Download Assignment sheet 2 British NY

7th Grade History
British New York
I.
British New York
(#12) African Americans in New York
Glossary:
Homberger, pp. 44 - 45
artisinal-adj.. relating to a craftsman (artisan);
arson-n. crime of setting fire to property for
monetary gain or revenge.
Terms to know: Conspiracy of 1741, Mary Burton
Highlight and annotate the answers to the following
questions.
 What types of jobs did enslaved Africans do in colonial New
York?
 How common was slave-holding in colonial New York?
Answer the Big Idea question in one well-constructed
paragraph (use a topic sentence and back it up with plenty of
examples).
 Why do you think the punishments for the revolts of 1712
and 1741 were so heavy and awful? Consider the proportion
of slaves in the colony in the 18th century in your answer.
Design ONE complex question prompted by the reading.
(#13) Steps to Revolution
Davis pp.30-40
*Skip the question “Who fought in the French and Indian War?”
Terms to know: “watchdog”, The Stamp Act, Intolerable Acts
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Highlight and annotate the answers to the following
questions.
What did the Zenger decision “show”?
What were the various “Acts” (also referred to as taxes) that
Parliament imposed on the colonies? (Hint: There are four and they
span the entire assignment!)
Turn over
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The British Parliament imposed many limitations on the colonists’
freedoms. How did the colonists respond to such limitations?
Answer the Big Idea question in one well-constructed
paragraph (use a topic sentence and back it up with plenty of
examples).
Evaluate the quote by Patrick Henry on page 28. Do you think that
this statement is true? (Do you think New Yorkers at this time
considered themselves different from other colonists? Why or why
not?)
Design ONE complex question prompted by the reading.
(#14) Revolution
Glossary:
Davis pp.41 – 49
emancipation- n. freeing someone from the control
of another
Terms to know: Thomas Jefferson, Common Sense
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Why didn’t many colonists want to be independent from Britain?
Why didn’t the Founders deal with the issue of slavery when the
colonies declared independence from Britain?
What states abolished slavery or adopted plans for gradual
emancipation? What states in the north did not adopt such a
plan? (Use your atlas and process of elimination and write the
answer in the margin.)
How was America able to beat “the best army in the world”?
Answer the Big Idea question in one well-constructed
paragraph (use a topic sentence and back it up with plenty of
examples).
Although Washington first forbade enslaved people to fight in the
Revolutionary War, “as the war continued...[he] did” allow slaves to fight
(Davis 47). Why would slaves want to fight for the Revolutionary cause?
Why would other slaves perhaps not want to fight for the Revolutionary
cause?
(#15) New York and the American Revolution Homberger, pp. 48 51
Glossary:
entrenchments-n.. positions where an army digs in,
via trenches, bunkers or tunnels;
symmetry-n. balance on two sides.
ordnance ship – n. ship that carries weapons,
explosives, and other war material.
guerrilla war-n. warfare that takes advantage of the
landscape to hide soldiers and provide opportunities
for attack. .
battalion.n. unit of soldiers
Dissenters n. Protestants
Terms to know: General Charles Lee; General Sir William Howe,
Tory, Loyalist, Patriot, Evacuation Day
Highlight and annotate the answers to the following
questions.
 Why are the battles of Brooklyn Heights and Harlem Heights
so important? Look at the text and the maps.
 Why did the city suffer so much physical damage?
Answer the Big Idea question in one well-constructed
paragraph (use a topic sentence and back it up with plenty of
examples).
 Why was New York so crucial to both the British and
American causes during the war?
Design ONE complex question prompted by the reading.
(#16) Road to Revolution Video Guide
handout
(#17) The End of Loyalist New York
Glossary:
Homberger, pp. 60 – 61
exile-adj.. a place of safety outside your home
country;
Anglican -adj. following the precepts of the Church
of England.
disfranchised – adj. not allowed to vote.
forfeit-adj. surrendered. .
advocate.n. supporter
dissolution n. breaking up
Terms to know: DeLancey family
Highlight and annotate the answers to the following
questions.
 In what way did “the fate of the New York Tories in the
postwar settlement ha[ve] a larger effect on the history of
New York than on any other colony”? What does the
treatment of Loyalists tell us about the city?
 What does the breakup of the Delancey Estate tell us about
the future of the city in the 1790’s?
Answer the Big Idea question in one well-constructed
paragraph (use a topic sentence and back it up with plenty of
examples).
 In what way did the wealthy remain in control in New York
after the Revolution?
Design ONE complex question prompted by the reading.
(#18) The Constitution of the U.S.
Davis pp. 50 - 55
Terms to know: Confederation, The Great Compromise, The 3/5
Compromise, Amendments, Bill of Rights
Highlight and annotate the answers to the following
questions.
 What were some of the issues the Constitutional Convention
delegates had to take into account when drafting the Constitution?
 Why did slavery cause such a huge debate at the Convention?
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Who was “left out” of the word “we,” as used in the Constitution?
What does this tell us about who was in power?
Answer the Big Idea question in one well-constructed
paragraph (use a topic sentence and back it up with plenty of
examples).
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Why was the Constitution “revolutionary”?
Design ONE complex question prompted by the reading.
(#19) America’s City/ Hamilton Video Guide
handout