Using SPEECH to Analyze British and Colonial Tensions

1. The Blast IU 17 FellowshipPennsylvania Intermediate Unit 17Spring 2011 Colloquium Using SPEECH to Analyze British and Colonial Tensions

3. New York State Learning Standards for Social Studies • 1.1. The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions. • 1.3.4. Students classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious. • 1.4.3. Students compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts • 2.1.3. Students interpret and analyze documents and artifacts related to significant developments and events in world history. • 4.2.4. Students develop conclusions about economic issues and problems by creating broad statements which summarize findings and solutions

4. Freedom of S.P.E.E.C.H In “doing history,” historians often take into account a number of factors in shaping the historical narrative. These commonly include social, economic and political factors, along with cultural considerations. Teachers can help students utilize this analysis by using a method called S.P.E.E.C.H. This works well with students who can now apply more specific themes and generate a concluding thought. SOCIAL – POLITICAL – ECONOMIC – ENVIRONMENTAL – CULTURAL - HISTORICAL

5. NCSS TEN THEMES THAT PROVIDE A FRAMEWORK FOR THE SOCIAL STUDIES Culture Time, Continuity, and Change People, Places, and Environment Individual Development and Identity Individuals, Groups, and Institutions Power, Authority, and Governance Production, Distribution, and Consumption Science, Technology, and Society Global Connections Civic Ideals and Practices

6. The Parts of S.P.E.E.C.HSocial 3. of or relating to human society, the interaction of the individual and the group, or the welfare of human beings as members of society. Social: Who is involved in this event and what social factors define them and their interactions? Think of social class, schooling, work, etc. 

7. The Parts of S.P.E.E.C.HPolitical According to Webster’s dictionary Political may be defined as 1 a: of or relating to government, a government, or the conduct of government b: of, relating to, or concerned with the making as distinguished from the administration of governmental policy. Political: What is the power structure of the people involved and how does it influence the chain of historical events?  Think of structure of government, who holds the power?

8. The Parts of S.P.E.E.C.HEconomic 4: having practical or industrial significance or uses: affecting material resources. Economic: What resources are available and how do these resources influence the interactions of the people involved?  What finances the society and describe their economic system? 

9. The Parts of S.P.E.E.C.HEnvironmental 2 a: the complex of physical, chemical, and biotic factors (as climate, soil, and living things) that act upon an organism or an ecological community and ultimately determine its form and survival. Environmental factors and geography, for example influenced the growth and development as well as the shape of slavery in Europe, Africa and the Americas. As Historian Ira Berlin explains slavery differed over time and space. Environmental: How does the geographic location impact this chain of historical events?  What are the major problems or benefits of the location?   

10. The Parts of S.P.E.E.C.HCultural b: the customary beliefs, social forms, and material traits of a racial, religious, or social group; also : the characteristic features of everyday existence (as diversions or a way of life} shared by people in a place or time <popular culture> <southern culture>. Culture has been defined as a process rather than a fixed state of being. It is always in flux and can perhaps best be understood as the creation of the past and the present through social interaction (including work and leisure activities.) Cultural: What cultural factors defined these people and how did it impact their relationships?  What are their values, attitudes, beliefs and ethnicity?  Religion generally plays a large part in the evolving cultural relationships in history.  Think of Material and Non-Material Elements or Cultural Traits

11. = History 3: a branch of knowledge that records and explains past events. The “History” component is the key to SPEECH. It enables students to come up with the ever elusive conclusions that integrate themes. Was the American Revolution a Civil War? Were the colonists fighting for less taxation? How was an army made up primarily of militia able to defeat the most powerful army and navy in the world?

12. Using SPEECH to Analyze British Impositions on the Colonials Time Line 1756-63 French and Indian War. 1763 Proc Line 1765 Stamp Act 1766 Stamp Act Repeal 1766 Same Day Declaratory Act Passed 1767 Townsend Duties Repealed 1770 1770 Boston Massacre 1774 Intolerable Acts 1774 First Continental Congress Utilizing the SPEECH Domains Students Can Analyze the Expanding Crises of the American Revolution and More Cleary Understand the Outcomes

13. The American Colonies: Pre 1763 • English government lax on colonial affairs • Colonies governed themselves, esp. in economic matters • Colonists paid relatively little tax (20-25% of the taxes paid by the British in England) • Encouraged westward expansion of colonies • Parliament wanted colonists to pay for their defense. Pre 1763 cost ≈ ₤350K annually. • More restrictions on trade (1675), sale of manufactures (1699), sale of Molasses (1733) but not enforced

14. The American Colonies: Post 1763 Parliament priorities in NA shifted… No more common enemy, France …wants colonies to pay their own freight Tightened Mercantilism policy Increase colonies rate of Tax Clamp down on colonial manufacturing Blocked western settlement

15. No currency of their own…moslty Spanish coin Wampum Mass: Corn and Beaver Skins South: Rice and Tobacco Parliament forbade export of English coin, and refused to allow a royal mint in the colonies 1751 Parliament forbids Massachusetts from issuing money in any form Colonial Money Problems • Per Capita Income (Free) • Not Agricultural • New England ₤ 9.5 • Middle colonies 11.0 • South 15.4 Colonial Money in Today’s Value 1765 One Shilling = Approximately $15.00 12 Pence = One Shilling One British Pound = 20 Schilling/$300

16. The Stamp Act • The highest tax, £10, was placed on attorney licenses. Other papers relating to court proceedings were taxed in amounts varying from 3p. to 10s. • Land grants under a hundred acres were taxed 1s. 6p., between 100 and 200 acres 2s., and from 200 to 320 acres 2s. 6p., with an additional 2s 6p. for every additional 320 acres. • Cards were taxed a shilling a pack, dice ten shillings, and newspapers and pamphlets at the rate of a penny for a single sheet and a shilling for every sheet in pamphlets. • The amounts had to be paid in sterling, not in colonial currency. The proceeds of the tax were to be expended in America to support the troops stationed there.

17. Using SPEECH to Analyze • The Stamp Act • The Declaration of Rights of the Stamp Act Congress • The Declaratory Act