Unit 2: Revolution & Independence

1. Unit 2: Revolution & Independence Learning Targets 1 - 20

2. 1. I can identify the causes of the French and Indian War.

3. 1. I can identify the causes of the French and Indian War. • A struggle for world power • Battle to control North America • land dispute in the Ohio River Valley • between the French and English • Battle to control the seas • Conflict to restore the European “balance of power”

4. 1. I can identify the causes of the French and Indian War. • The war was between France, Great Britain, and the Iroquois League (several Native American nations). • The war lasted 9 years. • This war was a victory for the English, but it tore a scar in the relations between mainland England and the English colonies.

5. 1. I can identify the causes of the French and Indian War. • The French had settled in the west and north of English colonies. • They had retained good relations with the natives because of the high demand for animal fur. The French and Indians created several military alliances. • The main motives for expansion were to expand the fur trade and to spread Catholicism.

6. 1. I can identify the causes of the French and Indian War. • As the French and English continued to expand, they collided with each other. • The French and English had already fought three separate wars in the previous 50 years and tensions were high. • The first battle was led by a 22 year old George Washington against a small band of French soldiers.

7. 1. I can identify the causes of the French and Indian War. • Ohio Valley Dispute • The major cause for the French and Indian war was the constant struggle for land between the French and the British. • In 1759 a group of British had secured rights to around 500,000 acres in the Ohio Valley region. • The French also believed the were entitled to this land and were building forts (Ft. Duquense).

8. 2. I can explain the problems of the outcome of the French and Indian War. • Opened “Era of Conflict” between England and her American colonies! • Prime Minister George Grenville • Decides to tax colonists to help pay for the French & Indian War • colonists never paid taxes to England • only to their local “colonial assemblies” • Parliament passes Sugar Act, Stamp Act, Declaratory Act, Townshend Acts, Intolerable Acts • End of “salutary neglect” • Colonists claim, “No taxation without representation!” • direct vs. virtual representation

9. 2. I can explain the problems of the outcome of the French and Indian War. • Pontiac’s Rebellion • Native American Confederacy attacks frontier outposts as colonists move west into Ohio Valley • Britain reluctant to shoulder more cost of colonial protection thus, issues… • Proclamation Line of 1763 • bans further colonial settlement west of the Appalachian Mountains • Colonists query, “Why did we fight the French?” • Leads to mistrust of English policies

10. 3. I can explain how the outcome of the French and Indian War leads to the Revolutionary War. • “With the French defeated, the British government could turn its attention to tightening control over the colonies. • It needed revenues to pay for the war, and looked to the colonies for that. • Also, the colonial trade had become more and more important to the British economy, and more profitable: • it had amounted to about 500,000 pounds in 1700 but by 1770 was worth 2,800,000 pounds.” • (Zinn)

11. 3. I can explain how the outcome of the French and Indian War leads to the Revolutionary War. • England’s restrictive economic policies: • Taxes • Enforcement of Navigation Acts • end to “salutary neglect” • Defensive policies • Proclamation of 1763 • Political Issues • “Rights of Englishmen” • to privacy • Writs of assistance • to trial by jury • Admiralty Courts • Representative government • Revoking colonial charters • Banning town meetings • Quartering Acts

12. 4. I can define the Sugar Act, Stamp Act, Townshend Acts, and Intolerable Acts • Sugar Act • Cut the duty on foreign-made molasses in half • Taxed imports that had never been taxed before • Enforced the law so that it was harder for colonists (who had been convicted of smuggling goods into the country without paying duties) to get off free.

13. 4. I can define the Sugar Act, Stamp Act, Townshend Acts, and Intolerable Acts Stamp Act • A “direct” tax • “The Stamp Act required colonists to purchase special stamped paper for every legal document, license, newspaper, pamphlet, and almanac, and imposed special “stamp duties on packages of playing cards and dice… • Colonists who disobeyed the law were to be tried in the vice-admiralty of courts, where no juries were present and convictions were probable… • With the passage of the Stamp Act, the colonists lost respect for the king’s officeholders in America”

14. 4. I can define the Sugar Act, Stamp Act, Townshend Acts, and Intolerable Acts Townshend Acts • Imposed “tariff” duties or, • A tax on imports • An “indirect” tax • On tea, glass, paint, paper, lead, etc… • Parliament passed the Townshend Acts in June 1767, representing four measures devised by Charles Townshend, Chancellor of the Exchequer. The acts had two purposes: reformation of customs policy in the colonies and the raising of revenue through excises. The acts failed to accomplish both goals and were repealed after three years. The longer term effects of the acts, however, included the strengthening of colonial resistance to British tax and trade policies, British misunderstanding of colonial complaints, and administrative divisions between the West Indies and the continental colonies.

15. 4. I can define the Sugar Act, Stamp Act, Townshend Acts, and Intolerable Acts Intolerable Acts • Boston Port Bill – closed the port of Boston beginning June 15, 1774, until 1) the tea was paid for; 2) the colony apologized for its actions; and 3) the perpetrators were brought to justice. • Massachusetts Government Act – severely curtailed the authority of the Massachusetts assemblies, as well as of the local assemblies in the towns in Massachusetts. • Administration of Justice Act – “provided that any royal official accused of a capital crime…be sent to England or another colony for trial.” Parliament did not wish to allow local juries to continue to try officials appointed by the king, believing they could not receive fair trials in that colony.

16. 4. I can define the Sugar Act, Stamp Act, Townshend Acts, and Intolerable Acts Intolerable Acts • Quartering Act – applying to all colonies, this act allowed British troops to be quartered in unoccupied buildings when no barracks were available. This continued and expanded a policy already in effect in America, a policy that was unpopular. • Quebec Act – enlarged the boundaries of Quebec Province at the expense of the colonies to the south. The act also allowed Catholics to have greater participation in government. Parliament did not see this act as punishing the unruly colonists, but the timing of its passage made it appear to be so.

17. 5. I can summarize the events of the Boston Massacre and Boston Tea Party Boston Massacre Boston Tea Party

18. 5. I can summarize the events of the Boston Massacre and Boston Tea Party Boston Massacre Boston Tea Party • On March 5, 1770, at the Customs House on King Street in Boston, one sentry executed his regular duties. A local merchant and the sentry began to argue with the merchant being struck with a musket. A crowd gathered and began throwing various items at the sentry. In those days, church bells were used to summon the town for help in an emergency such as a fire. Someone rang the church bells of the Old Brick Church, signifying an emergency. Captain Thomas Preston and seven soldiers went to aid the sentry. The crowd teased the soldiers, knowing they were not allowed to fire their weapons within the city without the Civil Magistrate’s authority. A participant in the crowd threw a club, striking Private Hugh Montgomery. As Montgomery began to stand, someone else in the crowd shouted, “Fire!”. The British Redcoats opened fire into the angry crowd. By the time Captain Preston had restored order, having never given the order to fire, eleven Colonists lay in the street. Three were dead, two fatally wounded, and six others who would recover. Lieutenant Governor Thomas Hutchinson ordered the British soldiers to Castle Island, which was seen by the Colonists as a victory in their favor. • Tensions over the tea tax came to a head on December 17, 1773. Between fifty and sixty men of all social classes left Old South Meeting House, some (not all) dressed as Mohawk Indians with blankets and headdress. They headed to Griffin’s Wharf, where three ships holding English tea were anchored. The men used hatchets to force open 342 chests of tea (estimated to be around 18.5 million cups of tea) worth £18,000 (about 1 million dollars today) and threw it into the harbor. Crowds gathered on the docks and cheered the men on, calling for more “saltwater tea.” The waters of Boston Harbor turned brown for several days. The Boston Tea Party, as it became known, inspired other acts of rebellion in places such as Annapolis, New York and New Jersey.

19. 5. I can summarize the events of the Boston Massacre and Boston Tea Party. Boston Massacre Boston Tea Party • presence of British soldiers • resented • competition for jobs • a “mob” taunts the guards at customshouse • snowballs and insults thrown • “lobsterback”, “redcoat” • “fire” • 5 killed • Crispus Attucks • Sam Adams • labels it the “Boston Massacre” • British attack on defenseless citizens • propaganda • galvanized public opinion against British presence/policies • “non-importation agreements” • results in excess of tea • Tea Act – 1773 • allows British East India Tea Company • sell tea without the tax • cuts colonial merchants out of tea trade • colonists smell a “monopoly” • Tea Party • Dec. 16, 1773 • 342 chests of tea • $75,000 • led to passage of “Intolerable Acts”

20. Quick Write • How did the Boston Massacre and Boston Tea Party contribute to the colonists’ decision to rebel against England?

21. 6. I can explain the significance of establishing the Continental Congress. • First Continental Congress • Sept. 5, 1774 • Philadelphia • 12 of 13 colonies represented = UNITY! • discussed ways to repeal Intolerable Acts • passed “Suffolk Resolves” • establish “militia” • call for arms • petition the Crown • pledge loyalty, emphasize “rights” • sign “non-importation agreements” * • create “Colonial Association” to enforce • violators “tarr’d and feathered” • agree to meet again • May 1775 • after Lexington and Concord

22. 6. I can explain the significance of establishing the Continental Congress. • Due to the Boston Port Act and several other "Intolerable Acts" as the Bostonians called them, a general congress was called for all of the Colonies to meet and discuss the response to these acts. The unique thing about this event was that all of the Colonies felt that the treatment given to Boston was the same treatment they could expect from the Parliament. Little did King George III know that his efforts to quell the rebels would actually cause all of the other colonies to unite and though there was little talk, in this Congress, of Independence, the seeds that had been sown definitely began to germinate! This Congress met from September 5th - October 26th in 1774

23. 6. I can explain the significance of establishing the Continental Congress. The British Parliament and the Colonies • In the first two paragraphs of a petition called "A Declaration of Rights, the first American Congressman, meeting at Carpenter's Hall in Philadelphia" state the reasons that would lead to the Revolutionary War. They were petitioning the King because there was a prevalent feeling that it was Parliament who was the oppressive arm of the government and that the King just wasn’t aware of the trials through which his ministers were putting his British-American subjects. These are the problems with Parliament that the Continental Congress detailed • The claim to sovereign legislative and taxation jurisdiction over the Colonies • The illegal use of the Courts of Admiralty to try criminal cases. • Undertaking the Governors and Judges salaries, giving them arbitrary power • Transporting accused treasonous colonists to England for trial. • The Boston Port Act, which shut down the Port of Boston until the Boston Tea Party was paid for • The Quebec Act which gave Canada the Ohio River Valley and legalized Catholicism

24. 6. I can explain the significance of establishing the Continental Congress. The Royal Governors and the Colonies • The Continental Congress also had problems with the Royal Governors and they outlined in this petition. The governors of each Colony, more than any other source, including King George, were responsible for the general feeling that the tyranny of the mother country was too hard to bear. These governors often treated their colonies as medieval fiefdoms that were expected to serve the will of the Lord of the Castle. Here are the main issues with the Royal Governors that this Declaration spelled out. • The people’s duly elected assemblies were often dissolved • Humble, loyal and reasonable petitions by colonists for relief were ignored

25. 6. I can explain the significance of establishing the Continental Congress. English Liberties and the Colonists Rights • The document went on to declare that this congress had been assembled to “to obtain such establishment, as that their religion, laws, and liberties, may not be subverted”. They also claimed historical precedence for their actions saying that they had only acted “as Englishmen, their ancestors, in like cases have usually done, for asserting and vindicating their rights and liberties”. Then they claimed that “the inhabitants of the English Colonies in North America, by the immutable laws of nature, the principles of the English constitution, and the several charters or compacts, have the following Rights.” • All the rights, liberties, and immunities of free and natural born subjects within the realm of England” • “The foundation of English liberty, and of all free government, a right in the people to participate in their legislative council” • “A free and exclusive power of legislation in their several provincial legislatures … subject only to the negative of their sovereign” • That British Parliament does not have the authority for any form of “taxation, internal or external, for raising revenue on the subjects in America without their consent.” • “The respective colonies are entitled to the common law of England, and … being tried by their peers”. • “The Immunities and privileges granted and confirmed to them by royal charters, or secured by their several codes of provincial laws.” • "A right peaceably to assemble, consider of their grievances, and petition the King” without fear of prosecution; and "that all prosecutions, prohibitory proclamations, and commitments for the same, are illegal"

26. 6. I can explain the significance of establishing the Continental Congress. • Second Continental Congress • May, 1775 • Philadelphia • Olive Branch Petition • pledge an end to violence • repeal Intolerable Acts • create “colonial navy” • arm merchant ships • “privateers” • appropriate funds for “continental army” • name George Washington as Commander-in-Chief

27. 7. I can explain the causes of the Revolutionary War. • The causes of the American Revolution are many and involve commercial, ideological, and political factors. Some of these causes can be traced back to colonial development in the 17th century while others are more immediate. Those immediate “causes,” often extensions of a more universal, ideological cause, tend to fall after the conclusion of the French and Indian War in 1763 and usually begin with the Proclamation Line. Within twelve years, colonists and British troops would battle at Lexington, Concord, and Breed's Hill.

28. 7. I can explain the causes of the Revolutionary War. • Economic Issues: • Mercantilism • resentment of role of colonist • harms “American” manufacturing, shipping, industry • Taxes • “no taxation without representation” • direct vs. virtual representation • Enforcement of Navigation Acts • end to “salutary neglect” • end to smuggling

29. 7. I can explain the causes of the Revolutionary War. • Political Issues • “Rights of Englishmen” • to privacy • writs of assistance • to trial by jury • Admiralty Courts • Representative government • “direct vs. virtual representation” • revoking colonial charters • banning town meetings • Defense Policies • Proclamation of 1763 • Quartering Acts • forced housing of soldiers and board

30. 7. I can explain the causes of the Revolutionary War. • Social Issues • hereditary aristocracy vs. egalitarian society • land ownership vs. social mobility • colonial leaders born in America • imbued with colonial perspective • British view: • duty to be loyal to the Crown • “Once an Englishman, always an Englishman!” • colonists are inferior • England’s rejects • convicts, foreigners, “rabble”, etc…

31. 7. I can explain the causes of the Revolutionary War. • Psychological Issues • Duty vs. Right • Unable to understand each other’s point of view • “all colonists are rebels” • colonist propaganda • Boston Massacre • Common Sense • Sam Adams, Patrick Henry • colonial press

32. 8. I can validate the Colonist’s desire for independence. • Arguments in favor: • Taxation without representation • No colonial representatives in Parliament • No westward movement allowed • Proclamation of 1763 • Enforcement of Navigation Acts • after years of “salutary neglect” • Violation of “Rights of Englishmen” • trial by jury • privacy (writs of assistance) • self-government (revocation of colonial charters)

33. 8. I can validate the Colonist’s desire for independence. • Arguments opposed: • Taxed for their own protection • Parliament represents all Englishmen everywhere! • Proclamation Line for their own defense • Colonists unwilling to be taxed to fight the Native-Americans • Adherence to Navigation Acts is law and beneficial to England • Use “violation of Rights of Englishmen” as an injustice to mask unwillingness to be taxed for own protection • Admiralty Courts necessary as few guilty verdicts results from trial by jury of their peers • The “Gaspee” incident

34. 9. I can compare and contrast the feelings of Patriots and Loyalists. • Patriots/Whigs • Supporters of Independence • saw economic opportunity in an independent America • farmers, artisans, merchants, landowners, elected officials • Included German colonists in Pennsylvania, Maryland, and Virginia • more prevalent among younger generation • energetic, purposeful, militant • Samuel Adams, Patrick Henry • numerous where Congregationalism/Presbyterianism flourished • New England

35. 9. I can compare and contrast the feelings of Patriots and Loyalists. • Loyalists/Tories • opposed Independence & remained Loyal to the Crown • raised with notion of fidelity to the Crown • loyalty a major virtue • Included the King’s officers & beneficiaries of the Crown • who benefited from the social order • people of education, wealth, culture, caution • satisfied with their lot in life • more numerous among the older generation • numerous where Anglican Church was strongest • Aristocratic New York City, Charleston, Pennsylvania, New Jersey

36. 9. I can compare and contrast the feelings of Patriots and Loyalists. • 1/3 Patriots • favoring the revolutionary cause; • 1/3 Loyalists • favoring remaining loyal to the “Crown”; • 1/3 Sunshine Patriots • neutral toward the revolution; • to these were Thomas Paine’s words directed; • “’tis time to part”

37. 10. I can explain the impact of the Olive Branch Petition on colonists’ decision to declare independence. • Olive Branch Petition • sent by Second Continental Congress • July 8, 1775 • pledged loyalty to the King • urged a return to “the former harmony” between Britain and her colonies

38. 10. I can explain the impact of the Olive Branch Petition on colonists’ decision to declare independence. • Olive Branch Petition • flatly rejected by the King! • declared colonies in rebellion • urged naval blockade of American coast • skirmishes now, out and out treason! • a “hanging crime”

39. 11. I can explain the meaning of the political cartoon “Join, or Die”. • "Join, or Die" is a well-known political cartoon, created by Benjamin Franklin and first published in his Pennsylvania Gazette on May 9, 1754. • The original publication by the Gazette is the earliest known pictorial representation of colonial union produced by a British colonist in America. • It is a woodcut showing a snake severed into eighths, with each segment labeled with the initials of a British American colony or region. New England was represented as one segment, rather than the four colonies it was at that time. In addition, Delaware and Georgia were omitted completely. • Thus, it has 8 segments of snake rather than the traditional 13 colonies.The cartoon appeared along with Franklin's editorial about the "disunited state" of the colonies, and helped make his point about the importance of colonial unity.

40. 11. I can explain the meaning of the political cartoon “Join, or Die”.

41. 12. I can explain the impact that “Join, or Die” had on the colonies. • During the American Revolutionary War, the image became a potent symbol of colonial unity and resistance to what was seen as British oppression.

42. 13. I can explain Thomas Paine’s view on government. • "These are the times that try men's souls." • “Everything that is right or natural pleads for separation.” • “ ‘tis time to part” • “civic republicanism” • The idea of placing the interests of the common good above your own individual personal interests; • Society rests upon the civic virtue of its citizens;

43. 13. I can explain Thomas Paine’s view on government. • Common Sense was published in the thirteen colonies January 1776 anonymously. • Few would have guessed that the author was Thomas Paine, a recent immigrant from England with a Quaker background. • Common Sense called for independence as well as a republican form of government. Paine’s logical chronology pointed out the “absurdity of monarchy” historically and Biblically. • Selling over 150,000 copies, the pamphlet was read by one-fifth of the colonial population.

44. 13. I can explain Thomas Paine’s view on government. • Among the many interesting points Thomas Paine makes, the first to truly strike to the heart of the matter of revolution is when he states that: • "it makes sense for one man to say to another, 'you will rule over me; I elect you to be the collective voice of the people.' But it makes no sense for a man to say, 'you will rule over me, your children will rule over my children, and their children will rule over their children,' because down the line there will be rulers unworthy of ruling their own lives let alone a nation of people depending upon them."

45. 13. I can explain Thomas Paine’s view on government. • Paine's next great point was that it would be of no value not to go to war with and punish the British because all of the peaceful attempts had failed and led to more abuse from abroad in the forms of taxes and a growing presence of their military. • Paine had basically stated that: • "to think that relations will be peaceful after parting quietly from someone who has been abusive is naive at best." • To separate from England required might and force. The act had to be decisive with no other alternative. This applies among nations and individual relationships. At best, this person was a bully and, at worst, an evil dictator.

46. 13. I can explain Thomas Paine’s view on government. • “agrarian justice” • he advocated an inheritance tax on land which would be used to fund grants to everyone at the age of 21 and annual pensions for everyone over the age of 50 and those unable to work, out of justice and not charity. • “In advocating the case of the persons thus dispossessed, it is a right, and not a charity ... [Government must] create a national fund, out of which there shall be paid to every person, when arrived at the age of twenty-one years, the sum of fifteen pounds sterling, as a compensation in part, for the loss of his or her natural inheritance, by the introduction of the system of landed property. And also, the sum of ten pounds per annum, during life, to every person now living, of the age of fifty years, and to all others as they shall arrive at that age.”

47. 13. I can explain Thomas Paine’s view on government. • Paine's last point comes at the very end of the pamphlet where he calls for a separation of church and state. It is surprising to see it in print in 1776, especially when in 2011 there are many people who cite only 20th century examples of this idea, making it seem very modern. • Thomas Paine could be said to be ahead of his time, but such a statement is actually very far from the truth because it was a time of revolution, and these words, while applicable today, were written specifically for the people of the day, making Paine and his ideas as relevant then as they are now.

48. 13. I can explain Thomas Paine’s view on government. • Religion • Deism • philosophy which holds that reason and observation of the natural world, without the need for organized religion, can determine that the universe is the product of a creator. According to deists, the deity seldom, if ever, intervenes in human affairs or suspends the natural laws of the universe. Deists typically reject supernatural events such as prophecy and miracles, tending instead to assert that a god (or “the Supreme Architect") does not alter the universe by intervening in it. This idea is also known as the clockwork universe theory in which a god designs and builds a universe, but steps aside to let it run on its own • “The opinions I have advanced ... are the effect of the most clear and long-established conviction that the Bible and the Testament are impositions upon the world, that the fall of man, the account of Jesus Christ being the Son of God, and of his dying to appease the wrath of God, and of salvation, by that strange means, are all fabulous inventions, dishonorable to the wisdom and power of the Almighty; that the only true religion is Deism, by which I then meant, and mean now, the belief of one God, and an imitation of his moral character, or the practice of what are called moral virtues – and that it was upon this only (so far as religion is concerned) that I rested all my hopes of happiness hereafter. So say I now – and so help me God.”

49. 13. I can explain Thomas Paine’s view on government. • “Society, in every state, is a blessing, but government, even in its best state, is but a necessary evil; in its worst state, an intolerable one.” • –Thomas Paine • “He that would make his own liberty secure, must guard even his enemy from oppression; for if he violates this duty, he establishes a precedent that will reach to himself.” • –Thomas Paine • “I believe in the equality of man; and I believe that religious duties consist in doing justice, loving mercy, and endeavoring to make our fellow-creatures happy.” • –Thomas Paine • All national institutions of churches…appear to me no other than human inventions, set up to terrify and enslave mankind, and monopolize power and profit.” • –Thomas Paine

50. 14. I can assess the impact that Common Sense had on the colonies. • Common Sensepresented a logical argument for separation and independence. These arguments swayed many Americans that had hitherto chosen a neutral stance. John Adams himself wrote, after the Revolution, that only one-third of all Americans were actively treasonous. • Common Sense also helped pave the way for the Declaration of Independenceand the formation of a Continental Congress that would endeavor to create a representative government called the Articles of Confederation.