Download Road to Independence and the American Revolution

Unit 3: The Road to the…………
……….American Revolution.
Unit 3: Road to Independence and the American Revolution
I. Taxation without Representation
a. Relations with Britain
i. British controlled more land in North America after French and Indian War
ii. Proclamation of 1763 – no movement of colonists west of Appalachian Mts.
1. Advantages – British gov’t controlled westward movement; try to avoid conflict with Native
Americans; slow colonists moving out of east; protected British officials who wanted to
control fur trade ($)
2. 10,000 British troops left to protect interests
3. Colonists reaction – limit on freedoms – led to growing distrust
b. French and Indian War Debt – British need revenue ($) – fair to tax colonists
c. Sugar Act:
i. Passed 1764 – lowered tax on molasses imported to colonies
ii. Designed to stop smuggling (colonists smuggled goods to avoid taxes)
iii.Writs of assistance – legal documents allowed searches for smuggled goods
iv.Colonial response – anger – violation of right to be secure in homes
a. Stamp Act:
i. Passed 1765 – tax on almost all printed materials in colonies (newspapers, playing cards
etc.)
ii. Opposition – key points:
1. Colonists taxed directly (ignored colonial tradition of self-government)
2. Colonists taxed without consent
iii.Protest:
1. Patrick Henry – had VA assembly pass resolution that only colonial gov’t could tax colonial
citizens
2. Samuel Adams – organized Sons of Liberty protest groups
iv.Stamp Act Congress:
1. Delegates from 9 colonies met in New York –petition to King stating only colonial
governments could tax in American colonies
2. Boycott – refused to buy British/European goods
v. Stamp Act Repealed:
1. March 1766 – Parliament removed the Stamp Act
2. Declaratory Act – passed by Parliament same day – stated Parliament had right to tax and
make decisions for colonists in all cases
a. New Taxes: Townshend Acts
i. Set of laws passed by Parliament in 1767
ii. Applied only to imported goods – tax paid at point of entry (port city)
iii.Applied to manufactured goods colonists could not produce (ex. Glass, paper)
iv.Colonial response – more boycotting and protest (Daughters of Liberty)
I. Building Colonial Unity
a. Boston Massacre – March 5, 1770
i. Boston occupied by British troops – stealing, harassing citizens
ii. Fight between angry mob and soldiers on sentry duty and customs house
1. Colonial mob – shouted, picked up weapons (sticks, stones, shovels etc.)
2. British sentry called for help panicked – mob dared to fire – in confusion soldier knocked
down and one fired
3. Results – 5 colonists dead (Crispus Attucks – part African/Native American dock worker)
4. Propaganda – colonists used event to influence opinion against British
5. Committee of Correspondence – revived in Boston to protest
a. Crisis Over Tea
i. Tea Act – passed 1773
ii. British East India Company – given right to ship tea to colonies without paying most of taxes –
bypass colonial merchants to sell at lower price to make more profit – created British
monopoly on tea
iii.Company shipped to Boston, Phila, New York, Charles Town, S.C –
1. NY and Philly – colonists forced ships to turn back
2. Charles Town – tea seized and stored
iv.Boston Tea Party – 3 tea ships in Boston Harbor 1773
1. December 16 – Boston Sons of Liberty – dressed as Mohawk Indians, boarded ship at midnight,
threw 342 chests of tea overboard
v. Intolerable Acts: British losing control of colonies
1. 1774 Coercive Acts – harsh laws to punish Boston for resistance
2. Closed Boston Harbor – until Mass. colonists paid for tea destroyed
a. Prevented supplies (food) from coming into harbor
3. Laws took away certain rights:
a. Banned most town meetings (self-government)
b. Forced to shelter British soldiers in homes
4. Colonist Protest – laws violated rights as English citizens
a. No quartering troops in private homes
b. No standing army in peacetime without consent
I. A Call to Arms
a. Continental Congress – September 1774
i. 55 men met in Philadelphia, Pa. – all colonies except GA
ii. Establish political body to challenge British control
iii.Major political leaders from all colonies – John Adams (MA); John Jay (NY); Richard Henry Lee,
Patrick Henry and George Washington (VA)
1. Drafted statement of grievances – repeal of British laws since 1763
2. Voted to boycott British goods/trade – no colonial goods to Britain
3. Allowed colonial militias to form – citizen soldiers
b. First Battles
i. Colonists prepared for fighting – minutemen – ready to fight in a minute
ii. King declared New England colonies in “state of rebellion”
iii.April 1775 British General Thomas Gage in Boston – take away colonial weapons stored at
Concord and arrest colonial leaders
iv.April 18, 1775 Sons of Liberty Paul Revere and William Dawes rode to warn Samuel Adams
and John Hancock in Lexington the British were coming
v. Lexington and Concord:
1. Lexington – British soldiers met by colonial militia – shots fired – 8 minutemen dead
2. Concord – most colonial gunpowder removed – British destroyed rest
a. British columns marching – attacked by hiding colonists – 174 soldiers wounded 73 dead
before reaching Boston (“shot heard round the world”)
a. More Military Action
i. May 10, 1775 – Conn. Militia Captain Benedict Arnold and Ethan Allen attacked and
captured Fort Ticonderoga – key location on Lake Champlain with supplies
1. Benedict Arnold – later in the war betrayed American forces and conspired to surrender the
fort at West Point to the British then led raids against American forces in VA and CT before
becoming a General in the British Army
ii. Battle of Bunker Hill
1. 20,000 colonial militia soldiers in/around Boston
2. June 16, 1775 Am. Col. William Prescott – fortified Bunker Hill and Breed’s Hill around Boston
Harbor
3. British attacked Breed’s Hill – charged up the hill – stopped 3 times before colonial militia
forced to retreat – no more gunpowder
4. British victory – heavy losses (1,000+ killed/wounded)
• Choosing Sides – do you remain loyal to the British or become a
Patriot and fight for independence?
I. Moving Toward Independence
a. Colonial Leaders Emerge
i. May 10, 1775 – Second Continental Congress meets
1. John and Samuel Adams, Patrick Henry, Richard Henry Lee, George Washington, Benjamin
Franklin, John Hancock, Thomas Jefferson
2. Started governing the colonies – printed $, committees to communicate with foreign
countries/Native Americans, set up a Continental Army- chose G.Washington as commander
3. Olive Branch Petition – last chance for peace – asked King to protect rights of colonists being
violated by Parliament
a. King George III refused the petition- raised an army added 30,000 German (Hessian)
soldiers to fight w/British
b. American forces attack Canada – take Montreal
c. Continental Army – lacked training, supplies, leadership
d. March 1776 Washington drove British out of Boston
4. Moving Toward Independence
a. January 1776 Thomas Paine – “Common Sense” –pamphlet calling for complete
independence
I. Colonies Declare Independence
a. Second Continental Congress – Philly- Should colonies declare independence?
b. VA delegate Richard Henry Lee proposed resolution for independence
c. Drafting a declaration – as debating question – a committee began declaration
d. Thomas Jefferson chosen to write
i. Ideas – John Locke (English philosopher) – natural rights, personal freedoms
1. Governments formed to protect rights
2. Violation of rights is permission to overthrow gov’t
e. July 2, 1776 voted on resolution – 12 colonies voted (NY did not vote – later support)
f. Jefferson’s Declaration of Independence – approved July 4, 1776
g. Declaration of Independence – 4 sections outlining creation of new nation
i. Explained reasons, stated rights, listed grievances
ii. Sent to King George III – American Revolution – becomes fight for independence
Propaganda: a form of communication aimed towards influencing the
attitude of a population toward some cause or position; usually an
emotional appeal
Elements of Propaganda:
• Repetition – message/image repeated to hold attention
• Simplicity – message designed to be easily identified and understood
and appeals to everyone at all intellectual levels
• Imagery – eye-catching pictures/images/illustrations
• Sentiment – message/images designed to appeal to some strong
emotion (ex. anger, sympathy)
Boston Massacre:
1. What perspective do these images represent?
2. Who is the target audience for these images?
3. How might these images influences the target
audience?
4. What might the emotional response be to these
images?
5. What conclusions can you draw about the British from
these images? Identify specific details
6. What conclusions can your draw about the colonists
from these images? Identify specific details
Boston Massacre: Another Perspective
1. What perspective does this image
represent?
2. What conclusions can you draw about
this event from this image?
3. How is this image different than the
previous images of this same event?
Modern Propaganda: United States World War I
1. What is the message of this more modern propaganda?
2. Do you think these are effective examples of propaganda? Explain.
Road to Independence: Propaganda Poster Guidelines
Directions: Create a propaganda poster about one of the events leading up to the
American Revolution (ex. Boston Massacre, Boston Tea Party).
Posters MUST include 4 of the basic elements of propaganda:
1. Repetition – use similar images in multiple ways, repeat your “message”
in words/pics
2. Simplicity – message must be simple and quick to understand by everyone
3. Imagery – use pretty, eye-catching images/drawings/pics
4. Sentiment – keep it simple and easy to focus on the emotion
(anger, sympathy) behind your message
Posters must clearly identify the event you are showing and must support your
assigned perspective (Loyalist, Patriot, Neutral) (Neutral perspective can either choose
a side or remain objective)
Due Date: _____________________
Propaganda Poster Project
Name: _______________
4 Points
3 Points
2 Points
1 Point
Content
knowledge
Poster accurately
shows message in
the form of
propaganda,
includes 4 elements
of propaganda,
clearly identifies a
specific event
Poster accurately
shows message in
the form of
propaganda,
includes 3 elements
of propaganda,
identifies a specific
event
Poster shows
message in the form
of propaganda,
includes 2 or fewer
elements of
propaganda,
identifies an event
Poster shows
message in the
some form of
propaganda,
includes less than 2
elements of
propaganda, event
not clearly identified
Poster
Appearance
Students' poster
includes an
appropriate image,
and text with a
clearly identifiable
message.
Students' poster
includes two of the
following: an image,
text, and clearly
identifiable message.
Students' poster
includes one of the
following: an image,
text and/or
identifiable message.
Students' poster
includes none of the
required
components.
CATEGORY
Total Points: _________/40 (8pts. X 5 = 40)
Road to Independence: Propaganda Poster Peer Evaluation
Directions: Review a poster from one of your classmates from the opposite perspective
from you (example: Patriots look at a Loyalist poster, Loyalist look at a Patriot poster).
Review the poster and answer the following questions on notebook paper:
1. Does the poster have 4 elements of propaganda? (repetition, simplicity, imagery,
sentiment – review your guide sheet for definitions of each element). Which elements
do you feel are missing?
2. Does the poster clearly identify an event leading to the American Revolution? Which
event?
3. What is the message of the poster?
4. How does the poster try to influence people? Who is the target audience?
(Loyalists/Patriots)
5. Do you think the artist was successful in their attempt to influence a target audience?
6. What comments/suggestions would share with the artist about the success or failure of
their propaganda efforts?
*Note: Please do not judge the poster on artistic ability!
Taxation without Representation Debrief: Project Review and Reflection
Directions: Complete the following simulation review questions in your
composition book – please label this entry with the title: Taxation
Simulation Response
1. How did you feel about being “taxed” for class items?
2. What do you think was the purpose of this simulation?
3. How can you relate this simulation to Chapter 5 and the relationship
between the American colonies and the British Empire?
4. What was your favorite part of this simulation?
5. What was your least favorite part of this simulation?
6. What suggestions do you have for making this simulation better?
7. What did you learn about American history from participating in this
simulation?