american_revolution_student_packet

3 • The English wanted to push _____________________ but the French blocked them. • The war started over _____________ __________________ between the two nations. • Each side used ________________ ___________________ to help fight the war. I. FRENCH AND INDIAN WAR: 1754-1763 British-French Rivalry The British and French had been rivals for centuries. As the British moved closer to French-held territories in North America, tensions between the British and French colonists increased. The French did not want British land companies or colonists to share in the profits of their fur trade in the Ohio River valley. In the 1740s, British fur traders built a fort at Pickawillany in Ohio country. The French attacked them and drove them out. The French then built forts along the rivers in the upper Ohio Valley, close to the British colonies. The French also attacked Nova Scotia in present-day Canada, which was controlled by Great Britain. New Englanders captured the French fortress, Louisbourg, on Cape Breton Island north of Nova Scotia, but Britain later returned it to France. CRQ: Why did the French not want westward expansion past the Appalachian Mountains? TTQA _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Unit 5 Objective 1: How did the rivalry of Britain and France lead to war in North America?

6 HW Unit 5 Objective 1: How did the rivalry of Britain and France lead to war in North America?

9 French fur traders and British colonists needed Native American allies to help them establish control of North America. The French had better relations with Native Americans because they did not try to take Native American land or change their way of life. Native Americans helped the French in the wars between Great Britain and France by raiding British settlements. The Iroquois Confederacy , the most powerful group of Native Americans in the East, was a union of many different groups of Native Americans. They traded with both the British and French and dominated the Great Lakes region. When the British moved into the Ohio Valley, the Iroquois Confederacy became their allies and gave them trading rights. As a result, the British had more power than the French. CRQ 1. Why was the Ohio Valley important to both the French and the British? _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ __________________________________________________________________________________________________ Unit 5 Objective 1: How did the rivalry of Britain and France lead to war in North America?

12 Proclamation Line of 1763 : Colonists could not cross line and move into Indian land. 10,000 soldiers sent to colonies to enforce the law. Colonists hated England for doing this. Many colonists ignore the law and move into new lands. Proclamation Line 4. BRITISH GOVERNMENT PASSES LAWS AND TAXES ON THE COLONIES  The French & Indian War doubled the British national debt. Results:  Britain decided to ___________ __________ ________________ ____________________ to help _______________ ______ ____________.  British Parliament passed a series of ______________ on products sold in the colonies. The Stamp Act : In 1765 Parliament passed the Stamp Act, a law that taxed almost all printed material in the colonies. Colonists united against the British for taxing them directly without the consent of the colonial legislatures. Patrick Henry persuaded members of the Virginia House of Burgesses to pass a resolution , or formal opinion, which stated that only they could levy taxes on their citizens. Samuel Adams and the Sons of Liberty protested the Stamp Act in Boston by burning effigies , life-size rag figures representing the hated tax collectors. They marched through the streets and raided and destroyed the homes of royal officials. Colonists refused to use the stamps. They boycotted , or refused to buy or use, imported British or European goods and signed nonimportation agreements pledging not to use goods from Britain. CRQ 1: How did the colonists protest the Stamp Act? TTQA _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ __________________________________________________________________________________________________ CRQ 2: What were effigies used to represent? TTQA _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ __________________________________________________________________________________________________ Unit 5 Objective 3: What were the political, Economic, and social causes to the American Revolution?

15 What historical circumstances caused the imports from Great Britain to the colonies decline? When did the greatest increase in British imports occur? What historical circumstances caused the dramatic increase? 1. According to the political cartoon, what was the historical impact of the British taxation? a. The colonists were restricted by the laws passed by the British government. b. The King of England wanted the colonists to have a greater voice in government. c. King George III put many American colonists in stocks. d. Repeal of unpopular laws was the only way out of the stocks.

18 Excerpt of Article from The Boston Gazette On the evening of Monday, being the fifth current, several soldiers of the 29th Regiment were seen parading the streets with their drawn cutlasses and bayonets, abusing and wounding numbers of the inhabitants. A few minutes after nine o'clock four [colonists], named Edward Archbald, William Merchant, Francis Archbald, and John Leech… [were walking through a] narrow alley leading to Murray's barrack (housing for soldiers) [where] a soldier brandishing a broad sword of an uncommon size against the walls…. A person of mean countenance (expression) armed with a large cudgel (club) [was in his] company. … the soldier turned round and struck E. Archbald on the arm, then pushed at Merchant and pierced through his clothes inside the arm close to the armpit and grazed the skin. Merchant then struck the soldier with a short stick he had; and the other [soldier] ran to the barrack and brought with him two soldiers, one armed with a pair of tongs (gripping tool), the other with a shovel. He with the tongs pursued Archbald back through the alley, collared (grabbed at the neck) and laid him over the head with the tongs. The noise brought people together; and John Hicks, a young [colonist] coming up, knocked the soldier down but let him get up again; and more lads (men) gathering, drove them back to the barrack where the boys stood some time as it were to keep them in. In less than a minute ten or twelve of [the soldiers] came out with drawn cutlasses (short swords), clubs, and bayonets and set upon the unarmed boys and young folk who stood them a little while but, finding the inequality of their equipment, dispersed (spread out/left). [continue on next page] SET A) Document #1 Boston Colonists: Edward Archbald, William Merchant, Francis Archbald, John Leech, John Hicks, Samuel Atwood

21 A. Document #1 1. From whose perspective was this article written? (the colonists or the British) 2. After reading the article, who was at fault for the incident? 3. Provide two details from the article to support your answer to question #2. Document #2 4. What conclusions can you make after viewing the illustration in Document #2? (what do you see?)        5. From whose perspective was this illustration created? Main Idea What conclusion can you make from the documents? 6. After analyzing both documents, create a statement reflecting the main idea.

22 Excerpt of Captain Preston's Account of the Boston Massacre On Monday night about 8 o'clock two soldiers were attacked and beat. But the party of the townspeople in order to carry matters to the utmost length, broke into two meeting houses and rang the alarm bells, which I supposed was for fire as usual, but was soon undeceived (informed). About 9 some of the guard came to and informed me the town inhabitants (people living there) were assembling to attack the troops, and that the bells were ringing as the signal for that purpose and not for fire, and the beacon (guiding light) intended to be fired to bring in the distant people of the country. This, as I was captain of the day, occasioned my repairing (fixing) immediately to the main guard. In my way there I saw the [colonists] in great commotion, and heard them use the most cruel and horrid threats against the troops. In a few minutes after I reached the guard, about 100 people passed it and went towards the custom house [building where British tax collectors worked] where the king's money is lodged. They immediately surrounded the sentry (guard) posted there, and with clubs and other weapons threatened to execute their vengeance on him. I was soon informed by a townsman their intention was to carry off the soldier from his post and probably murder him. On which I desired him to return for further intelligence, and he soon came back and assured me he heard the mobb declare they would murder him. This I feared might be a prelude to their plundering (robbing) the king's chest. I immediately sent a non- commissioned officer and 12 [soldiers] to protect both the sentry and the king's money, and very soon followed myself to prevent, if possible, all disorder, fearing lest (in case) the officer and soldiers, by the insults and provocations (baiting) of the rioters, should be thrown off their guard and commit some rash (reckless) act. [The soldiers] soon rushed through the people, and by charging their bayonets in half- circles, kept them at a little distance. Nay, so far was I from intending the death of any person that I suffered the troops to go to the spot where the unhappy affair took place without any loading in their pieces; nor did I ever give orders for loading them…The mob still increased and were more outrageous, striking their clubs or bludgeons one against another, and calling out, come on you rascals, you bloody backs, you lobster scoundrels, fire if you dare, G-d damn you, fire and be damned, we know you dare not, and much more such language was used. At this time I was between the soldiers and the mob, parleying (negotiating) with, and endeavouring all in my power to persuade them to retire peaceably, but to no purpose. They advanced to the points of the bayonets, struck some of them and even the muzzles of the pieces, and seemed to be endeavouring to close with the soldiers. On which some well-behaved persons asked me if the guns were charged. I replied yes. They then asked me if I intended to order the men to fire. I answered no,… continue on next page] SET B: Document #3

23 …my giving the word fire under those circumstances would prove me to be no officer. While I was thus speaking, one of the soldiers having received a severe blow with a stick, stepped a little on one side and instantly fired, on which turning to and asking him why he fired without orders, I was struck with a club on my arm, which for some time deprived me of the use of it, which blow had it been placed on my head, most probably would have destroyed me. On this a general attack was made on the men by a great number of heavy clubs and snowballs being thrown at [the soldiers], by which all our lives were in imminent danger, some [colonists were]… calling out, damn your bloods-why don't you fire. Instantly three or four of the soldiers fired, one after another, and directly after three more in the same confusion and hurry. The mob then ran away, except three unhappy men who instantly expired, in which number was Mr. Gray at whose rope-walk the prior quarrels took place; one more is since dead, three others are dangerously, and four slightly wounded. The whole of this melancholy (depressing) affair was transacted in almost 20 minutes. On my asking the soldiers why they fired without orders, they said they heard the word fire and supposed it came from me. This might be the case as many of the mob called out fire, fire, but I assured the men that I gave no such order; that my words were, don't fire, stop your firing. In short, it was scarcely possible for the soldiers to know who said fire, or don't fire, or stop your firing. On the people's assembling again to take away the dead bodies, the soldiers supposing them coming to attack them, were making ready to fire again, which I prevented by striking up their firelocks with my hand. Immediately after a townsman came and told me that 4 or 5000 people were assembled in the next street, and had sworn to take my life with every man's with me. On which I judged it unsafe to remain there any longer, and therefore sent the [soldiers] and sentry to the main

24 SET B: Document #4 Death of Crispus Attucks, Boston Massacre - painting by J.E. Taylor, 1899 Crispus Attucks was a Boston colonists, who was one of the five colonists killed on March 5, 1770. S P A M This image shows a more accurate story of what happened. The colonists were more aggressive towards the British than shown in Revere’s image.

25 B. Document #3 1. From whose perspective was this article written? (the colonists or the British) 2. After reading the article, who was at fault for the incident? 3. Provide two details from the article to support your answer to question #2. Document #4 4. What conclusions can you make after viewing the illustration in Document #4? (what do you see?) 5. From whose perspective was this illustration created? Main Idea What conclusion can you make from the documents? 6. After analyzing both documents, create a statement reflecting the main idea.

26 https://www.you tube.com/watch ?v=5ZIkQGFcI1E &t=30s Epitaph: a phrase or form of words written in memory of a person who has died, especially as an inscription on a tombstone.

27 _____________________________ (1773):  British Parliament passes law which lowers the price of tea, but still leaves the tax on the tea.  Colonists see law as a way of hurting American _________________.  In several cities, the Sons of Liberty did things to protest this law. In Boston, the Sons of Liberty held the ________________ ___________ ____________. ______________________________(1773)  _______________ of __________________, dressed as Mohawk Indians, boarded ships in Boston Harbor.  They dumped crates of tea into harbor as a protest against Tea Act. The Boston Tea Party: This was done by the Sons of Liberty to protest the tax on tea and other British laws. Tea was one of the most popular and widely consumed drinks in the colonies. The tax on tea effected everyone. The Daughters of Liberty passed out pamphlets supporting a boycott. Some women marched and burned their tea. Colonists succeeded in turning company ships away from their ports in every city except Boston. The royal governor would not let the company ships turn around and leave. Samuel Adams and members of the Sons of Liberty, dressed as Mohawks, boarded the East India Company ship one night and dumped 342 chests of tea overboard in protest. This event became known as the Boston Tea Party. 7. BOSTON TEA party: 1773 A Crisis Over Tea Parliament passed the Tea Act of 1773 to save the British East India Company from financial ruin. The Tea Act allowed the company to ship tea to the colonies without paying most of the taxes. It also allowed them to sell directly to shops that made their price cheaper than the colonists’ tea. The British East India Company had an unfair advantage, which further enraged colonial merchants. Colonists promised to prevent company ships from unloading their tea. Unit 5 Objective 3: What were the political, Economic, and social causes to the American Revolution?

28 CRQ 1: What historical impact did British taxation have according to the Loyalist Newspaper? ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ _________ CRQ 2: What historical circumstances led the colonists to dump the tea into Boston Harbor? _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________

29 _____________________________________(1774): British Parliament passes laws as a way of punishing the colonies for the Boston Tea Party and other acts of the Sons of Liberty. • Closed port of __________________. • ______________________________ : Law requiring colonists to provide food/shelter for British soldiers. • British troops sent to colonies to enforce laws. 7. BOSTON TEA party: 1773 Unit 5 Objective 3: What were the political, Economic, and social causes to the American Revolution? CRQ1: What were the Intolerable Acts a Historical Impact of? TTQA ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ CRQ 2: What was the purpose of the Intolerable Acts? TTQA _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ ______

30 Causes Effects

31 1. Which conclusion is best supported by the information on the timeline? A. Britain eventually granted the colonies representation in Parliament B. Only elected British officials had the right to levy taxes C. Britain’s efforts to increase control over the colonies were not successful D. Creation of the First Continental Congress was an immediate reaction to the passage of the Stamp Act 1. Colonists resent the Tea Act because a. It established a monopoly on tea b. It lowered the price of tea c. It increased the price of tea d. It forced tea to be shipped from India to Britain 1. What did the Olive branch Petition state a. The colonists were loyal to King George as long as he gave them a voice in Parliament b. The colonies were in rebellion c. The colonists were ready “to die freemen rather than live as slaves” d. Colonies were loyal to George Washington   1. The slogan “No taxation without representation” referred to taxes enacted by a. colonial legislators b. town meetings c. the English Parliament d. the First Continental Congress 1. Which statement is most consistent with the views of Loyalists in the 1770s? a. The colonists should be grateful to be under British rule and protection. b. Taxation without representation is tyranny. c. Citizens, under British rule, have the right to declare independence. d. The king is violating the rights of British citizens.

32 Becoming a Detective Who fired the first shot at the Battle of Lexington and Concord? There are a series of documents that follow. It is your job to determine the type of evidence included within this file, the credibility of each piece of evidence and how the evidence fits together. Finally, you will be asked to come up with a plausible explanation of who fired the first shot at the Battle of Lexington and Concord and how you came to that particular conclusion. Cracking the Case Based on your analysis of the documents and citing evidence to support your answer, please write a paragraph answering the following question: Who fired the first shot at the Battle of Lexington and Concord? Guiding Questions 1. Who wrote it? When? Why? 2. Who does it identify as firing the first shot? 3. Is it reliable? Why?

33 A B C D

34 E F

35 1 CRQ 1 - The Declaration of Independence PART 1-DIRECTIONS: On July 4, 1776, the Declaration of Independence was signed and publicly read to the colonists. The document had been written by Thomas Jefferson and then approved by the members of the Continental Congress. The Declaration marked the birth date of the United States of America, and changed the momentum and meaning of the American Revolution. Text Support Text Excerpts Text Questions  dissolve= disband, close  impel=urge or drive them to do something  self-evident=undeniable, unquestionable  endowed=awarded, donated  unalienable= cannot be taken away  instituted= established, created  deriving= developing  consent= approval, agreement 1 “When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature’s God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation…” 2 “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.- That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed,…” 1. In section 1, the text states that actions have “impel[ed] them to separation…” What were the colonies separating from? 2. According to section 2, what is the responsibility of the government? In other words, why are they “instituted”? 3. Describe what Jefferson means when he states that “[a government’s] just powers [are] from the consent of the governed” in section 2. HW Unit 5 Objective 3: What were the political, Economic, and social causes to the American Revolution?

36 Text Support Text Excerpts Text Questions  legislatures=governments Boston Massacre-1770  quartering=accommodating, bringing into home Stamp Act-1765 3 “He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures…” 4 “For Quartering large bodies of armed troops among us: Protecting them, by a mock Trial, from punishment for any Murders which they should commit on the Inhabitants of these States: For cutting off our Trade with all parts of the world: For imposing Taxes on us without our Consent…” 4. Who is the “He” that Jefferson referenced? 5. Describe what Jefferson meant when he stated that “Standing Armies” were in the colonies. 6. What legislatures was Jefferson referring to in section 3? 7. Identify any laws/acts passed by Great Britain in the late 1700s that Jefferson has referenced in section 4. HW

37 Text Support Text Excerpts Text Questions  abdicated= abandoned,    plundered= raided    mercenaries= soldiers    desolation=unhappiness    tyranny (tyrant)= oppression, domination, cruel/unjust/unfair leadership    perfidy= dishonesty, disloyal    barbarous=cruel, brutal, viscous    redress= damages                   Lexington and Concord- 1775    oppressions=persecution, unjust treatment 5 “He has abdicated Government here, by declaring us out of his Protection and waging War against us. He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people. He is at this time transporting large Armies of foreign Mercenaries to complete the works of death, desolation and tyranny , already begun with circumstances of Cruelty & perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation…”   6 “In every state of these Oppressions We have Petitioned for Redress in the must humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince who character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people…” 8.. According to Jefferson in section 5, what actions has King George III taken against the colonies?               9. According to section 6, how have the colonies initially respond to the British actions?             10. Why does Jefferson refer to King George III as a tyrant? HW

38 Text Support Text Excerpts Text Questions  rectitude=goodness  solemnly=sadly, seriously Continental Congress  absolved=pardoned or released  allegiance= commitment, loyalty  levy=impose or put into effect  commerce=trade, create and conduct business 7 “We, therefore, the Representatives of the United States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of the Colonies, solemnly publish and declare, That these United Colonies are, and of Right out to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and out to be totally dissolved; and that as Free and Independence States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do…” 11. Who is the “We,” that Jefferson is referring to in section 7? 12. Using context clues, what is the difference between a colony and a state? (think about colonization) 13. What powers does Jefferson insist are now given to the United States of America? HW

https://www.mission-us.org/ Purpose: Experience life in colonial New England on the eve of the Revolution. • Step 1: Go to website • Step 2: Click on register in the top right corner • Step 3: Create an account - Make up a Username & Password Username: _________________________ Password: __________________________ Directions: Follow these directions to set up your Mission. • Step 4: Click Play and Select Mission 1 • Step 5: Choose to Play Online • Step 6: Click New Game • Step 7: Click Prologue • Step 8: Complete each part of the mission and answer the questions in this packet as you complete them

https://www.mission-us.org/ Purpose: Experience life in colonial New England on the eve of the Revolution. Part 1 1. Why is J. Langdon's Dry Goods store closed for business? (Try to visit the store during part 1.) It can be found in North End. 2. Who are the Sons of Liberty? 3. Why do so many people dislike the Boston Gazette? 4. What is a patriot? 5. Why do some people in Boston refuse to work with each other? 6. Did you doff your hat to the British official? Why or why not? Directions: Answer the following questions as you play through or after you finish part 1

https://www.mission-us.org/ Purpose: Experience life in colonial New England on the eve of the Revolution. Part 2 7. What is the difference between a patriot and a loyalist? 8. Why are people so angry at Theophilus Lillie? 8. What happened to Christopher Seider? 9. What do the Sons of Liberty want to do in response to Seider? Part 3 9. Who would you say is more responsible for the tension in the city - the Sons of Liberty or the British soldiers? Explain. 10How do you feel about your boss, Mr. Edes? Directions: Answer the following questions as you play through or after you finish part2

https://www.mission-us.org/ Purpose: Experience life in colonial New England on the eve of the Revolution. Part 4/5 11. Who did you choose to join? Why? 12. What happened to you next? Epilogue 13. Do you think the patriots reacted properly to the events of these 5 days? Explain. 14. What is one choice in the game you wish you had made differently? Explain. 15. After playing through the game are you more or less convinced that going to war with Britain was the right choice? Explain. Directions: Answer the following questions as you play through or after you finish part2

43 THE AMERICAN REVOLUTION:  -The American Army : (____________________ Army, _____________________ Army)  In the beginning, the Continental Army was made up of ___________________, frontiersmen, and ___________________ who left their homes to fight the British. Many believed the war would be short.  At first, they had to provide their own __________________, ammunition, and uniforms.  Over time, they would be formed into regular units with uniforms and proper equipment. The Betsy Ross Flag: One of the first flags used in the United States. American Advantages: American Disadvantages: 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. 7. 7.

44 THE AMERICAN REVOLUTION:  The British Army : (_________________, ________________)  The British Army was made up of ___________________ soldiers. They were highly ____________________ and the best equipped army in the world.  They believed the war would be short.  The British would hire German ________________________ to help fight the war. British Advantages: British Disadvantages: 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. 7. 7. The British flag was known as the “Union Jack.”

45 https://www.youtube.com/wat ch?v=JeqtkPR9l_0 Directions: Watch the Video & place the timeline events in the correct order on the Time Line.

46

47 Create a graffiti poster that illustrates various causes/ or events of the American Revolution. Your poster should include ten facts about the causes of the American Revolution. On a separate sheet of paper