US History I Grade 10 Unit 1 UPG
|Content: Social Studies/ |Grade: 10 |Unit # 1 Lesson # 1 |
|United States History | | |
|Unit Title: The Political and Intellectual Origins of the American Nation: The Revolution and the Constitution, 1763-1789 |
|Purpose: Why are you teaching this unit? |
|Students will be able to answer the following guiding questions: |
|1. What impact did European rivalries have on North America? |
|2. How did British plans to reduce the French and Indian War debt influence the colonies? |
|3. How did the ideas of the ancient Greeks and Romans and the Enlightenment Philosophers influence |
|the American Revolution? |
|4. How did the Enlightenment influence the ideas of Thomas Jefferson? |
|5. What methods were used to protest British policies before 1775? |
|6. Why were the colonists able to win their independence from Great Britain? |
|7. How did Massachusetts contribute to the American Revolution? |
| |
|Real World Connections: What are the real world connections? |
|Students will review events in history that have impacted the modern world. They will investigate social, economic, and political developments |
|throughout time. They will discuss how these developments have influenced both national and world conditions in the present day. |
|Social Studies Standards: |
|USI.1 Explain the political and economic factors that contributed to the American Revolution. (H, C) |
|A. the impact on the colonies of the French and Indian War, including how the war led to an overhaul of British imperial policy from 1763 to 1775. |
|B. how freedom from European feudalism and aristocracy and the widespread ownership of property fostered individualism and contributed to the |
|Revolution. |
|USI.2 Explain the historical and intellectual influences on the American Revolution and the formation and framework of the American government. (H, C) |
|A. the legacy of ancient Greece and Rome |
|B. the political theories of such European philosophers as Locke and Montesquieu |
|Seminal Primary Documents to Read: Mayflower Compact (1620) |
|Seminal Primary Documents to Consider: Massachusetts Body of Liberties (1641) and John Locke’s Treatises of Civil government (1690) |
|USI.3 Explain the influence and ideas of the Declaration of Independence and the political philosophy of Thomas Jefferson. (H, C) |
|Seminal Primary Documents to Read: Declaration of Independence (1776) |
|Seminal Primary Documents to Consider: Suffolk Resolves (1774) and the |
|Virginia Statute for Religious Freedom (1786) |
|USI.4 Analyze how Americans resisted British policies before 1775 and analyze the reasons for the American victory and British defeat during the |
|Revolutionary War. (H) |
|USI.5 Explain the role of Massachusetts in the revolution, including important events that took place in Massachusetts and important leaders from |
|Massachusetts. (H) |
|A. the Boston Massacre |
|B. the Boston Tea Party |
|C. the Battles of Lexington and Concord and Bunker (Breed’s) Hill |
|Sam Adams, John Adams, and John Hancock |
|Seminal Primary Documents to Consider: Massachusetts Constitution (1780) |
|Assessments: How will you know that the students have met the standards? (evidence) |
|Informal (Daily Assessment): Daily Assessments of students understanding might include: short written work and practice, writing with teacher feedback,|
|and observation and informal teacher-made assessments. Such assessments should inform instructional daily planning and intervention planning. |
|Homework: Nightly homework is recommended. |
|Formal Unit Assessment: Assessments of the topics and concepts taught during the unit are necessary. A variety of testing options are available in the|
|Teacher’s Manuals of approved texts. Use these resources and any other successful forms of assessments to create a test that measures the learning |
|outcomes and a student’s history and social science thinking. A variety of formats should be used including, short answers, multiple choice, and open |
|response. |
|Social Studies Content and Skills (Learning Outcomes): What content and skills will the student acquire during this unit? |
|1. Describe the policy of mercantilism. |
|2. Identify the causes of the French and Indian War. |
|3. Explain how Britain’s victory in the French and Indian War marked the end of the French empire in |
|North America. |
|4. Explain the purpose of the Proclamation of 1763. |
|5. Explain how the French and Indian War affected the economic relationship between England and its American colonies. |
|6. Identify the various taxes imposed on the colonies. |
|7. Explain the effects of boycotts and the non-importation agreement. |
|8. Explain the impact of the Boston Massacre and the Boston Tea Party. |
|9. Identify the activities of the Sons of Liberty. |
|10. Identify the revolutionary roles of Sam Adams, John Adams, and John Hancock. |
|11. Identify the “Rights of Englishmen.” |
|12. Explain why colonists were angry over the British government’s violations of the “Rights of |
|Englishmen.” |
|13. Explain the significance of the Battles of Lexington and Concord and Bunker Hill. |
|14. Explain how John Locke’s idea of “natural rights” influences the colonists to revolt. |
|15. Explain the impact of Thomas Paine’s Common Sense. |
|16. Explain the significance of the Declaration of Independence. |
|17. Describe the importance of the advantages and disadvantages that the British and Colonists had as they prepared for war. |
|18. Describe the major events of the war and why the Americans won. |
|Procedures/Materials: |
|Approved text |
|Appendix Documents: |
|Mayflower Compact (required DOE document), Declaration of Independence (required DOE document). |
|Learning Activities: What activities will be used to meet and apply the standards? |
|The number of the learning activity corresponds with the number of the learning outcome. |
|1. Analyze a map of North America in 1754. |
|2. a. Read and analyze the Albany Plan of Union. |
|b. Analyze Benjamin Franklin’s “Join or Die” political cartoon. |
|3. Create newspapers from both the British/colonial and French point of view. |
|4. a. Analyze a map of 1763. |
|b. Read and analyze the Proclamation Act of 1763. |
|5 and 6. a. Read primary documents that show the diversity and reactions generated by the Stamp Act. |
|b. A round table discussion with colonial and British representatives about the Stamp Act. |
|7. Read and analyze the poem “Patriotic Posey.” |
|8. a. Read and analyze letters between Josiah Quincy, Sr. and his son, Josiah, Jr. |
|b. Read and analyze an excerpt from A Retrospect of the Boston Tea Party, With a Memoir of George R.T. Hewes. |
|9-10. Read and analyze a statement from a member of the Westerly Committee of Correspondence |
|11-12. Read and analyze the Mayflower Compact and the English Bill of Rights. |
|13. Read and analyze eyewitness accounts of the Battles of Lexington and Concord. |
|14. Read and analyze John Locke’s Two Treatises of Government. |
|15. Read and analyze Thomas Paine’s Common Sense. |
|16. Read and analyze the Declaration of Independence. |
|17-18. Read and analyze The Treaty of Paris (1783). |
| |
|**Any other successful learning activity. |
| |
|Daily Social Studies Instructional Block: |
| |
|Activator: |
|During this time, the teacher is instructing using a clearly stated learning outcome. |
|Could include: |
|Review of a connection to previous learning |
|Review of previous homework |
|Use an activator to access students’ prior knowledge |
|Model use of materials to help the understanding of targeted learning outcomes |
|Introduce new vocabulary |
|A question/task that allows the student to make a personal connection to the content |
| |
|Teacher Directed Activity: |
|During this time, the teacher is giving direct instruction on the learning outcome of the day. It is the information that students will need to know to|
|complete the student directed learning activity. |
|Could include: |
|Whole class instruction |
|Lecture |
|Note taking |
|Guided reading |
| |
|Student Directed Learning Activity: |
|During this time, students are actively engaged in the learning outcome. |
|Could include: |
|Research on target concept |
|Interpreting data (primary and secondary resources, graphs, maps, pictures) |
|Explaining and discussing |
|Designing /constructing |
|Group Problem Solving |
| |
|Wrap Up: |
|During this time, the teacher and students are communicating about the work completed during the student directed learning activity and connecting it to|
|the learning outcome. |
|Could include: |
|Journal writing |
|Presentations |
|Questions/answers |
|Reports (written or oral) |
|Class discussion with a focus question or questions |
|Assignment and preparation of night’s homework |
|Differentiated Instruction: |
|The following website can be used in the technology integrated classroom. It provides an interactive experience for colonial life in Boston during this|
|time period. |
|Learning Activity #7 – The teacher may want to extend this activity by asking students to discuss what this poem reveals about colonial life in 1768. |
|Learning Activity #8 – A copy of the witness statements are available from the Social Studies Department. Teachers can create a court simulation of the|
|Boston Massacre Trial. Call 787-7447 for materials. |
|Learning Activity #12- |
|a. A vocabulary list can be provided for unfamiliar words. |
|b. Teachers can provide small excerpts of the documents. The teacher can have the student’s chunk and chew the documents in a whole group discussion. |
|Learning Activity #15 – The teacher can choose other selections form Common Sense based on his/her student’s academic needs. The entire text for Thomas |
|Paine’s Common Sense can be obtained at . The teacher may want to chunk and chew the document. |
|Learning Activity #16 – |
|The teacher may choose to demonstrate that the Declaration of Independence was drafted by relying on previously written documents. The teacher may want|
|to compare the structure and content of the Declaration of Independence with Virginia Declarations of Rights (1776), The Articles of Association (1774),|
|or The Resolutions of the Continental Congress (1765). |
|Grade 10: Unit # 1 The Political and Intellectual Origins of the American Nation: The Revolution and the Constitution, 1763-1789 |
|Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |
|See unit plan for lesson plans/learning activity, assessments, as well as specific outcomes and guiding questions. Pacing suggestions must be modified to meet teacher/student needs and |
|accommodations. |
|Standard#: USI.1 Explain the political |Standard#: USI.1 Explain the political |Standard#: USI.1 Explain the |Standard#: USI.1 Explain the political |Standard#: USI.1 Explain the |
|and economic factors that contributed to|and economic factors that contributed to |political and economic factors that|and economic factors that contributed to|political and economic factors that |
|the American Revolution. (H, C) |the American Revolution. (H, C) |contributed to the American |the American Revolution. (H, C) |contributed to the American |
| | |Revolution. (H, C) | |Revolution. (H, C) |
|Activator: |Activator: | |Activator: | |
|Refer to page 17 of the Social Studies |Refer to page 17 of the Social Studies |Activator: |Refer to page 17 of the Social Studies |Activator: |
|Instructional Guide (STIG) for activator|Instructional Guide (STIG) for activator |Refer to page 17 of the Social |Instructional Guide (STIG) for activator|Refer to page 17 of the Social |
|suggestions. |suggestions. |Studies Instructional Guide (STIG) |suggestions. |Studies Instructional Guide (STIG) |
| | |for activator suggestions. | |for activator suggestions. |
|Teacher Directed Activity: |Teacher Directed Activity: | |Teacher Directed Activity: | |
|Describe the policy of mercantilism. |Identify the causes of the French and |Teacher Directed Activity: |Explain the purpose of the Proclamation |Teacher Directed Activity: |
| |Indian War. |Explain how Britain’s victory in |of 1763 |Explain how the French and Indian War|
|Student Directed Learning Activity: | |the French and Indian War marked | |affected the economic relationship |
|*Reactivate student’s prior knowledge of|Student Directed Learning Activity: |the end of the French empire in |Student Directed Learning Activity: |between England and its American |
|European exploration and colonization. |** Background information for the Albany |North America. |1. Have students take out maps that were|colonies. |
|Area of focus: Where did Spain, England|Plan is provided in appendix document #2.| |given on day 1. |Identify the various taxes imposed on|
|and France settle in the New World? What|1. The teacher should facilitate a whole |Student Directed Learning Activity:|2. Have students contrast the two maps |the colonies. |
|were the reasons for each country’s |class discussion. |(This is a multi-day lesson) |and answer the following questions: | |
|exploration? How does a country benefit |Area of Focus: Colonial officials knew |1. Divide students into small |a. How does the map indicate who won the|Student Directed Learning Activity: |
|from exploration and colonization? What|that to defeat the French the colonies |groups. |war? |(This is a multi-day lesson) |
|is mercantilism? |needed to be united and cement an |1. Have the students imagine that |b. What happened to France’s possessions|1. Reactivate student’s prior |
|1. Have students look at a map of North |alliance with Iroquois. The colonies |he/she is a reporter for either a |between 1754 and 1763? |knowledge of mercantilism from day1 |
|America in 1754. (See appendix document|first attempt at unification, to deal |British/colonial or French |c. According to the map, how far do you |and relate it to the Stamp Act of |
|#1.) The map of 1763 will be used on |with issues, was The Albany Plan of |newspaper during the French and |think the colonies could extend? |1765. |
|Day 3. |Union. (1754) The plan was developed by|Indian War. |3. Review answers through a whole class |2. Divide the class into small |
|2. Have students answer the suggested |Benjamin Franklin. |2. The teacher should assign two |discussion. |groups. |
|questions. |2. Divide students into groups of four. |groups the same event. One group |4. Distribute the Proclamation Act of |3. The teacher should randomly |
|a. What countries are claiming territory|2. The teacher should distribute a copy |should write from the British |1763. (See appendix documents #3.) The |distribute the primary documents that|
|in North America in 1754? |of the Albany Plan of Union and |perspective and one group should |document can be read aloud in class |show the diversity and reactions |
|b. Who is claiming the most territory in|Benjamin Franklin’s “Join or Die” |write from the French perspective. |through the chunk and chew method. The |generated by the Stamp Act. (See |
|1754? |cartoon. |Suggested Topics: Fort Necessity |teacher and students can try and |appendix documents #4) |
|c. Based on your previous knowledge, |3. Have two students in each group read |(1754), Battle of the Wilderness |decipher the meaning of each paragraph. |4. Have students read and answer the |
|what goods or materials could be |the Albany Plan of Union and answer the |(1755), Fort William Henry (1757), |The teacher should facilitate a whole |questions. |
|extracted from the French and British |questions. The other two students will |Fort Carillon/Ticonderoga (1758), |class discussion of the document. |5. The teacher should facilitate a |
|territories? What led you to that |analyze Benjamin Franklin’s “Join or Die”|Fort Duquesne (1758), Battle of |Area of Focus: |round table discussion. The students|
|conclusion? Explain your answer. |and answer the questions (See appendix |Quebec (1759). |a. Division of new lands. |will pretend that they are the |
|d. Based on your answer above, which |documents #2.) |Student research should include: |b. The Proclamation forbade colonists |individuals listed within the primary|
|areas of North America do you believe |4. Have students share information in |What specific individuals were |from settling west of the Appalachian |document that they have read. The |
|are the most valuable? Why? |their groups. |involved, the role of native |Mountains. |teacher will act as the moderator. |
|e. Based on your answer to question c, |5. The teacher should facilitate a whole |Americans in the battle, where did |c. Temporarily secured land to Native |The teacher will present questions to|
|what problems do you think could develop|class discussion. |this battle occur, what were the |Americans (Referred to as Inhabitants in|the group and students will answer |
|between Europeans and Native Americans? |Suggested Questions for classroom |stages of this battle, what was the|the document.) |the questions from the point of view |
|Why? |discussion: |outcome and significance of the |d. British government was in charge of |of their individual in their |
|3. The teacher should facilitate a |a. What fears did colonists see in |battle. |all land transactions in the new |document. |
|whole class discussion of the answers to|joining the states together under the |3. Have students who are writing |territories. |Suggested Questions: |
|the questions. The teacher should make |Albany Plan? |from the French perspective come |5. The teacher should randomly assign |a. Why do you think the Stamp Act was|
|connections to mercantilism, the Seven |b. What fears could the British |together as a group. Have students|students one of the following questions:|imposed? Explain. |
|Year War and its extension into the |Government of seen in the Albany Plan? |who are writing from the |a. Using the map and the document, how |b. Do you think the Stamp Act is a |
|French and Indian War. |c. What parts of American government |British/Colonial perspective come |could the British government defend The |fair and just tax? Explain. |
| |today are visible in the Albany Plan? |together as a group. |Proclamation Act? |c. How do you think you should |
|Wrap Up: |** The teacher needs to inform students |4. The students will create a |b. Using the map and the document, how |respond to the criticisms of the |
|Refer to page 18 of the Social Studies |that the Albany Plan was a failure |large front page to a newspaper. |could the Native Americans be |Stamp Act? Explain. |
|Instructional Guide (STIG) for wrap up |however; it could be seen as the first |The teacher should provide students|temporarily satisfied with |d. How should the British government |
|suggestions. |step in uniting the colonies together. |with a teacher generated rubric for|The Proclamation Act? |pay its war debt from the French and |
| | |the newspaper and research. |c. Using the map and the document, why |Indian War? |
|Assessment: |Wrap Up: |5. The teacher should facilitate a |were colonist infuriated by |e. Can you predict a resolution to |
|List the advantages and disadvantages of|Refer to page 18 of the Social Studies |whole class discussion reviewing |The Proclamation Act? |the Stamp Act controversy? Explain. |
|mercantilism. Do you think mercantilism|Instructional Guide (STIG) for wrap up |the events. |6. The teacher should review student’s |f. Allow students to question other |
|is mutually beneficial to the mother |suggestions. | |answers through a whole class |individuals at the table. |
|country and the colonies? Explain your | |Wrap Up: |discussion. | |
|answer. |Assessment: |Refer to page 18 of the Social |**The teacher should explain to students|Wrap Up: |
| |Completion of reading the Albany Plan. |Studies Instructional Guide (STIG) |that The Proclamation Act is one of a |Refer to page 18 of the Social |
| |Completion of analyzing the cartoon. |for wrap up suggestions. |compounding list of grievances against |Studies Instructional Guide (STIG) |
| |Participation in class discussion. | |the British Parliament. |for wrap up suggestions. |
| | |Assessment: | | |
| | |Individual grade for completion of |Wrap Up: |Assessment: |
| | |the research. |Refer to page 18 of the Social Studies |Using the documents and your |
| | |Group grade for completion of the |Instructional Guide (STIG) for wrap up |knowledge of United States history, |
| | |newspaper. |suggestions. |write an essay in which you: |
| | | | |a. Explain how the French and Indian |
| | | |Assessment: |War led to higher taxes for the |
| | | |Participation in class discussion. |British colonists |
| | | |Completion of point of view question. |b. Explain how The Stamp Act affected|
| | | | |the colonist’s views towards the |
| | | | |English government. |
|Grade: 10 Unit # 1 The Political and Intellectual Origins of the American Nation: The Revolution and the Constitution, 1763-1789 |
|Day 6 |Day 7 |Day 8 |Day 9 |Day 10 |
|See unit plan for lesson plans/learning activity, assessments, as well as specific outcomes and guiding questions. Pacing suggestions must be modified to meet teacher/student needs and |
|accommodations. |
|Standard#: USI.1 Explain the political |Standard#: USI.5 Explain the role of |Standard#: USI.5 Explain the role |Standard#: USI.5 Explain the role of |Standard#: USI.2 Explain the |
|and economic factors that contributed to|Massachusetts in the revolution, |of Massachusetts in the revolution,|Massachusetts in the revolution, |historical and intellectual |
|the American Revolution. (H, C) |including important events that took |including important events that |including important events that took |influences on the American Revolution|
| |place in Massachusetts and important |took place in Massachusetts and |place in Massachusetts and important |and the formation and framework of |
|Activator: |leaders from Massachusetts. (H) |important leaders from |leaders from Massachusetts. (H) |the American government. (H, C) |
|Refer to page 17 of the Social Studies |A. the Boston Massacre |Massachusetts. (H) |C. the Battles of Lexington and Concord |A. the legacy of ancient Greece and |
|Instructional Guide (STIG) for activator|B. the Boston Tea Party |A. the Boston Massacre |and Bunker (Breed’s) Hill |Rome |
|suggestions. | |B. the Boston Tea Party |Sam Adams, John Adams, and John Hancock |B. the political theories of such |
| |Activator: | | |European philosophers as Locke and |
|Teacher Directed Activity: |Refer to page 17 of the Social Studies |Activator: |Activator: |Montesquieu |
|Explain the effects of boycotts and the |Instructional Guide (STIG) for activator |Refer to page 17 of the Social |Refer to page 17 of the Social Studies | |
|non-importation agreement. |suggestions. |Studies Instructional Guide (STIG) |Instructional Guide (STIG) for activator|Activator: |
| | |for activator suggestions. |suggestions. |Refer to page 17 of the Social |
|Student Directed Learning Activity: |Teacher Directed Activity: | | |Studies Instructional Guide (STIG) |
|1. Distribute to students a copy of |Explain the impact of the Boston Massacre|Teacher Directed Activity: |Teacher Directed Activity: |for activator suggestions. |
|“Patriotic Posey” a poem copied into the|and the Boston Tea Party. |Explain the impact of the Boston |Identify the activities of the Sons of | |
|commonplace book of Milcah Martha Moore |Identify the revolutionary roles of John |Massacre and the Boston Tea Party. |Liberty. |Teacher Directed Activity: |
|in 1768. (See appendix document #5.) |Adams | |Identify the revolutionary roles of Sam |Identify the “Rights of Englishmen.” |
|2. Have the class read the poem. | |Student Directed Learning Activity:|Adams, John Adams, and John Hancock. |Explain why colonists were angry over|
|**The footnotes are provided to help |Student Directed Learning Activity: |1. The teacher should distribute to| |the British government’s violations |
|students understand the vocabulary of |1. Distribute to students copies of |students a copy of A Retrospect of |Student Directed Learning Activity: |of the “Rights of Englishmen.” |
|the time. |letters between Josiah Quincy, Sr. and |the Boston Tea Party, With a Memoir|1. Reactivate student’s prior knowledge | |
|3. Students should answer the following |his son, Josiah, Jr. |of George R.T. Hewes (See appendix |of the Boston Tea Party. |Student Directed Learning Activity: |
|questions: |* Josiah Jr. and John Adams agreed to |document #7) |Area of Focus: |(This is a multi-day lesson) |
|a. How are women described in the poem? |defend the British soldiers in a court of|2. Have students read the document |The British government responded to the |1. Put the following statement on the|
|b. Are women described as mothers and |law. |and answer the following questions:|Boston Tea Party by passing the |board: |
|wives? |2. Students will read the letters and | |Intolerable Acts. These measures |“No scutage (tax) not aid shall be |
|c. What are women being asked to do? |answer the questions. (See appendix |a. Why did the colonists dump the |included the closing of the port of |imposed on our kingdom, unless by |
|d. Why are women being asked to do it? |document #6) |tea into the Boston Harbor? |Boston, the annulment of the |common counsel of our kingdom.” Magna|
|e. In this poem, how are men and women |3. Have students make a list of the |b. Does the letter suggest that the|Massachusetts colonial charter, the |Carta (1215) |
|being compared? |reasons why Josiah Quincy, Jr. and John |tea party could have been avoided? |reorganization of Massachusetts |Ask students the following suggested |
|f. What does the poem’s author hope will|Adams should and shouldn’t defend the |c. Why were the identities of the |government, the re-establishment of |questions: |
|happen to merchants? |British soldiers. |people kept secret? |admiralty courts and the issuing of |a. What do you think this quote |
|3. The teacher should facilitate a whole|4. The teacher should facilitate a whole |d. Why were participants so harsh |arrest warrants for radical leaders. |means? |
|class discussion of the poem and |class discussion of the lists. |on anyone who smuggled tea off the |2. Distribute to students a copy of a |b. What is the Magna Carta? |
|questions. The poem is calling on women |5. The teacher should poll the students |boat? |statement from a member of the Westerly |c. Why might the Magna Carta have |
|to boycott taxable imports. This poem is|to see who would defend the British |e. Why didn’t British warships |Committee of Correspondence expressing |significance to the British |
|an example of how women were politically|troops and who would not. |respond to the action? |his reaction to the Intolerable Acts. |colonists? |
|and economically involved in the events |6. Students will write an essay |2. Using these questions as a |(See appendix document # 8) |2. Divide students into groups of |
|leading to the American Revolution. |explaining their decision about whether |guide, have students write a |3. Students should read the document and|four. |
| |or not to defend Captain Preston. |newspaper article regarding the |answer the questions. |3. Distribute a copy of the Mayflower|
|Lesson modified from: Women of the |Lesson taken from: National Center for |Boston Tea Party. |4. The teacher should facilitate a whole|Compact and the English Bill of |
|American Revolution National Center for |History in the Schools,.Causes of the | |class discussion. |Rights to each group. Have two |
|History in the Schools, University of |American Revolution: Focus Boston |Lesson taken from: National Center |Area of Focus: |members from each group read one of |
|California, Los Angeles: The Regents, |University of California, Los Angeles: |for History in the Schools, Causes |a. Answers to the suggested questions. |the documents and answer the |
|2000. |The Regents, 1998. |of the American Revolution: Focus |b. The role the Committee of |documents questions. (See appendix |
| | |Boston University of California, |Correspondence played in coordinating |documents #9.) |
|Wrap Up: |Wrap Up: |Los Angeles: The Regents, 1998. |written communication throughout the |4. Have students share information in|
|Refer to page 18 of the Social Studies |Refer to page 18 of the Social Studies | |colonies. C. The role the Committees of |their groups. As a group, students |
|Instructional Guide (STIG) for wrap up |Instructional Guide (STIG) for wrap up |Wrap Up: |Correspondence played in rallying |should attempt to answer the |
|suggestions. |suggestions. |Refer to page 18 of the Social |opposition on common causes against the |following questions using both |
| | |Studies Instructional Guide (STIG) |British government. |documents: |
|Assessment: |Assessment: |for wrap up suggestions. |5. Have students pretend he/she is a |a. What consistencies do you see |
|Participation in class discussion of the|a. Completion of readings and questions. | |member Committee of Correspondence. |throughout both documents? Provide |
|poem. |b. Participation in class discussion. |Assessment: |Have students write two letters. One |specific examples. |
| |d. Completed essay. |Completion of the questions and the|letter should be to another member of |b. How do both documents display the |
| | |newspaper article. |the Committees of Correspondence in a |“Rights of Englishmen?” |
| | | |different colony expressing the events |5. The teacher should facilitate a |
| | | |of the Intolerable Acts, Stamp Act, or |whole class discussion. |
| | | |Boston Massacre. The second letter |Area of Focus: |
| | | |should be written to Parliament |Colonists believed they were entitled|
| | | |protesting the Intolerable Acts. |to the same rights and liberties as |
| | | |Lesson taken from: National Center for |the citizens of England because they |
| | | |History in the Schools, Causes of the |were British. The Acts issued by |
| | | |American Revolution: Focus Boston |Parliament were direct violations of |
| | | |University of California, Los Angeles: |the Magna Carta, Mayflower Compact |
| | | |The Regents, 1998. |and the English Bill of Rights. |
| | | | | |
| | | |Wrap Up: |Wrap Up: |
| | | |Refer to page 18 of the Social Studies |Refer to page 18 of the Social |
| | | |Instructional Guide (STIG) for wrap up |Studies Instructional Guide (STIG) |
| | | |suggestions. |for wrap up suggestions. |
| | | | | |
| | | |Assessment: |Assessment: |
| | | |a. Completion of readings and questions.|Document based question: Using the |
| | | |b. Participation in class discussion. |documents, along with your knowledge |
| | | |c. Completion of letters. |of United States History, write an |
| | | | |essay in which you describe how the |
| | | | |grievances of the colonists were |
| | | | |based on perceived violations of |
| | | | |“their rights as Englishmen.” |
|Grade: 10 Unit # 1 The Political and Intellectual Origins of the American Nation: The Revolution and the Constitution, 1763-1789 |
|Day 11 |Day 12 |Day 13 |Day 14 |Day 15 |
|See unit plan for lesson plans/learning activity, assessments, as well as specific outcomes and guiding questions. Pacing suggestions must be modified to meet teacher/student needs and |
|accommodations. |
|Standard#:USI.5 Explain the role of |Standard#: USI.2 Explain the historical |Standard#: USI.2 Explain the |Standard#: USI.3 Explain the influence |Standard#:USI.4 Analyze how Americans|
|Massachusetts in the revolution, |and intellectual influences on the |historical and intellectual |and ideas of the Declaration of |resisted British policies before 1775|
|including important events that took |American Revolution and the formation and|influences on the American |Independence and the political |and analyze the reasons for the |
|place in Massachusetts and important |framework of the American government. (H,|Revolution and the formation and |philosophy of Thomas Jefferson. (H, C) |American victory and British defeat |
|leaders from Massachusetts. (H) |C) |framework of the American | |during the Revolutionary War. (H) |
|C. the Battles of Lexington and Concord |B. the political theories of such |government. (H, C) |Activator: | |
|and Bunker (Breed’s) Hill |European philosophers as Locke and |B. the political theories of such |Refer to page 17 of the Social Studies |Activator: |
|Sam Adams, John Adams, and John Hancock |Montesquieu |European philosophers as Locke and |Instructional Guide (STIG) for activator|Refer to page 17 of the Social |
| | |Montesquieu |suggestions. |Studies Instructional Guide (STIG) |
|Activator: |Activator: | | |for activator suggestions. |
|Refer to page 17 of the Social Studies |Refer to page 17 of the Social Studies |Activator: |Teacher Directed Activity: | |
|Instructional Guide (STIG) for activator|Instructional Guide (STIG) for activator |Refer to page 17 of the Social |Explain the significance of the |Teacher Directed Activity: |
|suggestions. |suggestions. |Studies Instructional Guide (STIG) |Declaration of Independence. |Describe the importance of the |
| | |for activator suggestions. | |advantages and disadvantages that the|
|Teacher Directed Activity: |Teacher Directed Activity: | |Student Directed Learning Activity: |British and Colonists had as they |
|Explain the significance of the Battles |Explain how John Locke’s idea of “natural|Teacher Directed Activity: |1. Reactivate student’s prior knowledge |prepared for war. |
|of Lexington and Concord and Bunker |rights” influences the colonists to |Explain how John Locke’s idea of |of the Declaration of Independence. |Describe the major events of the war |
|Hill. |revolt. |“natural rights” influences the |Area of Focus: |and why the Americans won. |
| | |colonists to revolt. |a. What do they remember about the | |
| |Student Directed Learning Activity: |Explain the impact of Thomas |document? |Student Directed Learning Activity: |
|Student Directed Learning Activity: |1. Reactivate student’s prior knowledge |Paine’s Common Sense. |b. Why was the Declaration of |1. Distribute copies of The Treaty of|
|1. Distribute to students a copy of |of John Locke and other Enlightenment | |Independence created? |Paris to students. (See appendix |
|British General Gage’s orders regarding |thinkers. Review the historical context |Student Directed Learning Activity:|2. The teacher should inform the class |document # 14.) |
|Concord, Massachusetts. |of John Locke’s writings. |1. Reactivate student’s prior |of the physical structure and intent of |2. Have students read and answer the |
|(See appendix documents #10) |2. Distribute to students an excerpt from|knowledge of John Locke and the |each section of the Declaration of |following suggested questions: |
|2. Have students read the document. |John Locke’s “Two Treatises of |“Two Treatises of Government.” |Independence. |a. Why did England refer to the war |
|3. The teacher should facilitate a whole|Government.” (See appendix document # 11)|Suggested questions for discussion:|3. Distribute to students a copy of the |as “past misunderstandings and |
|class discussion of the document. |3. Have students read the document and |a. What was the purpose of |Declaration of Independence and the |differences?” |
|Area of Focus: |answer the questions. |government according to Locke? |section by section worksheet. (See |b. According to Article 2, what |
|a. What are British soldiers suppose to |4. The teacher should facilitate a whole |b. What restrictions should be put |appendix document #13.) |boundaries were set by the Treaty of |
|do in Concord? |class discussion of the questions. |on government? Why? |4. Students will read the Declaration |Paris? |
|b. How are British troops suppose to | |2. Distribute to students an |of Independence and complete the |c. According to Article 5, the United|
|treat the colonists? |Wrap Up: |excerpt from Thomas Paine’s Common |worksheet. Students will use the |States agreed to recommend |
|c. Why do you think Gage wants this |Refer to page 18 of the Social Studies |Sense. (See appendix document # 12)|completed worksheet to analyze the |restitution of all estates to |
|operation to be a secret? |Instructional Guide (STIG) for wrap up |The teacher should help the |purpose of the document. |loyalists. Why do you think the word|
|2. Divide the class into small groups. |suggestions. |students put the document into a |4. The teacher should facilitate a whole|“recommended” was used and how do you|
|3. Randomly distribute copies of | |historical context. Suggested |class discussion of the information on |think that stipulation was perceived |
|eyewitness reports of the activities |Assessment: |Questions: |the worksheet and the document. |by colonists who revolted? |
|that occurred on April 19, 1775. |Completion of the readings and questions.|a. Who is the author and his | |3. The teacher should facilitate a |
|4. Have students read the document and | |background? |Wrap Up: |whole class discussion. |
|answer the Written Document Analysis | |b. What is the author’s motive in |Refer to page 18 of the Social Studies |Area of Focus: |
|Worksheet. (National Archives) (See | |producing this document? |Instructional Guide (STIG) for wrap up |a. The answers to the questions. |
|appendix documents #10) | |c. Who is the audience for this |suggestions. |b. The Treaty made the United States |
|5. The teacher should facilitate a whole| |document? | |and independent nation. |
|class discussion. | |3. Have students read the document | |c. The Treaty stated that the United |
|Area of Focus: | |and answer the questions. (See |Assessment: |States would include the 13 colonies |
|a. What were the British points of view | |appendix document #12) |Completion of the readings and |and all land held by England west to |
|regarding what happened at the Battles | |4. The teacher should facilitate a |worksheet. |the Mississippi River. |
|of Lexington and Concord? | |whole class discussion of the |Participation in class discussion. | |
|b. What were the colonial points of view| |assigned questions. The teacher | |Wrap Up: |
|regarding what happened at the Battles | |should emphasis the extent Thomas | |Refer to page 18 of the Social |
|of Lexington and Concord? | |Paine was influenced by John | |Studies Instructional Guide (STIG) |
|6. Reactivate student’s prior knowledge | |Locke’s Two Treatises of | |for wrap up suggestions. |
|of British General Gage’s orders for | |Government. | | |
|Concord, Massachusetts. | |5. Assign students the following | |Assessment: |
|Area of Focus: | |essay question: | |Completion of readings. |
|a. What were the orders? | |After reading Thomas Paine’s Common| |Participation in class discussions. |
|b. Were the orders followed? | |Sense, what does the document tell | | |
|c. Why or why not? | |the reader about the historical | | |
|7. Have students complete the following | |time period in the colonies? | | |
|writing assignment: | | | | |
|Imagine that you are a British soldier, | |Wrap Up: | | |
|a colonial minute man, or a citizen of | |Refer to page 18 of the Social | | |
|Lexington or Concord in 1775. In a | |Studies Instructional Guide (STIG) | | |
|letter, a friend asks you, “After what | |for wrap up suggestions. | | |
|happened on April 19, can war between | | | | |
|the colonies and Great Britain be | |Assessment: | | |
|avoided? Explain.” Answer your friend in| |Completion of the readings and | | |
|letter form, using information you | |questions. | | |
|learned in this lesson. | |Completion of essay. | | |
|Lesson taken from: The National Park | | | | |
|Service/Minute Man National Historic | | | | |
|Park | | | | |
| | | | | |
|Wrap Up: | | | | |
|Refer to page 18 of the Social Studies | | | | |
|Instructional Guide (STIG) for wrap up | | | | |
|suggestions. | | | | |
| | | | | |
|Assessment: | | | | |
|Completion of readings. | | | | |
|Participation in class discussions. | | | | |
|Completion of essay. | | | | |
Appendix 1
Document #1
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Source: tea.state.tx.us/.../grade10/ss/p91no34
Document #2
Background Information
Albany Plan of Union, 1754
The Albany Plan of Union was a plan to place the British North American colonies under a more centralized government. The plan was adopted on July 10, 1754, by representatives from seven of the British North American colonies. Although never carried out, it was the first important plan to conceive of the colonies as a collective whole united under one government.
Representatives of the colonial governments adopted the Albany Plan during a larger meeting known as the Albany Congress. The British government in London had ordered the colonial governments to meet in 1754, initially because of a breakdown in negotiations between the colony of New York and the Mohawk nation, part of the Iroquois Confederation. More generally, imperial officials wanted to sign a treaty with the Iroquois that would articulate a clear colonial-Indian relations policy for all the colonies to follow. The colonial governments of Maryland, Pennsylvania, New York, Connecticut, Rhode Island, Massachusetts and New Hampshire all sent commissioners to the Congress. Although the treaty with the Iroquois was the main purpose of the Congress, the delegates also met to discuss intercolonial cooperation on other matters. With the French and Indian War looming, the need for cooperation was urgent, especially for colonies likely to come under attack or invasion.
Prior to the Albany Congress, a number of intellectuals and government officials had formulated and published several tentative plans for centralizing the colonial governments of North America. Imperial officials saw the advantages of bringing the colonies under closer authority and supervision, while colonists saw the need to organize and defend common interests. One figure of emerging prominence among this group was Pennsylvanian Benjamin Franklin. Earlier, Franklin had written to friends and colleagues proposing a plan of voluntary union for the colonies. Upon hearing of the Albany Congress, his newspaper, the Pennsylvania Gazette, published the political cartoon “Join or Die,” which illustrated the importance of union by comparing the colonies to pieces of a snake’s body. The Pennsylvania government appointed Franklin as a commissioner to the Congress, and on his way, Franklin wrote to several New York commissioners outlining “short hints towards a scheme for uniting the Northern Colonies” by means of an act of the British Parliament.
The Albany Congress began on June 19, and the commissioners voted unanimously to discuss the possibility of union on June 24. The union committee submitted a draft of the plan on June 28, and commissioners debated aspects of it until they adopted a final version on July 10.
Although only seven colonies sent commissioners, the plan proposed the union of all the British colonies except for Georgia and Delaware. The colonial governments were to select members of a “Grand Council,” while the British Government would appoint a “president General.” Together, these two branches of the unified government would regulate colonial-Indian relations and also resolve territorial disputes between the colonies. Acknowledging the tendency of royal colonial governors to override colonial legislatures and pursue unpopular policies, the Albany Plan gave the Grand Council greater relative authority. The plan also allowed the new government to levy taxes for its own support.
Despite the support of many colonial leaders, the plan, as formulated at Albany, did not become a reality. Colonial governments, sensing that it would curb their own authority and territorial rights, either rejected the plan or chose not to act on it at all. The British Government had already dispatched General Edward Braddock as military commander in chief along with two commissioners to handle Indian relations, and believed that directives from London would suffice in the management of colonial affairs.
The Albany Plan was not conceived out of a desire to secure independence from Great Britain. Many colonial commissioners actually wished to increase imperial authority in the colonies. Its framers saw it instead as a means to reform colonial-imperial relations, while recognizing that the colonies collectively shared certain common interests. However, the colonial governments’ own fears of losing power, territory, and commerce at one another’s expense, and at the expense of the British Parliament, ensured the Albany Plan’s failure.
Despite the failure of the Albany Plan, it served as a possible model for future attempts at union: it attempted to establish the division between the executive and legislative branches of government, while establishing a common governmental authority to deal with external relations. More importantly, it conceived of the colonies of mainland North America as a collective unit, separate from the mother country but also from the other British colonies in the West Indies and elsewhere.
Source: United States Department of State
Albany Plan of Union
It is proposed that humble application be made for an act of Parliament of Great Britain, by virtue of which one general government may be formed in America, including all the said colonies, within and under which government each colony may retain its present constitution, except in the particulars wherein a change may be directed by the said act, as hereafter follows.
1. That the said general government be administered by a President-General, to be appointed and supported by the crown; and a Grand Council, to be chosen by the representatives of the people of the several Colonies met in their respective assemblies.
2. That within -- months after the passing such act, the House of Representatives that happen to be sitting within that time, or that shall be especially for that purpose convened, may and shall choose members for the Grand Council, in the following proportion, that is to say,
Massachusetts Bay 7
New Hampshire 2
Connecticut 5
Rhode Island 2
New York 4
New Jersey 3
Pennsylvania 6
Maryland 4
Virginia 7
North Carolina 4
South Carolina 4
------
48
3. -- who shall meet for the first time at the city of Philadelphia, being called by the President-General as soon as conveniently may be after his appointment.
4. That there shall be a new election of the members of the Grand Council every three years; and, on the death or resignation of any member, his place should be supplied by a new choice at the next sitting of the Assembly of the Colony he represented.
5. That after the first three years, when the proportion of money arising out of each Colony to the general treasury can be known, the number of members to be chosen for each Colony shall, from time to time, in all ensuing elections, be regulated by that proportion, yet so as that the number to be chosen by any one Province be not more than seven, nor less than two.
6. That the Grand Council shall meet once in every year, and oftener if occasion require, at such time and place as they shall adjourn to at the last preceding meeting, or as they shall be called to meet at by the President-General on any emergency; he having first obtained in writing the consent of seven of the members to such call, and sent duly and timely notice to the whole.
7. That the Grand Council have power to choose their speaker; and shall neither be dissolved, prorogued, nor continued sitting longer than six weeks at one time, without their own consent or the special command of the crown.
8. That the members of the Grand Council shall be allowed for their service ten shillings sterling per diem, during their session and journey to and from the place of meeting; twenty miles to be reckoned a day's journey.
9. That the assent of the President-General be requisite to all acts of the Grand Council, and that it be his office and duty to cause them to be carried into execution.
10. That the President-General, with the advice of the Grand Council, hold or direct all Indian treaties, in which the general interest of the Colonies may be concerned; and make peace or declare war with Indian nations.
11. That they make such laws as they judge necessary for regulating all Indian trade.
12. That they make all purchases from Indians, for the crown, of lands not now within the bounds of particular Colonies, or that shall not be within their bounds when some of them are reduced to more convenient dimensions.
13. That they make new settlements on such purchases, by granting lands in the King's name, reserving a quitrent to the crown for the use of the general treasury.
14. That they make laws for regulating and governing such new settlements, till the crown shall think fit to form them into particular governments.
15. That they raise and pay soldiers and build forts for the defence of any of the Colonies, and equip vessels of force to guard the coasts and protect the trade on the ocean, lakes, or great rivers; but they shall not impress men in any Colony, without the consent of the Legislature.
16. That for these purposes they have power to make laws, and lay and levy such general duties, imposts, or taxes, as to them shall appear most equal and just (considering the ability and other circumstances of the inhabitants in the several Colonies), and such as may be collected with the least inconvenience to the people; rather discouraging luxury, than loading industry with unnecessary burdens.
17. That they may appoint a General Treasurer and Particular Treasurer in each government when necessary; and, from time to time, may order the sums in the treasuries of each government into the general treasury; or draw on them for special payments, as they find most convenient.
18. Yet no money to issue but by joint orders of the President-General and Grand Council; except where sums have been appropriated to particular purposes, and the President-General is previously empowered by an act to draw such sums.
19. That the general accounts shall be yearly settled and reported to the several Assemblies.
20. That a quorum of the Grand Council, empowered to act with the President-General, do consist of twenty-five members; among whom there shall be one or more from a majority of the Colonies.
21. That the laws made by them for the purposes aforesaid shall not be repugnant, but, as near as may be, agreeable to the laws of England, and shall be transmitted to the King in Council for approbation, as soon as may be after their passing; and if not disapproved within three years after presentation, to remain in force.
22. That, in case of the death of the President-General, the Speaker of the Grand Council for the time being shall succeed, and be vested with the same powers and authorities, to continue till the King's pleasure be known.
23. That all military commission officers, whether for land or sea service, to act under this general constitution, shall be nominated by the President-General; but the approbation of the Grand Council is to be obtained, before they receive their commissions. And all civil officers are to be nominated by the Grand Council, and to receive the President-General's approbation before they officiate.
24. But, in case of vacancy by death or removal of any officer, civil or military, under this constitution, the Governor of the Province in which such vacancy happens may appoint, till the pleasure of the President-General and Grand Council can be known.
25. That the particular military as well as civil establishments in each Colony remain in their present state, the general constitution notwithstanding; and that on sudden emergencies any Colony may defend itself, and lay the accounts of expense thence arising before the President-General and General Council, who may allow and order payment of the same, as far as they judge such accounts just and reasonable.
Source: Leonard Larrabee, ed., Papers of Benjamin Franklin, vol. 5 (1959), 387-92.
Questions for the Albany Plan
1. What was the interest of the colonies to join in a more centralized government?
2. How is power shared between the colonies and Great Britain?
3. What examples of inter-colonial cooperation can be seen in the document? Cite specific examples.
4. What advantages would the colonies see by adopting the Albany Plan? Cite specific examples.
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Source: This Cartoon originally appeared in Franklin’s Pennsylvania Gazette in 1754, but was reprinted throughout the colonies. (Image courtesy Library of Congress, American Memory)
exhibits/us.capitol/s1.html
Questions for Benjamin Franklin’s “Join or Die”
1. What do you see in the visual?
2. What did the various parts of the snake represent?
3. What did the snake as a whole represent?
4. What do you think Franklin means by the title “Join or Die?”
5. What do you think Franklin was attempting to express through the cartoon?
Documents #3
BY THE KlNG. A PROCLAMATION
GEORGE R. Whereas We have taken into Our Royal Consideration the extensive and valuable Acquisitions in America, secured to our Crown by the late Definitive Treaty of Peace , concluded at Paris. the 10th Day of February last; and being desirous that all Our loving Subjects, as well of our Kingdom as of our Colonies in America, may avail themselves with all convenient Speed, of the great Benefits and Advantages which must accrue there from to their Commerce, Manufactures, and Navigation, We have thought fit, with the Advice of our Privy Council. to issue this our Royal Proclamation, hereby to publish and declare to all our loving Subjects, that we have, with the Advice of our Said Privy Council, granted our Letters Patent, under our Great Seal of Great Britain, to erect, within the Countries and Islands ceded and confirmed to Us by the said Treaty, Four distinct and separate Governments, styled and called by the names of Quebec, East Florida, West Florida and Grenada, and limited and bounded as follows, viz.
First --The Government of Quebec bounded on the Labrador Coast by the River St. John, and from thence by a Line drawn from the Head of that River through the Lake St. John, to the South end of the Lake Nipissim; from whence the said Line, crossing the River St. Lawrence, and the Lake Champlain, in 45. Degrees of North Latitude, passes along the High Lands which divide the Rivers that empty themselves into the said River St. Lawrence from those which fall into the Sea; and also along the North Coast of the Baye des Chaleurs, and the Coast of the Gulph of St. Lawrence to Cape Rosieres, and from thence crossing the Mouth of the River St. Lawrence by the West End of the Island of Anticosti, terminates at the aforesaid River of St. John.
Secondly --The Government of East Florida. bounded to the Westward by the Gulph of Mexico and the Apalachicola River; to the Northward by a Line drawn from that part of the said River where the Chatahouchee and Flint Rivers meet, to the source of St. Mary's River. and by the course of the said River to the Atlantic Ocean; and to the Eastward and Southward by the Atlantic Ocean and the Gulph of Florida, including all Islands within Six Leagues of the Sea Coast.
Thirdly --The Government of West Florida. bounded to the Southward by the Gulph of Mexico. including all Islands within Six Leagues of the Coast. from the River Apalachicola to Lake Pontchartrain; to the Westward by the said Lake, the Lake Maurepas, and the River Mississippi; to the Northward by a Line drawn due East from that part of the River Mississippi which lies in 31 Degrees North Latitude. to the River Apalachicola or Chatahouchee; and to the Eastward by the said River.
Fourthly --The Government of Grenada, comprehending the Island of that name, together with the Grenadines, and the Islands of Dominico, St. Vincent's and Tobago. And to the end that the open and free Fishery of our Subjects may be extended to and carried on upon the Coast of Labrador, and the adjacent Islands. We have thought fit. with the advice of our said Privy Council to put all that Coast, from the River St. John's to Hudson's Straights, together with the Islands of Anticosti and Madelaine, and all other smaller Islands Iying upon the said Coast, under the care and Inspection of our Governor of Newfoundland.
We have also, with the advice of our Privy Council. thought fit to annex the Islands of St. John's and Cape Breton, or Isle Royale, with the lesser Islands adjacent thereto, to our Government of Nova Scotia.
We have also, with the advice of our Privy Council aforesaid, annexed to our Province of Georgia all the Lands Iying between the Rivers Alatamaha and St. Mary's.
And whereas it will greatly contribute to the speedy settling of our said new Governments, that our loving Subjects should be informed of our Paternal care, for the security of the Liberties and Properties of those who are and shall become Inhabitants thereof, We have thought fit to publish and declare, by this Our Proclamation, that We have, in the Letters Patent under our Great Seal of Great Britain, by which the said Governments are constituted. given express Power and Direction to our Governors of our Said Colonies respectively, that so soon as the state and circumstances of the said Colonies will admit thereof, they shall, with the Advice and Consent of the Members of our Council, summon and call General Assemblies within the said Governments respectively, in such Manner and Form as is used and directed in those Colonies and Provinces in America which are under our immediate Government: And We have also given Power to the said Governors, with the consent of our Said Councils, and the Representatives of
We have also thought fit, with the advice of our Privy Council as aforesaid, to give unto the Governors and Councils of our said Three new Colonies, upon the Continent full Power and Authority to settle and agree with the Inhabitants of our said new Colonies or with any other Persons who shall resort thereto, for such Lands. Tenements and Hereditaments, as are now or hereafter shall be in our Power to dispose of; and them to grant to any such Person or Persons upon such Terms, and under such moderate Quit-Rents, Services and Acknowledgments, as have been appointed and settled in our other Colonies, and under such other Conditions as shall appear to us to be necessary and expedient for the Advantage of the Grantees, and the Improvement and settlement of our said Colonies.
And Whereas, We are desirous, upon all occasions, to testify our Royal Sense and Approbation of the Conduct and bravery of the Officers and Soldiers of our Armies, and to reward the same, We do hereby command and impower our Governors of our said Three new Colonies, and all other our Governors of our several Provinces on the Continent of North America, to grant without Fee or Reward, to such reduced Officers as have served in North America during the late War, and to such Private Soldiers as have been or shall be disbanded in America, and are actually residing there, and shall personally apply for the same, the following Quantities of Lands, subject, at the Expiration of Ten Years, to the same Quit-Rents as other Lands are subject to in the Province within which they are granted, as also subject to the same Conditions of Cultivation and Improvement; viz.
To every Person having the Rank of a Field Officer--5,000 Acres.
To every Captain--3,000 Acres.
To every Subaltern or Staff Officer,--2,000 Acres.
To every Non-Commission Officer,--200 Acres .
To every Private Man--50 Acres.
We do likewise authorize and require the Governors and Commanders in Chief of all our said Colonies upon the Continent of North America to grant the like Quantities of Land, and upon the same conditions, to such reduced Officers of our Navy of like Rank as served on board our Ships of War in North America at the times of the Reduction of Louisbourg and Quebec in the late War, and who shall personally apply to our respective Governors for such Grants.
And whereas it is just and reasonable, and essential to our Interest, and the Security of our Colonies, that the several Nations or Tribes of Indians with whom We are connected, and who live under our Protection, should not be molested or disturbed in the Possession of such Parts of Our Dominions and Territories as, not having been ceded to or purchased by Us, are reserved to them. or any of them, as their Hunting Grounds.--We do therefore, with the Advice of our Privy Council, declare it to be our Royal Will and Pleasure. that no Governor or Commander in Chief in any of our Colonies of Quebec, East Florida. or West Florida, do presume, upon any Pretence whatever, to grant Warrants of Survey, or pass any Patents for Lands beyond the Bounds of their respective Governments. as described in their Commissions: as also that no Governor or Commander in Chief in any of our other Colonies or Plantations in America do presume for the present, and until our further Pleasure be known, to grant Warrants of Survey, or pa
And We do further declare it to be Our Royal Will and Pleasure, for the present as aforesaid, to reserve under our Sovereignty, Protection, and Dominion, for the use of the said Indians, all the Lands and Territories not included within the Limits of Our said Three new Governments, or within the Limits of the Territory granted to the Hudson's Bay Company, as also all the Lands and Territories lying to the Westward of the Sources of the Rivers which fall into the Sea from the West and North West as aforesaid.
And We do hereby strictly forbid, on Pain of our Displeasure, all our loving Subjects from making any Purchases or Settlements whatever, or taking Possession of any of the Lands above reserved. without our especial leave and Licence for that Purpose first obtained.
And. We do further strictly enjoin and require all Persons whatever who have either willfully or inadvertently seated themselves upon any Lands within the Countries above described. or upon any other Lands which, not having been ceded to or purchased by Us, are still reserved to the said Indians as aforesaid, forthwith to remove themselves from such Settlements.
And whereas great Frauds and Abuses have been committed in purchasing Lands of the Indians, to the great Prejudice of our Interests. and to the great Dissatisfaction of the said Indians: In order, therefore, to prevent such Irregularities for the future, and to the end that the Indians may be convinced of our Justice and determined Resolution to remove all reasonable Cause of Discontent, We do. with the Advice of our Privy Council strictly enjoin and require. that no private Person do presume to make any purchase from the said Indians of any Lands reserved to the said Indians, within those parts of our Colonies where, We have thought proper to allow Settlement: but that. if at any Time any of the Said Indians should be inclined to dispose of the said Lands, the same shall be Purchased only for Us, in our Name, at some public Meeting or Assembly of the said Indians, to be held for that Purpose by the Governor or Commander in Chief of our Colony respectively within which they shall lie: and in case they shall
And we do hereby authorize, enjoin, and require the Governors and Commanders in Chief of all our Colonies respectively, as well those under Our immediate Government as those under the Government and Direction of Proprietaries, to grant such Licences without Fee or Reward, taking especial Care to insert therein a Condition, that such Licence shall be void, and the Security forfeited in case the Person to whom the same is granted shall refuse or neglect to observe such Regulations as We shall think proper to prescribe as aforesaid.
And we do further expressly conjoin and require all Officers whatever, as well Military as those Employed in the Management and Direction of Indian Affairs, within the Territories reserved as aforesaid for the use of the said Indians, to seize and apprehend all Persons whatever. who standing charged with Treason. Misprisions of Treason. Murders, or other Felonies or Misdemeanors. shall fly from Justice and take Refuge in the said Territory. And to send them under a proper guard to the Colony where the Crime was committed of which they, stand accused. In order to take their Trial for the same.
Given at our Court at St. James's the 7th Day of October 1763. In the Third Year of our Reign.
GOD SAVE THE KING
Source: documents/proc1763.html
Document #4
Colonists against the Stamp Act
The Boston Mob
The letter below contains one observer’s description of the actions that the Boston Mob took in protest against the Stamp Act. The details concerning what the protesters wrote on the effigies is very revealing even though some of the meanings may be unclear to modern readers. The absence of vitriolic rhetoric in the body of the letter somewhat obscures the political position of its author which becomes clear at the end. The Earl of Bute mentioned below was the leader of Parliament from 1761 to 1763 and a strong supporter of taxation of the colonies.
To Doctor Elisha Story, Boston
Newport August 29th 1765. Thursday
My worthy friend,… I’ll just inform you Concerning Mr. Martin Howard Junior and Doctor Moffatt, who was hung in Effigy with the Stamp Master. Mr. Howard and the Doctor you must know have made themselves very Busy with their Pen (By all accounts) In Writing Against the Colonies and in Favor of the Stamp Act etc.
In the Morning of the 27th Inst. Between five and six a Mob Assembles and Erected a Gallows near the Town House and the Dispersed, and about Ten A Clock Reassembled and took the Effigys of the Above Men and the Stamp Master and Carted them up Thames Street, then up King Street to the said Gallows where they was hung up by the Neck and suspended near 15 feet in the Air, And on the Breast of the Stamp Master’ was this inscription THE STAMP MAN, and holding in his Right hand the Stamp Act, And upon the Breast of the Doctor was wrote, THAT INFAMOUS, MISCREATED, LEERING JACOBITE DOCTOR MURFY in Rhode Island, And on the Same Arm was Wrote, If I had but Rec’d this letter from Earl of Butte But One Week sooner. And upon a strip of paper hanging out of his Mouth was wrote It is too late Marinius to Retaract, for we are all Aground.
And upon Mr. Howard’s Breast was wrote, THAT FAWNING, INSIDIOUS,INFAMOUS MISCREANT AND PARACIDE MARTINIUS SCRIBLERIUS, and upon his right arm was wrote, THE ONLY FINIAL PEN. Upon his left arm was wrote, CURS’D AMBITION AND YOUR CURSED CLAN HAS RUINED ME and upon the same arm a little below was this, WHAT THO’ I BOAST OF INDEPENDCE POSTERITY WILL CURSE MY MEMORY….And about five A Clock in the Afternoon they made a Fire under the Gallows which consumed the Effigy’s Gallows and all, to Ashes. I forgot to tell you that a boot hung over the Doctor’s Shoulder with the Devil Peeping out of it etc….And after the Effigys were burnt the mob dispersed and we thought it was all over. But last night about dusk they all mustered again and first they went to martin Howard’s, and broke every window in his house frames and all, likewise Chair Tables, Pictures and every thing they could come across. They also sawed down two Trees which Stood before his door... When they found they had Entirely Demolished all his furniture and done what damage they Could, they left the house, and Proceeded to Doctor Moffatts where they Behaved much in the manner. I Can’t say which Came off the worst, For all the Furniture of Both Houses were entirely Destroyed, Petitions of the houses broke down, Fences Leveled with the ground and all the Liquors which were in both Houses were Entirely Lost. Dear Doctor this moment I’ve Received a peace of news which Effects me so Much that I Can’t write any More, which is the Demolition of your Worthy Daddy’s house and Furniture etc. But I must Just let you know the Stamp Master has Resigned, the Copy of His Resignation and Oath I now Send you. I hope, my Friend You’ll Send me the Particulars of your daddy’s Misfortune.
Yours for Ever
W. ALMY
Source: William Almy to Dr. Elisha Story, Proceedings of the Massachusetts Historical Society, Vol.55 (1921-1922), pp.234-237
Excerpts taken from: National Center for History in the Schools,.Causes of the American Revolution: Focus Boston University of California, Los Angeles: The Regents, 1998.
Questions for the Boston Mob
1. What is the position of the writer concerning the actions of the Boston Mob?
2. What is the purpose of this letter?
3. In what ways did mob actions such as these pave the way for the “Boston Massacre” and the Boston
Tea Party?
Source: Questions taken from: National Center for History in the Schools. Causes of the American Revolution: Focus Boston University of California, Los Angeles: The Regents, 1998.
Colonists against the Stamp Act
Questions for Resolutions of the Stamp Act Congress
October 18, 1765
1. What is the tone of the resolutions first paragraph?
2. List the numerals of those resolutions that relate directly to the rights of taxation.
3. Which resolution(s) claim rights not directly connected to the right of taxation?
4. How do the resolutions of the Stamp Act Congress defend their opposition to the crown?
5. The Stamp Act not only asserted the right of Parliament to tax the colonies but extended the jurisdiction of Admiralty courts. Why would this be included in an act for taxation?
6. Why is the “indispensable duty” of the colonies to submit these resolutions to the King and to the Parliament?
Source: Questions taken from: National Center for History in the Schools. Causes of the American Revolution: Focus Boston University of California, Los Angeles: The Regents, 1998.
British Perspective against the Stamp Act
Letter from London Merchants Urging Repeal of the Stamp Act
The petition of the London merchants to the British Parliament is a clear indication that Great Britain was far from unified in its support of the Stamp Act. The merchants, fearful of economic repercussions from colonial embargoes, sent their pleas to Parliament in hopes of persuading that body to reconsider the Stamp Act.
That the petitioners have been long concerned in carrying on the trade between this country and the British colonies on the continent of North America; and that they have annually exported very large quantities of British manufactures, consisting of woolen goods of all kinds, cottons, linens, hardware, shoes, household furniture, and almost without exception of every other species of goods manufactured in these kingdoms, besides other articles imported from abroad, chiefly purchased with our manufactures and with the produce of our colonies. By all which, many thousand manufacturers, seaman and laborers have been employed, to the very great and increasing benefit of this nation; and that, in return for these exports, the petitioners have received from the colonies rice, indigo, tobacco, naval stores, oil, whale fins, furs and, lately potash, with other commodities, besides remittances by bills of exchange and bullion obtained by the colonists in payment for articles of the produce not required for the British market and therefore exported to other places.
From the nature of this trade, consisting of British manufactures exported and of the imported of raw materials from America, many of them used in our manufactures and all of them tending to lessen our dependence on neighboring states, it must be deemed of the highest importance in the commercial system of this nation; and that this commerce, so beneficial to the state and so necessary for the support of multitudes, now lies under such difficulties and discouragement that nothing less than its utter ruin is apprehended without the immediate interposition of parliament. In consequence of the trade between the colonies and the mother country as established and as permitted for many years, and of the experience which the petitioners have had of the readiness of the Americans to make their just remittances to the utmost of the real ability, they have been induced to make and venture such large exportations of British manufactures as to leave the colonies indebted to the merchants of Great Britain in the sum of several millions sterling.
At this time the colonists, when pressed for payment, appeal to past experiences in proof of their willingness; but declare it is not in their power, at present, to make good on their engagements, alleging that the taxes and restrictions laid upon them, and the extensions of the jurisdiction of Vice – Admiralty courts established by some late acts of parliament, particularly by an act passed in the fourth year of His present majesty for granting certain duties in the British colonies and plantations in America, and by an act passed in the fifth year of His present majesty for granting and applying certain stamp duties and other duties in the British colonies and plantations in America, with several regulations and restraints, which, if founded in acts of Parliament for defined purposes, are represented to have been extended in such a manner as to disturb legal commerce and harass the fair trader, have so far interrupted the usual and former most fruitful branches of their commerce, restrained the sale of their produce, thrown the state of the several provinces into confusion, and brought on so great a number of actual bankruptcies that the former opportunities and means of remittances and payments are utterly lost and taken from them.
The petitioners are, by these unhappy events, reduced to the necessity of pending ruin; to prevent a multitude of manufactures from becoming a burden to the community, or else seeking their bread in their countries, to the irretrievable loss of this kingdom; and to preserve the strength of this entire nation, its commerce flourishing, the revenues increasing, our navigation, the bulwark of the kingdom, in a state of growth and extension, and the colonies, from inclination, duty, and interest, firmly attached to the mother country; and therefore praying the consideration of the premises, and entreating such relief as to the House shall seem expedient.
Source: Materials taken from: National Center for History in the Schools. Causes of the American Revolution: Focus Boston University of California, Los Angeles: The Regents, 1998.
The Parliamentary History of England (London, 1813), 16:133-136
Questions for Letter from London Merchants Urging of the Repeal of the Stamp Act
1. In what ways do the Stamp Act and other duties affect the London merchants involved in this petition?
2. How might this letter encourage colonial resistance?
3. How did the new taxes prevent colonists from paying debts to British merchants?
Source: Questions taken from: National Center for History in the Schools. Causes of the American Revolution: Focus Boston University of California, Los Angeles: The Regents, 1998.
British in Favor of Stamp Act
Questions for the Objection to the Taxation…Considered Soame Jenyns (1765)
1. What arguments does Jenyns refute concerning Parliament’s right to tax the colonies?
2. What argument does Jenyns make that taxes may be levied without the consent of the governed?
3. How does Jenyns repudiate the argument that America is exempt from taxes imposed by the authority of Parliament?
Source: Questions taken from: National Center for History in the Schools. Causes of the American Revolution: Focus Boston University of California, Los Angeles: The Regents, 1998.
Document #5
“Patriotic Posey”
Copied by Milcah Martha Moore of Philadelphia into her commonplace book in 1768.
Since the Men from a Party,
On fear of a Frown,
Are kept by a Sugar-Plumb*,
Quiet down, Supinely* asleep,
And deprived of their Sight
Are strip’d of their Freedom,
If the Sons (so degenerate*)
the Blessing despise*,
Let the Daughters of Liberty,
Nobly arise,
And tho’ we’ve no Voice*,
But a negative here,
The use of the Taxables*,
Let us forbear*,
Then merchants import
Till your stores are all full
May the Buyers be few
And your Traffick be dull*.
Stand firmly resolved*
And bid Grenville* to see
That rather than Freedom,
We’ll part with our Tea
And well as we love the
Draught* when adry,
As American Patriots,
-our Taste we deny.
* - Vocabulary
Sugar-Plumb - Candy used as a bribe
Supinely – Flat on their back
So degenerate – Immoral
the Blessing despise – Hate liberty
no Voice – Women could not vote
Taxables – Imports
Forbear – Stop Using
Traffick be dull – Customers be unwilling
Stand firmly resolved – Decide
bid Grenville – Tell Prime Minister
Draught - Drink
Source: Women of the American Revolution National Center for History in the Schools, University of California, Los Angeles: The Regents, 2000.
Document #6
Questions for the Letters of Josiah Quincy and Josiah Quincy, Jr.
1. What does the letter from Josiah Quincy, Sr. reveal about the prevailing attitude toward the British soldiers in Boston?
2. According to the letter from Josiah Quincy, Sr., how have popular attitudes changed toward his son?
3. In the response by Josiah Quincy, Jr., how does he defend his decision to represent Captain Preston in the trial?
4. According to Josiah Quincy, Jr., what is his duty?
Source: Questions taken from: National Center for History in the Schools. Causes of the American Revolution: Focus Boston University of California, Los Angeles: The Regents, 1998.
Document #7
Boston Tea Party
Eyewitness Account by a Participant
The tea destroyed was contained in three ships, lying near each other at what was called at that time Griffin’s wharf, and were surrounded by armed ships of war, the commanders of which had publicly declared that if the rebels, as they were pleased to style the Bostonians, should not withdraw their opposition to the landing of the tea before a certain day, the 17th day of December, 1773, they should on that day force it on shore, under the cover of their cannon’s mouth.
On the day preceding the seventeenth, there was a meeting of the citizens of the county of Suffolk, convened at one of the churches in Boston, for the purpose of consulting on what measures might be considered expedient to prevent the landing of the tea, or secure the people from the collection of the duty. At that meeting a committee was appointed to wait on Governor Hutchinson, and request him to inform them whether he would take any measures to satisfy the people on the object of the meeting.
To the first application of this committee, the Governor told them he would give them a definite answer by five o’clock in the afternoon. At the hour appointed, the committee again repaired to the Governor’s house, and on inquiry found he had gone to his country seat at Milton, a distance of about six miles. When the committee returned and informed the meeting of the absence of the Governor, there was a confused murmur among the members, and the meeting was immediately dissolved, many of them crying out, “Let every man do his duty, and be true to his country”; and there was a general huzza for Griffin’s wharf.
It was now evening, and I immediately dressed myself in the costume of an Indian, equipped with a small hatchet, which I and my associates denominated the tomahawk, with which, and a club, after having painted my face and hands with coal dust in the shop of a blacksmith, I repaired to Griffin’s wharf, where the ships lay that contained the tea. When I first appeared in the street after being thus disguised, I fell in with many who were dressed, equipped and painted as I was, and who fell in with me and marched in order to the place of our destination.
When we arrived at the wharf, there were three of our number who assumed an authority to direct our operations, to which we readily submitted. They divided us into three parties, for the purpose of boarding the three ships which contained the tea at the same time. The name of him who commanded the division to which I was assigned was Leonard Pitt. The names of the other commanders I never knew.
We were immediately ordered by the respective commanders to board all the ships at the same time, which we promptly obeyed. The commander of the division to which I belonged, as soon as we were on board the ship appointed me boatswain, and ordered me to go to the captain and demand of him the keys to the hatches and a dozen candles. I made the demand accordingly, and the captain promptly replied, and delivered the articles; but requested me at the same time to do no damage to the ship or rigging.
We then were ordered by our commander to open the hatches and take out all the chests of tea and throw them overboard, and we immediately proceeded to execute his orders, first cutting and splitting the chests with our tomahawks, so as thoroughly to expose them to the effects of the water.
In about three hours from the time we went on board, we had thus broken and thrown overboard every tea chest to be found in the ship, while those in the other ships were disposing of the tea in the same way, at the same time. We were surrounded by British armed ships, but no attempt was made to resist us.
We then quietly retired to our several places of residence, without having any conversation with each other, or taking any measures to discover who were our associates; nor do I recollect of our having had the knowledge of the name of a single individual concerned in that affair, except that of Leonard Pitt, the commander of my division, whom I have mentioned. There appeared to be an understanding that each individual should volunteer his services, keep his own secret, and risk the consequence for himself. No disorder took place during that transaction, and it was observed at that time that the stillest night ensued that Boston had enjoyed for many months.
During the time we were throwing the tea overboard, there were several attempts made by some of the citizens of Boston and its vicinity to carry off small quantities of it for their family use. To effect that object, they would watch their opportunity to snatch up a handful from the deck, where it became plentifully scattered, and put it into their pockets.
One Captain O’Connor, whom I well knew, came on board for that purpose, and when he supposed he was not noticed, filled his pockets, and also the lining of his coat. But I had detected him and gave information to the captain of what he was doing. We were ordered to take him into custody, and just as he was stepping from the vessel, I seized him by the skirt of his coat, and in attempting to pull him back, I tore it off; but, springing forward, by a rapid effort he made his escape. He had, however, to run a gauntlet through the crowd upon the wharf nine each one, as he passed, giving him a kick or a stroke.
Another attempt was made to save a little tea from the ruins of the cargo by a tall, aged man who wore a large cocked hat and white wig, which was fashionable at that time. He had sleightly slipped a little into his pocket, but being detected, they seized him and, taking his hat and wig from his head, threw them, together with the tea, of which they had emptied his pockets, into the water. In consideration of his advanced age, he was permitted to escape, with now and then a slight kick.
The next morning, after we had cleared the ships of the tea, it was discovered that very considerable quantities of it were floating upon the surface of the water; and to prevent the possibility of any of its being saved for use, a number of small boats were manned by sailors and citizens, who rowed them into those parts of the harbor wherever the tea was visible, and by beating it with oars and paddles so thoroughly drenched it as to render its entire destruction inevitable.
Source: National Center for History in the Schools, Causes of the American Revolution: Focus on Boston. University of California, Los Angeles: The Regents, 1998.
Document #8
A statement from a member of the Westerly Committee of Correspondence on the Intolerable Acts
GENTLEMEN: With mingled concern and indignation, the Committee of Correspondence for this town have seen an Act for blocking up the harbors of Boston.
Rome designing to destroy the city of Carthage, barbarously required of Carthaginians that they should forsake their city, and remove their habitations twelve miles from the sea. The consideration of the inveterate hatred occasioned by the long and bloody wars which had subsisted between Rome and Carthage; the remembrance of several hundred thousand Romans killed in those wars, and several hundred towns plundered by the Carthaginians, are some excuse for the Roman severity; but the cruel and unnatural treatment which the town of Boston has received from Great Britain, will admit of no palliation. The metropolis of a most affectionate and loyal Colony, which in all the wars of Great Britain has gloriously supported the British interest in America, and even by their wise and vigorous efforts made a conquest which gave peace to Europe, is now bravely determined not to become slaves.
We have long felt for the town of Boston; we heartily sympathize with our brethren upon this alarming occasion; we are much pleased with the noble firmness with which this cruel edict is receiving in Boston. We highly approve the measures taken by the town, and are entirely of opinion that the joint resolution of the Colonies to stop all importations from and exportations to Great Britain and the West Indies, until the Act is repealed, will infallibly produce the desired effect.
The country which we possess, blessed by God! affords every necessary of life. We are mortally certain, that with the common blessings of Heaven upon our industry and frugality, we can live comfortably, with out importing a single article from Britain or the West Indies; and we are equally certain, that neither England nor the West Indies, can subsist long without us; their own preservation therefore, will compel them to do us justice.
The horrid attack upon the town of Boston, we consider not as an attempt upon that town singly, but upon the whole Continent. We are therefore determined to use our whole influence for the support of the town of Boston, in the same manner as if the attack had been made on the metropolis of this Colony; and we doubt not but the other Colonies will consider this arbitrary and tyrannical edict in the same light, and heartily unite with the friends of liberty in Boston in support of the common cause.
Source: National Center for History in the Schools, Causes of the American Revolution: Focus on Boston. University of California, Los Angeles: The Regents, 1998
American Archives, Peter Force, ed. (Washington, D.C. 1836), Fourth Series, 1:336-337.
Questions for a statement from a member of the Westerly Committee of Correspondence on the Intolerable Acts
1. How does the author describe Boston’s historic relationship with Great Britain?
2. Why does the author write confidently that the embargoes against Great Britain will bring repeal of the Intolerable Acts?
3. How have Great Britain’s prior actions emboldened the colonies to resist?
4. According to this letter, what effect has Great Britain’s actions had on other colonies?
5. What assumptions did Parliament make when it singled out Boston for punishment?
6. How has the author attempted to broaden the scope of colonial resistance?
7. Why does the author refer to Rome and Carthage when protesting British actions?
Questions taken from: National Center for History in the Schools, Causes of the American Revolution: Focus Boston University of California, Los Angeles: The Regents, 1998.
Document #9
Mayflower Compact (1620)
The Mayflower Compact
We whose names are underwritten, the loyal subjects of our dread Sovereign Lord King James, by the Grace of God of Great Britain, France and Ireland, King, Defender of the Faith, etc.
Having undertaken, for the Glory of God and advancement of the Christian Faith and Honour of our King and Country, a Voyage to plant the First Colony in the Northern Parts of Virginia, do by these presents solemnly and mutually in the presence of God and one of another, Covenant and Combine ourselves together into a Civil Body Politic, for our better ordering and preservation and furtherance of the ends aforesaid; and by virtue hereof to enact, constitute and frame such just and equal Laws, Ordinances, Acts, Constitutions and Offices, from time to time, as shall be thought most meet and convenient for the general good of the Colony, unto which we promise all due submission and obedience. In witness whereof we have hereunder subscribed our names at Cape Cod, the 11th of November, in the year of the reign of our Sovereign Lord King James, of England, France and Ireland the eighteenth, and of Scotland the fifty-fourth. Anno Domini 1620.
Questions for the Mayflower Compact
1. Why did the Pilgrims sail to North America?
2. Why was the Mayflower Compact created?
3. Why do you think the writers of the Compact swore loyalty to the King of England?
4. Do you think the creation of the Mayflower Compact was a significant event in the history of the United States? Explain your answer.
Source: Moran, Margaret, U.S. History and Government: Readings and Documents, (New York 2003), pg. 6.
The Avalon Project [pic]at Yale Law School
English Bill of Rights 1689
An Act Declaring the Rights and Liberties of the Subject and Settling the Succession of the Crown
That the pretended power of suspending the laws or the execution of laws by regal authority without consent of Parliament is illegal;
That levying money for or to the use of the Crown by pretence of prerogative, without grant of Parliament, for longer time, or in other manner than the same is or shall be granted, is illegal;
That it is the right of the subjects to petition the king, and all commitments and prosecutions for such petitioning are illegal;
That the raising or keeping a standing army within the kingdom in time of peace, unless it be with consent of Parliament, is against law;
That election of members of Parliament ought to be free;
That the freedom of speech and debates or proceedings in Parliament ought not to be impeached or questioned in any court or place out of Parliament;
That excessive bail ought not to be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted;
That all grants and promises of fines and forfeitures of particular persons before conviction are illegal and void; And that for redress of all grievances, and for the amending, strengthening and preserving of the laws, Parliaments ought to be held frequently.
Source: The Avalon Project/Yale Law School .This an excerpt from the English Bill of Rights. The entire document can be viewed at
Questions for the English Bill Of Rights
1. Why did Parliament pass the English Bill Of Rights?
2. Describe ways in which the English Bill of Rights made Parliament the supreme authority of government while limiting the powers of the monarch.
3. Why do you think Parliament included a provision about money used by the monarchs?
4. Why was there a provision made for free elections?
5. Why do you think Parliament declared that its sessions should be held frequently?
6. Do you think the creation of the English Bill Of Rights was a significant event in the history of England? Explain your answer.
Source: Moran, Margaret, U.S. History and Government: Readings and Documents, (New York 2003), pg. 30.
Document # 10
Order Given to Lt. Colonel Francis Smith from Thomas Gage
Primary Source
Lieut. Colonel Smith, 10th Regiment Foot
Sir:
Having received intelligence, that a quantity of Ammunition, Provision, Artillery, Tents and small arms, have been collected at Concord, for the Avowed Purpose of raising and supporting a Rebellion against His Majesty, you will March with the Corps of Grenadiers and Light Infantry, put under your command, with the utmost expedition and Secrecy to Concord, where you will seize and destroy all artillery, Ammunition, Provisions, Tents, Small Arms, and all Military Stores whatever. But you will take care that the Soldiers do not plunder the inhabitants, or hurt private property.
You have a Draught of Concord, on which is marked the Houses, Barns, &c., which contain the above military Stores. You will order a Trunion to be knocked off each gun, but if its found impracticable on any, they must be spiked, and the carriages destroyed. The Powder and flower (flour) must be shook out of the Barrels into the River, the Tents burnt, Pork or Beef destroyed in the best way you can devise. And the men may put Balls of lead in their pockets, throwing them by degrees into Ponds, Ditches &c, but no Quantity together, so that they may be recovered afterwards.
If you meet any Brass Artillery, you will order their muzzles to be beat in so as to render them useless.
You will observe by the Draught that it will be necessary to secure the two bridges as soon as possible, you will therefore Order a party of the best marchers, to go on with expedition for the purpose.
A small party on Horseback is ordered out to stop all advice of your March getting to Concord before you, and a small number of Artillery go out in Chaises to wait for you on the road, with Sledge Hammers, Spikes, &c.
You will open your business and return with the Troops, as soon as possible, which I must leave to your own Judgment and Discretion.
I am, Sir,
Your most obedient humble servant
Thos. Gage.
Vocabulary
Intelligence: information about an opponent’s plans
Provision: food and other necessary supplies
Artillery: cannons and similar large weapons
Small arms: hand-held weapons, often handguns, swords, or knives
Avowed: specific or stated
Grenadier: a type of soldier in the British army
Plunder: take personal goods by force from people who have been conquered
Draught: a map
Trunion: a part of a cannon that helps the barrel be aimed to the correct elevation
Chaises: two-wheeled carriages
Source: The National Park Service/Minute Man National Historic Park
First-Hand Accounts of the Battle
Lt. John Barker, British Soldier, 4th Regiment
Diary Account on the beginning of the march to Lexington
Primary Source
[April] 19th…about 5 miles on this side of a Town called Lexington which lay in our road, we heard there were some hundreds of People collected together intending to oppose us and stop our going on: at 5 o’clock we arrived there and saw a number of People, I believe 2 and 300, formed on a Common in the middle of the Town; we still continued advancing, keeping prepared against an attack tho’ without intending to attack them, but on our coming near them they fired one or two shots, upon which our Men without any orders rushed in upon them, fired and put ‘em to flight; several of them were killed…
Vocabulary
Common: village green or square
Translated Version
John Barker was a British soldier who marched from Boston to Concord on April 19. He wrote about the event in his diary.
When we were close to Lexington, we heard that people were gathered on the common to stop us. There were about 200 or 300 colonists formed into companies. We weren’t planning on attacking them but were ready to fight. When we got near to the colonists, they fired at us. We did not wait for orders. We fired our guns and ran after the colonists. Several of them were killed.
Source: The National Park Service/Minute Man National Historic Park
Official Statement of John Robbins, Lexington Militia, April 24, 1775, on Lexington Green
Primary Source
I, John Robbins, being of lawful age, do testify and say, that on the nineteenth instant, the Company under the command of Captain John Parker being drawn up (sometime before sunrise) on the green or common, and I being in the front rank, there suddenly appeared a number of the King’s Troops, about a thousand, as I thought, at the distance of about sixty or seventy yards from us, huzzaing and on a quick pace toward us, with three officers in their front on horseback, and on full gallop towards us; the foremost of which cried, ‘Throw down your arms, ye villains, ye rebels;’ upon which said Company dispersing, the foremost of the three officers ordered their men, saying ‘Fire, by God, fire;’ at which moment we received a very heavy and close fire from them; at which instant, being wounded, I fell, and several of our men were shot dead by one volley. Captain Parker’s men, I believe, had not then fired a gun.
Vocabulary
Instant: a particular point in time, in this case on the nineteenth of April, 1775.
Front rank: front row
Huzzaing: cheering and yelling loudly
Volley: one round of firing
Translated Version
John Robbins was a member of the Lexington militia. He gave the following statement about what happened at Lexington Green on April 19.
Just before sunrise, I was standing in the front row of my company on Lexington Green. My company was under the command of Captain John Parker. We saw about 1000 British soldiers marching toward us, yelling loudly. In front of them, three officers on horseback were galloping toward us. One officer was yelling at us to throw down our guns and calling us villains and rebels. Suddenly, one of the British officers told the soldiers to shoot. I was wounded and fell to the ground. Several other militia men were killed. I don’t think any of Captain Parker’s men had fired a gun.
Source: The National Park Service/Minute Man National Historic Park
Narrative of Ensign Jeremy Lister of His Majesty’s 10th Regiment of Foot, on the Fighting in Lexington
Primary Source
It was at Lexington when we saw one of their Compys drawn up in regular order Major Pitcairn of the Marines second in Command call’d to them to disperse, but their not seeming willing he desired us to mind our space which we did when they gave us a fire then runoff to get behind a wall. We had one man wounded of our Compy in the leg his name was Johnson also Major Pitcairn’s Horse was shot in the flank we return’d their salute, and before we proceeded on our march from Lexington I believe we Kill’d and wounded either 7 or 8 men.
Vocabulary
Flank: fleshy section between the last rib and hip
Salute: firing of guns
Translated Version
Jeremy Lister was a British soldier who fought at Lexington. He wrote the following account of what happened.
I saw a group of colonists organized into a fighting company. Major Pitcairn, one of our officers, told them to leave. The colonists did not leave and the Major reminded us to hold our fire. Suddenly, the colonists fired on us. Then they ran and hid behind walls. One of our Company was wounded and the Major’s horse was shot. We shot at them before continuing from Lexington. I think we killed and wounded 7 or 8 colonists.
Source: The National Park Service/Minute Man National Historic Park
Statement of James Barrett, Colonel of Concord Militia, on the Battle at North Bridge
Primary Source
…I ordered said militia to march to said bridge and pass the same, but not to fire on the King’s troops unless they were first fired upon. We advanced near said Bridge, when the said troops fired upon our militia and killed two men dead on the spot, and wounded several others, which was the first firing of guns in the town of Concord. My detachment then returned fire, which killed and wounded several of the King’s soldiers.
Translated Version
James Barrett was a colonial in the Concord Militia. He was at the Battle of North Bridge and tells what happened there.
I ordered my militia to march to the bridge and to cross the bridge. The men were not to fire at the British. When we got near the bridge, the British soldiers fired at us, killing two of our men and wounding several others. My militia responded and shot at the British. We killed or wounded several of their soldiers. This was the first fighting to take place in the town of Concord.
Source: The National Park Service/Minute Man National Historic Park
Lt. John Barker, British Soldier, 4th Regiment
Diary Account on Battle Road
Primary Source
We set out upon our return; we were fired on from Houses and behind Trees, and before we had gone ½ a mile we were fired on from all sides, but mostly from the Rear, where People had hid themselves in houses ‘till we had passed and then fired; the Country was an amazing strong one, full of Hills, Woods, stone Walls, &c. which the Rebels did not fail to take advantage of, for they were all lined with People who kept an incessant fire upon us, as we did too upon them but not with the same advantage, for they were so concealed there was hardly any seeing them: in this way we marched between 9 and 10 miles, their numbers increasing from all parts, while ours was reducing by deaths, wounds and fatigue, and we were totally surrounded with such an incessant fire as it’s impossible to conceive, our ammunition was likewise near expended.
Vocabulary
Incessant: continuing without interruption; constant
Translated Version
Lt. John Barker was a British soldier. He recorded what happened to him on the road back to Boston.
When we were returning to Boston, the colonists shot at us from houses and from behind trees. By the time we had marched a half mile, we were being shot at from all sides. Most of the shots came from behind us. The countryside provided hills, woods, and stone walls, which the colonists hid behind. They kept up a steady attack. We returned the fire but were not able shoot many of them because they were so hidden. This constant shooting kept up for nine or ten miles. More and more minute men came to attack us. Many of our British soldiers were killed or wounded or so tired that they could not continue to march. The constant firing kept up, and we ran low on ammunition.
Source: The National Park Service/Minute Man National Historic Park
Alice Stearns Abbott, Citizen of Bedford, Massachusetts, on the Beginning of Fighting
Primary Source
I was eleven years of age, and my sisters Rachel and Susannah were older. We all heard the alarm, and were up and ready to help fit out father and brother, who made an early start for Concord. We were set to work making cartridges and assisting mother in cooking for the army. We sent off a large quantity of food for the soldiers, who had left home so early that they had but little breakfast. We were frightened by hearing the noise of guns at Concord; our home was near the river, and the sound was conducted by the water.
I suppose it was a dreadful day in our home, and sad indeed; for our brother, so dearly loved, never came home.
Vocabulary
Cartridges: small, round cases containing gunpowder and musket ball
Translated Version
Alice Stearns Abbott was an eleven-year-old girl living in Bedford with her two older sisters, a brother, and her parents.
Our family heard the alarm that meant British soldiers were marching to Concord. We got up to help Father and Brother prepare to leave early for Concord. My sisters and I made cartridges for the soldiers. We also helped Mother cook for the soldiers. Father and Brother left home so early that they did not eat much breakfast. Mother, Rachel, Susannah, and I could hear the fighting at Concord. Our house is so near the river that the sound of gunfire, carried by the water, was loud and frightening. It was a very sad day for my family. My brother, whom I loved very much, died in the battle.
Source: The National Park Service/Minute Man National Historic Park
Written Document Analysis Worksheet
|1. | |TYPE OF DOCUMENT (Check one): |
| | |___ Newspaper |
| | |___ Letter |
| | |___ Patent |
| | |___ Memorandum |
| | | |
| | |___ Map |
| | |___ Telegram |
| | |___ Press release |
| | |___ Report |
| | | |
| | |___ Advertisement |
| | |___ Congressional record |
| | |___ Census report |
| | |___ Other |
| | | |
|2. | |UNIQUE PHYSICAL QUALITIES OF THE DOCUMENT (Check one or more): |
| | |___ Interesting letterhead |
| | |___ Handwritten |
| | |___ Typed |
| | |___ Seals |
| | | |
| | |___ Notations |
| | |___ "RECEIVED" stamp |
| | |___ Other |
| | | |
|3. | |DATE(S) OF DOCUMENT: |
| | |___________________________________________________________________________ |
|4. | |AUTHOR (OR CREATOR) OF THE DOCUMENT: |
| | |___________________________________________________________________________ |
| | | |
| | |POSITION (TITLE): |
| | |___________________________________________________________________________ |
|5. | |FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN? |
| | |___________________________________________________________________________ |
|6. | |DOCUMENT INFORMATION (There are many possible ways to answer A-E.) |
| | | |
| | |A. List three things the author said that you think are important: |
| | |___________________________________________________________________________ |
| | |___________________________________________________________________________ |
| | |___________________________________________________________________________ |
| | |B. Why do you think this document was written? |
| | |___________________________________________________________________________ |
| | |___________________________________________________________________________ |
| | |C. What evidence in the document helps you know why it was written? Quote from the document. |
| | |___________________________________________________________________________ |
| | |___________________________________________________________________________ |
| | |D. List two things the document tells you about life in the United States at the time it was written: |
| | |___________________________________________________________________________ |
| | |___________________________________________________________________________ |
| | |E. Write a question to the author that is left unanswered by the document: |
| | |___________________________________________________________________________ |
| | |___________________________________________________________________________ |
Designed and developed by the
Education Staff, National Archives and Records Administration, Washington, DC 20408.
Document # 11
John Locke on Political Society and Government (1689)
John Locke was one of the leading philosophers of the Enlightenment. Educated at Oxford, Locke eschewed a career as a physician to become one of the most influential thinkers of his day. As an advisor to Anthony Ashley Cooper (later Lord Shaftesbury), Locke helped create the “Fundamental Constitutions” for early South Carolina. The Constitutions were aristocratic, but they did guarantee religious toleration and the right to representative assemblies. As Shutesbury emerged as a leading opponent to the Crown in the early 1680s, Locke was pulled into the constitutional crisis and even fled to Holland in 1683. By this time, he had begun to write Two Treatises of Government, which called for limited government. Following the Glorious Revolution in 1688-89, Locke published his work. His ideas would influence Anglo-American concepts of liberty over the next century. The following selection is excerpted from Two Treatises of Government.
§. 123. IF man in the state of Nature be so free as has been said, if he be absolute lord of his own person and possessions, equal to the greatest and subject to nobody, why will he part with his freedom, this empire, and subject himself to the dominion and control of any other power? To which it is obvious to answer, that though in the state of Nature he hath such a right, yet the enjoyment of it is very uncertain and constantly exposed to the invasion of others; for all being kings as much as he, every man his equal, and the greater part no strict observers of equity and justice, the enjoyment of the property he has in this state is very unsafe, very insecure. This makes him willing to quit this condition which, however free, is full of fears and continual dangers; and it is not without reason that he seeks out and is willing to join in society with others who are already united, or have a mind to unite for the mutual preservation of their lives, liberties and estates, which I call by the general name — property.
§. 124. The great and chief end, therefore, of men uniting into commonwealths, and putting themselves under government, is the preservation of their property; to which in the state of Nature there are many things wanting.
Firstly, there wants an established, settled, known law, received and allowed by common consent to be the standard of right and wrong, and the common measure to decide all controversies between them. For though the law of Nature be plain and intelligible to all rational creatures, yet men, being biased by their interest, as well as ignorant for want of study of it, are not apt to allow of it as a law binding to them in the application of it to their particular cases.
§. 125. Secondly, in the state of Nature there wants a known and indifferent judge, with authority to determine all differences according to the established law. For every one in that state being both judge and executioner of the law of Nature, men being partial to themselves, passion and revenge is very apt to carry them too far, and with too much heat in their own cases, as well as negligence and unconcernedness, make them too remiss in other men's.
§. 126. Thirdly, in the state of Nature there often wants power to back and support the sentence when right, and to give it due execution. They who by any injustice offended will seldom fail where they are able by force to make good their injustice. Such resistance many times makes the punishment dangerous, and frequently destructive to those who attempt it.
§. 127. Thus mankind, notwithstanding all the privileges of the state of Nature, being but in an ill condition while they remain in it are quickly driven into society. Hence it comes to pass, that we seldom find any number of men live any time together in this state. The inconveniencies that they are therein exposed to by the irregular and uncertain exercise of the power every man has of punishing the transgressions of others, make them take sanctuary under the established laws of government, and therein seek the preservation of their property. It is this that makes them so willingly give up every one his single power of punishing to be exercised by such alone as shall be appointed to it amongst them, and by such rules as the community, or those authorized by them to that purpose, shall agree on. And in this we have the original right and rise of both the legislative and executive power as well as of the governments and societies themselves.
§. 131. But though men when they enter into society give up the equality, liberty, and executive power they had in the state of Nature into the hands of the society, to be so far disposed of by the legislative as the good of the society shall require, yet it being only with an intention in every one the better to preserve himself, his liberty and property (for no rational creature can be supposed to change his condition with an intention to be worse), the power of the society or legislative constituted by them can never be supposed to extend farther than the common good, but is obliged to secure every one's property by providing against those three defects above mentioned that made the state of Nature so unsafe and uneasy. And so, whoever has the legislative or supreme power of any commonwealth, is bound to govern by established standing laws, promulgated and known to the people, and not by extemporary decrees, by indifferent and upright judges, who are to decide controversies by those laws; and to employ the force of the community at home only in the execution of such laws, or abroad to prevent or redress foreign injuries and secure the community from inroads and invasion. And all this to be directed to no other end but the peace, safety, and public good of the people….
Source: John Locke, “Two Treatises of Government,” Works of John Locke (London, 1714), 2:193-194.
Hysner and Arndt, Voices of the American Past: Documents in U.S. History, Volume 1, California, 2005.
Text taken from: Electronic Text Center, University of Virginia Library
Questions for John Locke on Political Society and Government (1689)
1. According to John Locke, what is the chief purpose of government?
2. What limits does the author wish to place on government?
3. What does Locke consider to be the greatest threat to liberty?
Source: Hysner and Arndt, Voices of the American Past: Documents in U.S. History, Volume 1, California, 2005.
Document # 12
Excerpts from Common Sense (1776)
The cause of America is in a great measure the cause of all mankind. Many circumstances hath, and will arise, which are not local, but universal, and through which the principles of all Lovers of Mankind are affected, and in the Event of which, their Affections are interested. The laying of a Country desolate with Fire and Sword, declaring War against the natural rights of all Mankind, and extirpating the Defenders thereof from the Face of the Earth, is the Concern of every Man to whom Nature hath given the Power of feeling….
The sun never shined on a cause of greater worth. 'Tis not the affair of a city, a country, a province, or a kingdom, but of a continent of at least one eighth part of the habitable globe. 'Tis not the concern of a day, a year, or an age; posterity are virtually involved in the contest, and will be more or less affected, even to the end of time, by the proceedings now. Now is the seed time of continental union, faith and honor. The least fracture now will be like a name engraved with the point of a pin on the tender rind of a young oak; The wound will enlarge with the tree, and posterity read it in full grown characters.
By referring the matter from argument to arms, a new area for politics is struck; a new method of thinking hath arisen. All plans, proposals, &c. prior to the nineteenth of April, i. e. to the commencement of hostilities, are like the almanacs of the last year; which, though proper then, are superseded and useless now. Whatever was advanced by the advocates on either side of the question then, terminated in one and the same point, viz. a union with Great Britain; the only difference between the parties was the method of effecting it; the one proposing force, the other friendship; but it hath so far happened that the first hath failed, and the second hath withdrawn her influence.
I have heard it asserted by some, that as America hath flourished under her former connection with Great Britain, that the same connection is necessary towards her future happiness, and will always have the same effect. Nothing can be more fallacious than this kind of argument. We may as well assert, that because a child has thrived upon milk, that it is never to have meat; or that the first twenty years of our lives is to become a precedent for the next twenty. But even this is admitting more than is true, for I answer roundly, that America would have flourished as much, and probably much more, had no European power had any thing to do with her. The commerce by which she hath enriched herself are the necessaries of life, and will always have a market while eating is the custom of Europe.
We have boasted the protection of Great Britain, without considering, that her motive was interest not attachment; that she did not protect us from our enemies on our account, but from her enemies on her own account, from those who had no quarrel with us on any other account, and who will always be our enemies on the same account. Let Britain wave her pretensions to the continent, or the continent throw off the dependence, and we should be at peace with France and Spain were they at war with Britain. The miseries of Hanover last war ought to warn us against connections…
But Britain is the parent country, say some. Then the more shame upon her conduct. Even brutes do not devour their young; nor savages make war upon their families; wherefore the assertion, if true, turns to her reproach; but it happens not to be true, or only partly so, and the phrase Parent or mother country hath been jesuitically adopted by the king and his parasites, with a low papistical design of gaining an unfair bias on the credulous weakness of our minds. Europe, and not England, is the parent country of America. This new world hath been the asylum for the persecuted lovers off civil and religious liberty from every Part of Europe. Hither have they fled, not from the tender embraces of the mother, but from the cruelty of the monster; and it is so far true of England, that the same tyranny which drove the first emigrants from home pursues their descendants still.
In this extensive quarter of the globe, we forget the narrow limits of three hundred and sixty miles (the extent of England) and carry our friendship on a larger scale; we claim brotherhood with every European Christian, and triumph in the generosity of the sentiment.
Source: Text taken from: Modern History Sourcebook at
Selections taken from: Hysner and Arndt, Voices of the American Past: Documents in U.S. History, Volume 1, California, 2005.
Questions for Excerpts from Common Sense (1776)
1. In paragraph 1, Thomas Paine refers to natural rights. Where have you heard this term before? What rights do you think Paine was referring to?
2. In paragraph 4, what argument do you think Paine is trying to refute?
3. According to paragraph 6, why is it inaccurate to call England the mother or parent of the colonies?
4. On what basis does Thomas Paine argue for American independence?
5. In what ways would Common Sense help convince wavering colonists to support the Revolution?
Document # 13
The Declaration of Independence: A Transcription
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IN CONGRESS, July 4, 1776.
The unanimous Declaration of the thirteen united States of America,
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.
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, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.--Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.
He has refused his Assent to Laws, the most wholesome and necessary for the public good.
He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.
He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only.
He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their public Records, for the sole purpose of fatiguing them into compliance with his measures.
He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.
He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the Legislative powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within.
He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands.
He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary powers.
He has made Judges dependent on his Will alone, for the tenure of their offices, and the amount and payment of their salaries.
He has erected a multitude of New Offices, and sent hither swarms of Officers to harass our people, and eat out their substance.
He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.
He has affected to render the Military independent of and superior to the Civil power.
He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation:
For Quartering large bodies of armed troops among us:
For 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:
For depriving us in many cases, of the benefits of Trial by Jury:
For transporting us beyond Seas to be tried for pretended offences
For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies:
For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Governments:
For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.
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.
He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands.
He has excited domestic insurrections amongst us, and has endeavored to bring on the inhabitants of our frontiers, the merciless Indian Savages, whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions.
In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people.
Nor have We been wanting in attentions to our British brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends.
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 these Colonies, solemnly publish and declare, That these United Colonies are, and of Right ought 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 ought to be totally dissolved; and that as Free and Independent 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. And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor.
Source:
Worksheet for the Declaration of Independence
1. Preamble: the reasons for writing down the Declaration
What reason(s) did the Founding Fathers give for their decision to write out a declaration?
2. Statement of beliefs: specifying what the undersigned believed, the philosophy behind the document.
What beliefs did the Founding Fathers declare they held?
3. List of complaints: the offenses that impelled the declaration
What are a few of the complaints? Are any specific events mentioned? If not, is the information given sometimes sufficient to figure out to which events the complaints refer?
4. Statement of prior attempts to redress grievances:
In what way(s) did the framers claim to have already tried in addressing the complaints?
5. Declaration of independence: What will change in the colonies as a result of the Declaration?
6. The signatures: Which signers do students recognize?
Source: Worksheet content and design taken from:
Document # 14
The Paris Peace Treaty of 1783
In the name of the most holy and undivided Trinity.
It having pleased the Divine Providence to dispose the hearts of the most serene and most potent Prince George the Third, by the grace of God, king of Great Britain, France, and Ireland, defender of the faith, duke of Brunswick and Lunebourg, arch- treasurer and prince elector of the Holy Roman Empire etc., and of the United States of America, to forget all past misunderstandings and differences that have unhappily interrupted the good correspondence and friendship which they mutually wish to restore, and to establish such a beneficial and satisfactory intercourse , between the two countries upon the ground of reciprocal advantages and mutual convenience as may promote and secure to both perpetual peace and harmony; and having for this desirable end already laid the foundation of peace and reconciliation by the Provisional Articles signed at Paris on the 30th of November 1782, by the commissioners empowered on each part, which articles were agreed to be inserted in and constitute the Treaty of Peace proposed to be concluded between the Crown of Great Britain and the said United States, but which treaty was not to be concluded until terms of peace should be agreed upon between Great Britain and France and his Britannic Majesty should be ready to conclude such treaty accordingly; and the treaty between Great Britain and France having since been concluded, his Britannic Majesty and the United States of America, in order to carry into full effect the Provisional Articles above mentioned, according to the tenor thereof, have constituted and appointed, that is to say his Britannic Majesty on his part, David Hartley, Esqr., member of the Parliament of Great Britain, and the said United States on their part, John Adams, Esq., late a commissioner of the United States of America at the court of Versailles, late delegate in Congress from the state of Massachusetts, and chief justice of the said state, and minister plenipotentiary of the said United States to their high mightiness the States General of the United Netherlands; Benjamin Franklin, Esq., late delegate in Congress from the state of Pennsylvania, president of the convention of the said state, and minister plenipotentiary from the United States of America at the court of Versailles; John Jay, Esq., late president of Congress and chief justice of the state of New York, and minister plenipotentiary from the said United States at the court of Madrid; to be plenipotentiaries for the concluding and signing the present definitive treaty; who after having reciprocally communicated their respective full powers have agreed upon and confirmed the following articles.
Article 1:
His Britannic Majesty acknowledges the said United States, viz., New Hampshire, Massachusetts Bay, Rhode Island and Providence Plantations, Connecticut, New York, New Jersey, Pennsylvania, Maryland, Virginia, North Carolina, South Carolina and Georgia, to be free sovereign and independent states, that he treats with them as such, and for himself, his heirs, and successors, relinquishes all claims to the government, propriety, and territorial rights of the same and every part thereof.
Article 2:
And that all disputes which might arise in future on the subject of the boundaries of the said United States may be prevented, it is hereby agreed and declared, that the following are and shall be their boundaries, viz.; from the northwest angle of Nova Scotia, viz., that nagle which is formed by a line drawn due north from the source of St. Croix River to the highlands; along the said highlands which divide those rivers that empty themselves into the river St. Lawrence, from those which fall into the Atlantic Ocean, to the northwestern most head of Connecticut River; thence down along the middle of that river to the forty-fifth degree of north latitude; from thence by a line due west on said latitude until it strikes the river Iroquois or Cataraquy; thence along the middle of said river into Lake Ontario; through the middle of said lake until it strikes the communication by water between that lake and Lake Erie; thence along the middle of said communication into Lake Erie, through the middle of said lake until it arrives at the water communication between that lake and Lake Huron; thence along the middle of said water communication into Lake Huron, thence through the middle of said lake to the water communication between that lake and Lake Superior; thence through Lake Superior northward of the Isles Royal and Phelipeaux to the Long Lake; thence through the middle of said Long Lake and the water communication between it and the Lake of the Woods, to the said Lake of the Woods; thence through the said lake to the most northwestern most point thereof, and from thence on a due west course to the river Mississippi; thence by a line to be drawn along the middle of the said river Mississippi until it shall intersect the northernmost part of the thirty-first degree of north latitude, South, by a line to be drawn due east from the determination of the line last mentioned in the latitude of thirty-one degrees of the equator, to the middle of the river Apalachicola or Catahouche; thence along the middle thereof to its junction with the Flint River, thence straight to the head of Saint Mary's River; and thence down along the middle of Saint Mary's River to the Atlantic Ocean; east, by a line to be drawn along the middle of the river Saint Croix, from its mouth in the Bay of Fundy to its source, and from its source directly north to the aforesaid highlands which divide the rivers that fall into the Atlantic Ocean from those which fall into the river Saint Lawrence; comprehending all islands within twenty leagues of any part of the shores of the United States, and lying between lines to be drawn due east from the points where the aforesaid boundaries between Nova Scotia on the one part and East Florida on the other shall, respectively, touch the Bay of Fundy and the Atlantic Ocean, excepting such islands as now are or heretofore have been within the limits of the said province of Nova Scotia.
Article 3:
It is agreed that the people of the United States shall continue to enjoy unmolested the right to take fish of every kind on the Grand Bank and on all the other banks of Newfoundland, also in the Gulf of Saint Lawrence and at all other places in the sea, where the inhabitants of both countries used at any time heretofore to fish. And also that the inhabitants of the United States shall have liberty to take fish of every kind on such part of the coast of Newfoundland as British fishermen shall use, (but not to dry or cure the same on that island) and also on the coasts, bays and creeks of all other of his Britannic Majesty's dominions in America; and that the American fishermen shall have liberty to dry and cure fish in any of the unsettled bays, harbors, and creeks of Nova Scotia, Magdalen Islands, and Labrador, so long as the same shall remain unsettled, but so soon as the same or either of them shall be settled, it shall not be lawful for the said fishermen to dry or cure fish at such settlement without a previous agreement for that purpose with the inhabitants, proprietors, or possessors of the ground.
Article 4:
It is agreed that creditors on either side shall meet with no lawful impediment to the recovery of the full value in sterling money of all bona fide debts heretofore contracted.
Article 5:
It is agreed that Congress shall earnestly recommend it to the legislatures of the respective states to provide for the restitution of all estates, rights, and properties, which have been confiscated belonging to real British subjects; and also of the estates, rights, and properties of persons resident in districts in the possession on his Majesty's arms and who have not borne arms against the said United States. And that persons of any other description shall have free liberty to go to any part or parts of any of the thirteen United States and therein to remain twelve months unmolested in their endeavors to obtain the restitution of such of their estates, rights, and properties as may have been confiscated; and that Congress shall also earnestly recommend to the several states a reconsideration and revision of all acts or laws regarding the premises, so as to render the said laws or acts perfectly consistent not only with justice and equity but with that spirit of conciliation which on the return of the blessings of peace should universally prevail. And that Congress shall also earnestly recommend to the several states that the estates, rights, and properties, of such last mentioned persons shall be restored to them, they refunding to any persons who may be now in possession the bona fide price (where any has been given) which such persons may have paid on purchasing any of the said lands, rights, or properties since the confiscation. And it is agreed that all persons who have any interest in confiscated lands, either by debts, marriage settlements, or otherwise, shall meet with no lawful impediment in the prosecution of their just rights.
Article 6:
That there shall be no future confiscations made nor any prosecutions commenced against any person or persons for, or by reason of, the part which he or they may have taken in the present war, and that no person shall on that account suffer any future loss or damage, either in his person, liberty, or property; and that those who may be in confinement on such charges at the time of the ratification of the treaty in America shall be immediately set at liberty, and the prosecutions so commenced be discontinued.
Article 7:
There shall be a firm and perpetual peace between his Britannic Majesty and the said states, and between the subjects of the one and the citizens of the other, wherefore all hostilities both by sea and land shall from henceforth cease. All prisoners on both sides shall be set at liberty, and his Britannic Majesty shall with all convenient speed, and without causing any destruction, or carrying away any Negroes or other property of the American inhabitants, withdraw all his armies, garrisons, and fleets from the said United States, and from every post, place, and harbor within the same; leaving in all fortifications, the American artillery that may be therein; and shall also order and cause all archives, records, deeds, and papers belonging to any of the said states, or their citizens, which in the course of the war may have fallen into the hands of his officers, to be forthwith restored and delivered to the proper states and persons to whom they belong.
Article 8:
The navigation of the river Mississippi, from its source to the ocean, shall forever remain free and open to the subjects of Great Britain and the citizens of the United States.
Article 9:
In case it should so happen that any place or territory belonging to Great Britain or to the United States should have been conquered by the arms of either from the other before the arrival of the said Provisional Articles in America, it is agreed that the same shall be restored without difficulty and without requiring any compensation.
Article 10:
The solemn ratifications of the present treaty expedited in good and due form shall be exchanged between the contracting parties in the space of six months or sooner, if possible, to be computed from the day of the signatures of the present treaty. In witness whereof we the undersigned, their ministers plenipotentiary, have in their name and in virtue of our full powers, signed with our hands the present definitive treaty and caused the seals of our arms to be affixed thereto.
Done at Paris, this third day of September in the year of our Lord, one thousand seven hundred and eighty-three.
D. HARTLEY (SEAL)
JOHN ADAMS (SEAL)
B. FRANKLIN (SEAL)
JOHN JAY (SEAL)
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