1 Descriptive Summary Title: Hamond collection Inclusive Dates: 1706-1926 Bulk Dates: 1715-1902 Collection Number: mssHamond Creator: Hamond family Extent: 8,484 pieces in 83 boxes, plus 7 volumes and ephemera (74.7 linear feet) Repository: The Huntington Library, Art Collections, and Botanical Gardens 1151 Oxford Road San Marino, California 91108 Phone: (626) 405-2191 Fax: (626) 449-3477 Email: [email protected] URL: http://www.huntington.org Abstract: A transnational collection of 18th-19th century material pertaining to three generations of a British Naval family; includes letters, manuscripts, journals, ship's logs, letter books, ship's papers, maps, volumes and ephemera. Language of Material: The records are primarily in English, with some material in French, Spanish and Portuguese. Access The collection has been fully processed and is available for research. The majority of the collection is in good condition and may be copied; for any questions about the collection, please contact [email protected] . Publication Rights The Huntington Library does not require that researchers request permission to quote from or publish images of this material, nor does it charge fees for such activities. The responsibility for identifying the copyright holder, if there is one, and obtaining permission rests with the researcher. -
Unit 5 - the American Revolution
Unit 5 - The American Revolution Focus Questions 1. How did British colonial policies change after the Seven Years’ War, and how did American colonists react to those changes? 2. What major factors and events contributed to the colonial decision to declare independence from Great Britain, and how did the Declaration of Independence justify that decision? 3. Was the War for Independence also a “civil war” in the American colonies? 4. How did the American Revolution affect the lives and social roles for women and people of color? Did the move to colonial independence usher in a “social revolution” for America? Key Terms Royal Proclamation of 1763 Lexington and Concord Stamp Act Thomas Paine’s Common Sense Sons and Daughters of Liberty Battle of Saratoga Boston Massacre Charles Cornwallis Coercive Acts Articles of Confederation 73 74 Unit 5 – The American Revolution Introduction In the 1760s, Benjamin Rush, a native of Philadelphia, recounted a visit to Parliament. Upon seeing the king’s throne in the House of Lords, Rush said he “felt as if he walked on sacred ground” with “emotions that I cannot describe.”1 Throughout the eighteenth century, colonists had developed significant emotional ties to both the British monarchy and the British constitution. North American colonists had just helped to win a world war and most, like Rush, had never felt prouder to be British. And yet, in a little over a decade, those same colonists would declare their independence and break away from the British Empire. Seen from 1763, nothing would have seemed as improbable as the American Revolution. -
The “Bloody Massacre” and Patriot Propaganda
123 TEACHER GUIDE The “Bloody Massacre” and Patriot Propaganda Lesson Question In what way was Paul Revere’s engraving a piece of propaganda for the Patriot cause? Lesson Task After analyzing Paul Revere’s engraving and reading a secondary source about the Boston Massacre, students write a three-paragraph essay that explains how the engraving was a piece of propaganda for the Patriot cause. Students use specific details from both sources to describe Revere’s point of view and purpose in creating the image. NAEP Era: 3. Revolution and New Nation (1763 to 1815) Focal Skill: Identify how authors convey point of view and purpose, using craft and structure. Number of Documents: 2 Number of Days: 4–5 Common Core Standards • CC reading standard (primary): RHSS.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose • CC reading standard (secondary): RHSS.6-8.9 Analyze the relationship between a primary and secondary source on the same topic • CC writing standard: WHSS.6-8.2 Write informative/explanatory texts TABLE OF CONTENTS [Suggested time: 1–2 sessions] [Suggested time: 1 session] [Suggested time: 1–2 sessions] OVERVIEW .......................... 2 DOCUMENTS ...................... 10 WRITING ............................ 18 Documents Overview • Objectives • • Teachers’ Roles During Writing Document 1: The Bloody Massacre • Instructional Sequence • • Preparing Students to Write – Purpose, Process, Discussion • Lesson Background & Student • Writing Outline Background Knowledge • Document 2: Boston, – Set Level of Writing Support Massachusetts, March 5, 1770 THE HOOK ........................... 3 • Sample Student Essay – Purpose, Process, Discussion • Purpose & Process • Writing Rubric • Transition to Context-Setting CONTEXT ............................ 5 [Suggested time: 1/2 session] Overview • CONNECT .......................... -
284 Eyewitness Images from the American Revolution
Index Academy of Fine Arts, 242 Barker, John, 61 Betsy, 163 Academy of Philadelphia, 81 Baron de Coehorn, 75 Blackburn, Joseph, 40 Academy of the Arts, 164 Baron von Clausen, 217 Board of Ordnance, 29 Adams, John, 20, 39, 79, 81, 91, 148, 172, Barrett, James, 57, 59 Bogert, Matthew, 131 187, 210, 225-26 Basham, Peter, 5 Bolton, Connecticut, 238 Adams, Samuel, 34, 39, 40, 42, 44, 49, 82 Basking Ridge, New Jersey, 141 Bonetta, 223 Administration of Justice Act, 45 Battle of Bemis Heights, New York, 159, 161, Boston, 31, 33-36, 39-40, 44-49, 51-52, 59, Albany, New York, 90, 91, 157, 159-60, 166, 165, 167, 171 61-62, 65-67, 69, 71-72, 74-75, 77-79, 82- 169, 175 Battle of Brandywine, Pennsylvania, 177, 179, 83, 89-91, 93, 99-100, 169, 172, 197 Allen, Ethan, 89 247 Boston Harbor, 44, 62, 94 Allen, William, 163 Battle of Bunker Hill, Massachusetts, 65, 71, Boston Massacre, 33-34, 39-40, 42, 44 America, 28, 29 74-75, 77-78, 82, 89, 129, 173, 215-16 Boston Neck, 46 American Academy of Arts and Sciences, 69 Battle of Camden, South Carolina, 203 Boston Port Act, 44-45 American Customs Board, 35, 45 Battle of Cowpens, South Carolina, 203, 209 Boston Public Library, 5 American Philosophical Society, Philadelphia, 5 Battle of Freeman’s Farm, 171 Boston Tea Party, 34, 44, 49, 66 American Revolution, 20-21, 25-29, 35, 37, Battle of Germantown, Pennsylvania, 181, Boswell, James, 240 39-40, 42, 47, 59, 67, 69, 75, 85-86, 91, 183-84 Brandywine Creek, Pennsylvania, 177 101, 103, 105, 107, 109, 114, 121, 127, Battle of Germantown, artwork, 184 Brant, Joseph,