1 American Revolution Project Mission-US Name: Period:
2 Mission-US Project Over the next several weeks until Winter Break, we will be working on a project called Mission-US. It is a history based interactive game where you will take on the role of Nat Wheeler just prior to the American Revolution. As you work on the game there will be activities and lessons that go along with each part of the story. Your character will live through many of the famous events that happened prior to the Revolution. However, based on the choices that you make, each of your characters will have different experiences. Your progress will be saved from day to day, so you should be able to complete all of the activities and the game as an ongoing in class experience. When you finish the game, you will get to create a character (which can be someone else from the game, you, or someone made up). This will not be part of the game itself. Instead, you will create a story for your character and decide what experiences he or she had. To tell this story, you will use a Photo Story slide show. I will provide you with the images from throughout the game, but you can find, create, or photograph your own backgrounds/scenes. You will also need to narrate your story so that we know what happened to your character. You may add a background music track if you like as well. Your Photo Story only needs to be 2-3 minutes long; enough to tell us the story of what happened to your character throughout the time period. Use Mission-US as a resource. If at any point you would like to replay a part of the game to remember something or even see what would have happened if you made a different choice, you can do that. Once a part of the game is completed, you can replay it at any time. Also, with the game being internet based you can play it from home. Nathanial Nat Wheeler 1.
3 MISSION 1: For Crown or Colony? New in Town (February 21, 1770) Vocabulary Activity Apprentice An apprentice is somebody who is being trained by a skilled professional in an art, a craft, or a trade. In colonial trades, this person learned from, and worked for, the master. Patriot In colonial times, a Patriot was a proud supporter of the American cause: at first, this meant freedom from what were considered unfair British laws. Later on, it also meant a person who was in favor of American independence from the British Empire. Merchant A merchant is someone who buys and sells goods, especially in large quantities. These people shipped goods to and from other colonies, to England and to Europe and Africa. They were often among the wealthiest and most respected colonists. Master The master, in this case, could mean two things: first, a master craftsman is someone at the highest level of skill in a trade or occupation. In colonial trades, this person was most often the owner of the business. The master is also the person with whom an indenture contract is made. Contract A contract is a formal, usually legal agreement. It can also be a more general term for an indenture, a work agreement with strict terms, usually lasting seven to ten years. In exchange for room and board and instruction in a trade, the servant was at the mercy of the master. Servants often worked long hours and suffered harsh treatment and conditions. Redcoat Redcoat was a nickname for a British soldier serving in America, so named because of the color of the coat he wore. It was not as insulting as two other nicknames, bloodyback and lobster. It was similar to the modern nickname cops for police officers, so-named because of the copper buttons on their uniforms. 2.
4 Artisan An artisan is a skilled craftsperson, who makes tools, decorative objects, books, or clothing by hand. Journeyman A journeyman is an artisan who has completed an apprenticeship and is fully trained and qualified, but who still works for an employer or master craftsman. Slave A slave is somebody who is forced to work for somebody else. Since this person was regarded as property, he or she received no payment for their work. Freedman A freedman is a person who has been freed from slavery. In colonial America and before the Civil War, these people were required to carry papers that proved they were free. Many were kidnapped back into slavery. Slavery Slavery is a system based on using enforced labor and regarding those laborers as property. This institution has existed in many different societies and time periods. In the British colonies and later the U.S. these enslaved workers faced harsh treatment and no rights. Printer A person who presses type and ink onto paper. In colonial shops this person often wrote, edited, and published newspapers and pamphlets. 3.
5 Seven Years War This was a bloody costly war ( ) between England and France. Part of the war was fought in North America, where both countries claimed land. The fighting occurred on the northern and western frontiers (the parts of the English territory that bordered or overlapped the French territory). In North America, the war became known as the French and Indian War. 4.
6 MISSION 1: For Crown or Colony? Part 1: New in Town (February 21, 1770) Vocabulary Activity Activity: After reading and talking about the words or terms on the flash cards, read this letter Nat Wheeler sent to his parents back in Uxbridge after his first day in Boston. Use the cards and your memory to help you fill in the missing words and terms. slavery freedman slave artisan journeyman redcoat merchant apprentice master patriot contract printer Seven Year s War My dear Mother and Father, I thank you for signing the with Mr. Edes. While he does not strike me as the kindest of men, so far he has been a very fair to me, and I hope he will decide to take me on here as his. Of course, I understand that there wasn t much future for me in Uxbridge. Even though Christopher went off to fight in the against the French, Samuel will stay on with you, and so it makes good sense for me to he here in Boston learning a trade rather than to have remained at home. Perhaps I will someday become a printer at Mr. Edes s shop, and when you come to visit me, I will announce it in the newspaper. Maybe some day, I will have a shop of my own and be a! Boston is a rather puzzling place compared to Uxbridge. You know, Mother and Father, many of the citizens of Boston look unfavorably on the British soldiers here. They call them or lobsters! 5.
7 On my first day, I was to sell some advertisements for the newspaper. I wandered up and down the streets, which are filled with the shops of various, cabinetmakers, blacksmiths, chandlers, coopers, potters, leathersmiths and more. It s a busier and more interesting city than ever I imagined. I met a girl who had lost her dog, Thimble. I told her I worked for the and that she might take out an ad announcing that fact. She said she would. At the harbor, I met yet another man, named Solomon. He was a black man, but he was a and not a. He seemed as good a man as any white man I have ever met. Yet there might be an advertisement for a runaway dog next to one for a runaway slave! I don t really understand, truth be told. A person is not a horse or a table. How can good people presume to own another person? I met a named Paul Revere who made no secret that he opposes Americans importing goods from England. And then I met yet another man, a named Mr. Lillie, who feels importation of goods from England is a normal and necessary part of trade. There is a lot to do, and a lot to think about. I will write you often about my progress. I pray you and Samuel are well. Your grateful and loving son, Nat 6.
8 MISSION 1: For Crown or Colony? Part 1: New in Town (February 21, 1770) Review Questions Prologue and New in Town (February 21, 1770) Review Questions Directions: After you play Day 1, read and answer these questions from the point of view of your character, Nat. You may not know all the answers, so do the best you can. Write in complete sentences and proofread your work. 1. Why were you sent to Boston to be a printer s apprentice rather than one of your brothers? 2. When was the last time you saw your brother Christopher? Where did he go? 3. What are some of the ways you can demonstrate to Mr. Edes that you are worthy of the apprenticeship in his shop? 4. What do you learn from Royce about his political opinions? 7.
9 5. This is the first time you ve been to Boston, a very big city compared to Uxbridge. What does it look like? What are some of the things you see? 6. On this day, in addition to Mr. and Mr. Edes and Royce, you may have met the following people. Make a note or two next to the name of each. For this question, your notes don t have to be in complete sentences. a. Constance Lillie b. Paul Revere c. Theophilus Lillie d. Hugh White e. Solomon Fortune f. Phillis Wheatley 7. If you have sold an ad to Constance, you were told by Mr. Edes to return the money to her. Why does he refuse to print her ad? 8. Did you doff your hat to the British customs official? If you did, why did you? If you did not, why didn t you? If you know what a British customs official does, write it. 8.
10 MISSION 1: For Crown or Colony Part 2: A Death in Boston (February 22, 1770) Vocabulary Activity IMPORT As a verb: (im-port) to bring something in from another country, usually for trade. As a noun: (IM-port) something made or grown in another country that is then shipped here, usually so that it may be resold. EXPORT As a verb: to ship goods that are made or grown in one country to another country, where they will be sold. As a noun: something made or grown in one country that is sent to another country for sale. LOYALIST Literally, a loyalist is any person who is loyal to his or her king. In the dozen or so years leading up to the Revolutionary War, a Loyalist was a person who continued to support King George III and his policies in the American colonies. Loyalists were opposed to the growing movement that favored independence from the British Empire. BOYCOTT As a verb: to refuse to deal with a process, an organization or a company as a form or expression of protest against it. Usually, there is a group of people who agree to boycott rather than just one person. You could say, Many colonists boycotted British tea. As a noun: the name of the process that is described above. So, you could say, There is a boycott on British tea. 9.
11 HOMESPUN Literally, homespun is cloth that is made at home by spinning thread on a wheel and then weaving that thread into cloth on a loom. In general, though, it meant things that were made at home in America. Homespun contrasted with manufactured or other goods that were imported from England. PROTEST As a verb: (pro-test) to complain about or object to something. While individuals may protest (you might protest in a restaurant if your food takes too long to come to you), here is means to do it publicly, so that others see or hear. When you protest in this way, you are trying to alert others to the situation and influence them to join you. As a noun: (PRO-test) the name of the process described above. EFFIGY An effigy is a dummy, often crudely made, that is supposed to represent a real person who is disliked. One form of protest in 1770s Boston was to make effigies of unpopular Loyalists, like tax collectors, and hang them by the neck from the Liberty Tree, to the cheers and huzzahs of the assembled crowd. 10.
12 TAXES Taxes are monies that a government makes its citizens pay. Tax money is used for various things the government needs in order to operate. Taxes pay the salaries of the people who work for the government, and they are used to pay for roads, government buildings like post offices, the military, and so on. Taxes are collected in a variety of ways. One way is a sales tax, usually some fraction of the cost of something that you pay when you buy an item. Direct taxes are paid directly to the government. The Townshend Acts were a direct tax, that is, merchants had to pay it directly to a British tax collector. TOWNSHEND ACTS The Townshend Acts (or Duties) were laws passed by the British Parliament in June They placed a tax on common products imported to America such as lead, paper, paint, glass, and tea. The taxes collected would be used to pay British governors and other officials that were usually paid by local town assemblies. Since the taxes were on imports, merchants were the ones who had to pay them. Then they would have to increase the cost of the goods they sold here to pay themselves back. Also, the laws restated that Writs of Assistance, easy-to-get search warrants, were legal. This irritated Boston merchants because it gave the British military the right to invade the privacy of their homes to search for evidence they had been selling goods to France and other countries in Europe, which was illegal. 11.
13 MISSION 1: For Crown or Colony Part 2: A Death in Boston (February 22, 1770) Vocabulary Activity Activity: After reading and talking about the words or terms on the flash cards, read this letter Nat Wheeler sent to his parents back in Uxbridge after his second day in Boston. Use the cards and your memory to help you fill in the missing words and terms. import homespun taxes export protest Loyalist effigy boycott Townshend Acts My dear Mother and Father, You know that I have always been proud to be a British subject. I have even thought that some day I might visit England and see the king. But the events of the last few hours have awakened doubts I feel I must relate to you. Mr. Edes made it clear to me that, in his opinion, to British goods, even necessities like paper or tea, is in some way evil. I overheard a conversation in which Mrs. Edes said she would rather take the time and effort to make and wear clothing of, rough as it is, than to enrich an Englishman who would fine cloth to America while the King collected from Americans on the trade. She feels there should be a of all British goods. I found a newspaper article that identifies the American merchants who are and who continue to import British goods despite the taxes levied on them as a result of the hateful. I must keep my distance from 12.
14 these men when I go out to sell because Mr. Edes would never accept a halfpenny s business from them. I believe that for Mr. and Mrs. Edes, for a great many people in this city, the very word Importer has become a profanity! Until today, I felt it was not my place to take sides. But now things have changed. Remember Mr. Lillie, about whom I wrote you yesterday? A crowd of people gathered near his store this morning to against his continued trade with England. A neighbor of his, Mr. Richardson, also a Loyalist, was roughed up by the crowd. His wife was hit by an egg. In response, he went to his roof, loaded his musket and snapped off a shot at the protestors. A boy younger than I am, Christopher Seider, was cut down, and later today, he died of his wounds, may G-d have mercy on his soul! I have overheard talk of a further protest in which an of Mr. Richardson will be hung from a limb of the Liberty Tree. And I have heard some plans about Poor Christopher s funeral about which I will write further after it is done. I pray, Mother and Father, that you and Samuel are well, and that God is watching over our Christopher and keeping him safe, wherever he is. Your loving son, Nat 13.
15 MISSION 1: For Crown or Colony? Part 2: A Death in Boston (February 22, 1770) Review Questions Directions: After you play Part 2: A Death in Boston (February 22, 1770), read and answer the questions your teacher assigns. Write the responses from the point of view of your character, Nat. 1. What is the difference between a Patriot and a Loyalist? 2. What is Liberty tea? Why does the drink have this name? 3. What information is listed in the newspaper article you may have found? Why would anyone be interested in this information? 4. Who is Christopher Seider? What has happened to him? Why and how did it happen? 5. You may have had another conversation with Hugh White, the Redcoat. What did you learn about why he doesn t like Royce? 14.
16 6. Why do you think Royce did that? 7. Why has Mr. Lillie s shop been defaced with manure? Why has someone written the word Importer on it? 8. If you asked about the name Townshend, what did you find out about who he is? Why might the person you spoke to be angry with Townshend? 9. If Constance asked you to help her find her dog, you may have agreed or refused to help her. What did you do? Why? 10. What later news does Mrs. Edes give you about Christopher Seider? How does it affect your opinion about the Patriots and the Loyalists? 11. If you overheard the meeting in the Long Room, how does that affect your opinion? 15.
17 MISSION US: For Crown or Colony? Part 3: March of the Apprentices (February 23-26, 1770) Vocabulary Activity LIBERTY TREE A regular meeting place for Patriots to express their viewpoints and protest the British interference in the colonies. The tree was also used for hanging effigies, posting broadsides, distributing pamphlets, and hanging flags. During the siege of Boston in 1775, a group of Loyalists cut down the tree and used it for firewood. PAMPHLET A printed leaflet or booklet, often containing political, philosophical or religious arguments, essays, and commentaries on current events. Pamphlets were usually printed and distributed quickly and cheaply. BROADSIDE A printed poster or public announcement, designed to catch a reader s attention and declare the latest news, government proclamations, public service announcements, opinions or advertisements. MARTYR One who suffers or sacrifices something of great value often one s own life for refusing to renounce a belief or standing up for one s principles. SPINNING BEE A gathering of people, usually women, to encourage the production of yarn as opposed to importation. Spinning bees were a popular forum for expressing opposition to heavily taxed British goods. STAMP ACT The Stamp Act of 1765, established by Parliament, imposed a tax on all public and legal documents including permits, contracts, newspapers, wills, pamphlets, and even playing cards. Colonists protested the Act, claiming that it was not fair for Parliament to impose taxes on the colonies if the colonies were not represented in Parliament. The Stamp Act was repealed on March 18,
18 SONS OF LIBERTY A political group that originated in Boston following the Stamp Act in 1765, made up of Patriot men that resisted Crown laws. Groups calling themselves Sons of Liberty existed in every colony. In 1773, the Sons of Liberty organized the Boston Tea Party in response to England s Tea Act. KING GEORGE III The King of Great Britain from 1760 to Imposed many different taxes on American colonies in an effort to pay for military efforts in North America and elsewhere. Viewed as the classic symbol of British sovereignty and tyranny The Crown. Blamed by many for prolonging the conflict with the colonies and the American Revolution unnecessarily, and ultimately losing the colonies. PENNYWHISTLE A small, inexpensive woodwind instrument, also known as a tin whistle. 17.
19 MISSION US: For Crown or Colony? Part 3: March of the Apprentices (February 23-26, 1770) Vocabulary Activity Activity: After reading and talking about the words or terms on the flash cards, read this letter Nat Wheeler sent to his parents back in Uxbridge shortly before the funeral of Christopher Seider. Use the cards and your memory to help you fill in the missing words and terms. King George III pennywhistle Liberty Tree broadside martyr pamphlet spinning bee Stamp Act Sons of Liberty My dear Mother and Father, I do not wish to alarm you, but tensions here in Boston are rising by the day. In my last letter I told you of the death of a young apprentice, Christopher Seider. Preparations for his funeral are now underway, and many people in Boston have strong feelings about the incident. I have heard several people call Christopher a, since his life was sacrificed in support of the Patriot cause. I must decide if I agree. It is a lot to think about. My work does not provide me with much distraction, as Master Edes is busy printing information about the funeral. He printed a to give to people at the funeral, with Patriot opinions and essays about the current state of affairs with Britain. Perhaps it will move the people of Boston to take further action. Just a few days ago Master Edes had me post a announcing information about the funeral to the people of Boston. I was told to put the paper at a popular gathering place for Patriots, the. I learned that it 18.
20 has been an important location for the Patriots. After the in 1765, when printed paper and documents were taxed, many gathered there to protest and voice their opinions. I heard that several men, known as the, met there to protest violently, and even burned effigies of British officials! I cannot help but sometimes question the actions of the man who wears the crown,. It seems no matter what he does, the Boston is an unhappy town. I do not believe that he and the redcoats will back down any time soon, and I worry about what will come next. But please, do not fear that my days are filled only with talk of conflict and death. Recently, Mrs. Edes allowed me to sit in on her, which was a great success. She and the other Patriot women are committed to make their own yarn and cloth to avoid importing British goods. In the few moments I have to myself, I am practicing new songs on my. I am becoming quite good, and will play a song or two when I see you next. I pray that you and Samuel are well, and that all is well on the farm. Your loving son, Nat 19.
21 MISSION US: For Crown or Colony? Part 3: March of the Apprentices (February 23-26, 1770) Writing Prompt DESTROYING A MESSAGE. If you see a message posted in public and you don t like it, is it okay to destroy it? Would your answer change depending on the content of the message? What would you do in the following situations? (Explain your reasoning.) a. You see a sign saying that a sports team that you really don t like is the best team ever. b. You see a message or symbol (such as a swastika or a racial or ethnic slur) that is offensive to you or others. c. You see a poster for a political candidate whose views you oppose. d. You see a sign posted in a public space that has mean things written specifically about you. 20.
22 MISSION 1: For Crown or Colony? Part 4: From Bad to Worse (March 5, 1770) Discussion Activity: What Are Rights? What is Freedom? About sixty years ago, the United Nations adopted the Universal Declaration of Human Rights. You might know that the ideas about freedom in our Declaration of Independence were not new, but rather they were adapted from other thinkers and from other documents. You probably also know that just because the Declaration was written and signed, it didn t automatically mean that everyone enjoyed the rights to which Thomas Jefferson referred. Likewise, most of the ideas in this document are centuries old. Still, not everyone in the world enjoys them. Here are some of the main ideas from the Universal Declaration. You can find the original text at Overview/rights.html. 1. Everyone is entitled to rights and freedoms, regardless of who they are or what their circumstances are. 3. The authority, or power, the government has comes from the people it serves. Everyone has the right to take part in the government of his/her country, directly or through freely chosen representatives. The government is elected by the people. 5. No one shall be arrested, detained or exiled unless there is reason to believe they have done something wrong. Everyone is entitled to a fair trial. 7. Everyone has the right to privacy, and that privacy should not be invaded unless there is a good reason to do so. 9. Everyone has the right to own property. No one s property can be taken away without good reason. 2. Everyone has the right to live, to have liberty, and to feel safe and secure. 4. No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment. 6. Everyone has the right to leave any country, including his/her own, and to return to his/her country. 8. People have the right to marry and have a family. People may marry whomever they want to marry, provided both consent to it. 10. Everyone has the right to think what he/she wants to, and to believe what he/she wants to. A person can practice any religion he/she wants to. 21.
23 11. A person has the right to express his/her opinion in speech, print or other media. 13. All people have the right to work, and the conditions of that work must be decent. People also have the right to rest from that work. 15. When you exercise your rights and freedom, you must do so with a respect for the rights and freedoms of others. 12. People may meet together freely to exchange opinions, and give and get information through any of the media. 14. People have the right to an education. 16. No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited. What Are Rights? What is Freedom? Questions 1. Based on your own ideas, what you ve learned this year so far, and the reading attached here, what are rights? What is freedom? 2. What do rights have to do with freedom? 3. Do you feel like you have rights? Do you feel free? Why or why not? 22.
24 4. A right that may sound natural to you is, All people have the right to think and say what they want. Another is, All people have the right to live. Here is one that isn t on the list: All people have the right to a BMW. How do we decide what is a right and what isn t? 5. Look at the list of rights above. Which 3 rights are the most important to you? If you had to give up one of the 16 rights, which one would you give up? Why? 23.
25 MISSION 1: For Crown or Colony? Part 4: From Bad to Worse (March 5, 1770) Mr. Revere s Engraving Source: Paul Revere, based on a design by Henry Pelham, The bloody massacre perpetrated in King Street Boston on March 5th 1770 by a party of the 29th Regt., engraving, on or about March 28th, 1770; from The Library of Congress Online, Prints and Photographs Division, 24.
26 s Drawing of What Happened in King Street, March 5 th : Directions: Draw your own version of what happened at the Boston Massacre and give it your own title and caption. Title: Caption: 25.
27 MISSION 1: For Crown or Colony? Part 5/Epilogue (April, 1770-July 4, 1776) Writing Prompts Answer the following written questions. BOSTON TEA PARTY. Britain forced colonists to pay taxes on their tea and forced them to purchase all of their tea from the British East India Company. As a protest, the Sons of Liberty dumped good tea in the water. What do you think about their act of throwing tea in the water? Do you think that they should have done that? (Why or Why not?) What would you do if a law was passed that you disagreed with? (Explain.) NEWSPAPER. Every newspaper must make tough decisions about what stories to print and which ones should take up the most space and which should be featured on the front page and which on the inside pages. In Nat s time, some people in Boston enjoyed reading the Boston Gazette, while others thought that it was slanderous. How should a newspaper decide what to print and what not to print when covering a controversial topic? 26.
28 Creating Your Own Character Check-list Once you have finished playing the Mission-US game as Nat Wheeler, you will begin creating your own character for your Photo Story. Again, you may tell the story of one of the other characters from the game, create your own original character, or make yourself into a character. Use the checklist below for parts of the story that you need to create. Background: Family information and how your character came to live in Boston. Life in Boston: Tell what your character does for a living in Boston. Witness/Participate in a protest: Describe a protest or boycott that your character either witnesses or participates in. Witness the Boston Massacre: Describe why your character was there and what he or she saw. Witness/Participate in the Boston Tea Party: Describe the events of the Boston Tea Party as seen first-hand or participated in. Intolerable Acts: Describe the injustices of the Intolerable Acts and the suffering of the people of Boston. Wrap-Up: Decide what happens to your character. Does he or she join the Revolutionary cause, leave, become a Loyalist? Make up your own ending of the story for your character. 27.
30 Original Character Photo Story Rubric Excellent Good Fair Needs Improvement Pictures/Design Voice Narration Historical Accuracy/ Reasonability Pictures are of high quality, and are ordered appropriately. Images do an exceptional job of accurately depicting the historical topic in a creative and interesting manner. Narration is clear and exceptionally informative. Narration is organized in synchrony with the images in the essay and adds positively to the overall project. All information presented is both historically accurate throughout and could have reasonably happened during the time period. Pictures are of high quality and are ordered appropriately; however, the project might need more images to fully illustrate the historical topic. Narration is clear and fairly informative, but may not line up appropriately with the images in the project. More detailed information may be needed. Most information presented is both historically accurate throughout and could have reasonably happened during the time period. Some pictures may lack in quality and may not be entirely organized. Although the historical topic is illustrated, the photo essay may lack in providing a clear depiction of that topic. Narration is clear, but may lack in conveying a sufficient amount of information relating to the topic. Narration may also need better organization. Some information presented is historically accurate but some descriptions would not have reasonably happened during the time period. Pictures are not high quality and lack in organization. There may not be an adequate number of images to fully depict the historical topic, and/or the images may not accurately portray the topic. Narration is missing and/or does not convey nearly enough information. Narration may not be clear and may not line up appropriately with the images in the essay. Very little information presented is historically accurate and there were major problems with events that would not have happened during the time period. Photo Story: /30 Part 1 Vocab (Pg. 5-6): /2 Part 1 Questions (Pg. 7-8): /2 Part 2 Vocab (Pg ): /2 Part 2 Questions (Pg ): /2 Part 3 Vocab (Pg ): /2 Part 3 Questions (Pg. 20): /2 Part 4 Rights Questions (Pg ): /3 Part 4 Engraving Picture (Pg ): /3 Part 5/Epilogue Questions (Pg. 26): /2 TOTAL: /50
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The American Revolution was a war that was fought for: Liberty o Religious o Political o Economic These are the 3 reasons people came to the Colonies in the 1 st place American Colonists want to expand
A Guide to the Human Rights Act A booklet for People with Learning Disabilities Human Rights Human Rights Illustrations by CHANGE Picture Bank What s inside This booklet,..................................1
THE AMERICAN REVOLUTION OR WAR FOR INDEPENDENCE VS 13 UNITED STATES OF AMERICA GREAT BRITAIN 1 Steps to the American Revolution: REVOLUTION 13. Colonists react 12. Battle of Bunker Hill 11. 2 nd Continental
Road to the American Revolution 1 BASIC CAUSES OF THE REVOLUTIONARY WAR Mercantilism and British economic control of the colonies Colonies were to only buy from the mother country. Colonies were to sell
Renewed Warfare Among Europeans and Indians. English surrounded by hostile neighbors Indians, everywhere outside settled boundaries Spanish Florida region French along Great Inland System of Rivers St.
The Road to the American Revolution: Events of Conflict French and Indian War British Taxes Boston Massacre Boston Tea Party American Revolution Proclamation of 1763 First Continental Congress Lexington
Lesson Plan Central Historical Question: Why did the Founders write the? Materials: Copies of Two Historians Interpretations Copies of Declaration Preamble worksheet Copies of Declaration of Independece
Blizzard Bag Day 2 Language Arts and Social Studies When completing your work: You may complete your work on Google Apps for Education or you may print it. If you cannot print use a piece of notebook paper
Unit 2 American Revolution Chapters 5-7 Essential Questions (EQs) What is a revolution? When is a revolution appropriate? Were the Americans justified in their actions? Revolution (as defined by dictionary.com)
G e o g r a p h y C h a l l e n g e The Thirteen Colonies 65 W Lake Huron Lake Ontario Lake Er ie 40 N Delaware Bay Chesapeake Bay ATLANTIC O CEAN 35 N N W S E 70 W 30 N 80 W 75 W 0 100 200 miles 0 100
CAUSES OF THE AMERICAN REVOLUTION Part II FRENCH AND INDIAN WAR Last of a series of wars fought between Britain and France Fighting over land and fur trade in N. America. George Washington gains military
Lesson Plan Central Historical Question: Why were the colonists upset about the? Materials: Copies of Documents A, B, C Transparency of Documents A and B Copies of Guiding Questions for Document C Plan
Name: Period: Date: Dean - U.S. History Crisis in the Colonies & The American Revolution Unit Assessment 1. What date was the Declaration of Independence written? a. September 17, 1774 b. January 4, 1776
Name Date Mastering the Content Circle the letter next to the best answer. American Revolution 1. Before 1760, which statement best describes the colonies? A. The colonies had assemblies that passed laws.
Mr. Long Anderson High School Cincinnati, Ohio THE ROAD TO REVOLUTION 1756-1775 A4W 10.9.17 TWO REVOLUTIONARY AMERICA 4 ROAD TO REVOLUTION, 1754-1775 (Ch 4) A. Relationship with Britain B. The French and
Copyright 2014 Edmentum - All rights reserved. AP US History Blizzard Bag 2014-2015 Era of American Revolution 1. Lord Cornwallis did which of the following? A. He organized French assistance. B. He commanded
Commonwealth Museum 1 Connect Choose one of the two topics below and make a poster People: Our museum includes a lot of different people you might not have learned about before. Pick one of them and research
Chapter 10 The Revolutionary War Begins: Lexington and Concord I ve heard of the Battle of Lexington and Concord. Was that the first battle of the Revolutionary War? Those were actually two battles that
The Causes of the American Revolution I. Effects of the French & Indian War (Seven Years' War) A. Proclamation of 1763 1. War ends with the signing of the Treaty of Paris. 2. Boundary drawn. American colonists
A Very Messy Tea Party W.M. Akers If you know anything about English people, you probably know that many of them love tea. Ever since tea was first imported to Great Britain from China, the English have
The Chester Town Tea Party by Brenda Seabrooke with illustrations by Nancy Coates Smith, (Tidewater Publishers, Centreville, Maryland, 1991) Literature Annotation The Wetherby family lived in Chester Town,
Events Leading up to the American Revolution What initially caused discontent among the colonies toward Britain? Great Britain had been fighting costly wars with the French and Indians in North America
First 100 Instant Words the had out than of by many first and words then water a but them been to not these called in what so who is all some oil you were her sit that we would now it when make find he
Additional titles from film ideas, Inc. in the SYMBOLS OF AMERICA 7 PART SERIES film ideas, Inc. Presents The U.S. Flag Uncle Sam The White House The American Bald Eagle Images of Liberty (The Statue of
12 November 2011 voaspecialenglish.com Sam Houston, 1793-1863: An Early Leader of Texas Cavalry soldiers line up at Fort Sam Houston, Texas loc.gov (You can download an MP3 of this story at voaspecialenglish.com)
Martin Luther King Jr. A Reading A Z Level P Leveled Book Word Count: 893 LEVELED BOOK P Martin Luther King Jr. M P S Written by Bea Silverberg Visit www.readinga-z.com for thousands of books and materials.
1 2 3 4 5 6 Imperial Breakdown 1763 1774 The Crisis of Imperial Authority What new challenges did the British government face in North America after 1763? Republican Ideology and Colonial Protest How did
Boston Tea Party Lithograph "The Destruction of Tea at Boston Harbor." 1773. Copy of lithograph by Sarony & Major, 1846. Credit: National Archives and Records Administration Historical Context: The point
Name: Date: Period: Stamp Act DBQ Directions: the following question is based on the accompanying documents (1-8). Some of these documents have been edited for the purposes of task. This question is designed
Sample Test: Colonialism and Foundations of America Use the following map and your knowledge of Social Studies to answer question 1. 1. What key activity does this map depict? A Middle Passage B Trans-Saharan
Fry Instant Words High Frequency Words The Fry list of 600 words are the most frequently used words for reading and writing. The words are listed in rank order. First Hundred Group 1 Group 2 Group 3 Group
Lesson Plan Teacher: Leslie Klug Lesson Title: Voices of Slavery in Colonial America Grade Level: 5th grade Lesson Time Length: 3-45 minute class periods Big Idea: Students are immersed in various historical
SCHOOL VIOLENCE PREVENTION DEMONSTRATION PROGRAM GEORGE AND GEORGE: EXPLORING TWO SIDES OF THE AMERICAN REVOLUTION By Donna Coffin Adapted from a lesson written by Christy Hodge of Nevada Teacher s Guide
Table of Contents Part One: Social Studies Curriculum Chapter I: Social Studies Essay Questions and Prewriting Activities 1. Western Political Thought 1 2. The Age of Revolution 6 3. The Age of Napoleon
Overview This guide meant for teachers eyes only describes how to complete all the challenges in For Crown or Colony? For almost every problem in the game there are at least two solutions, one that involves
Connectedness and the Emotional Bank Account Directions This is a self-guided activity that can be completed by parents, teens or both. It contains five parts and should take about 45 minutes to complete.
On the Road to Revolution: Creating a Living Timeline Overview Students will learn about the road to the American Revolution through a living timeline activity highlighting British actions and American
The Gettysburg Address Politics and Slavery, part 7 Abraham Lincoln gives a speech on November 19, 1863 that is shocking and surprising. The speech is called the Gettysburg Address. It happens four months
SUMMER READING FOR 8 TH GRADE ENGLISH Print your name Date I received my summer reading list and instructions. Included in this packet is my supply list for 8 th grade English, my summer reading requirements,
Mayflower Compact English Bill of Rights Cato s Letters Collection of Good Ideas Colonial Influences Where did America get its ideas about government? What s the big idea? Rule of Law o All people must
Social Studies Grade 5 UNIT 1: Colonial America Geography Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution
Lesson Resource Kit: Enslaved Africans in Upper Canada Grade 7: New France and British North America, 1713 1800 Introduction Upper Canada Gazette, 19 August 1795 N31, Archives of Ontario Designed to fit
Non-fiction: Colonization and Revolutionary War The Declaration of Independence Colonization and Revolutionary War The Declaration of Independence During the years right before the Revolutionary War, more
A History of American Indian Education Read Kansas! High School H-4 Overview This lesson explores the history of racial and ethnic relations through the lens of American Indian education and the example
Some Laws are Intolerable Some Laws are Intolerable W.M. Akers Have you ever heard the expression about the straw that broke the camel's back? This is used to talk about a big negative consequence of a
CHAPTER FOUR: REVOLUTIONARY AMERICA: CHANGE AND TRANSFORMATION, 1764 1783 READING AND STUDY GUIDE I. Tightening the Reins of Empire A. Taxation without Representation B. The Stamp Act Crisis C. An Assault
Printed Words of the Revolution by Pauline Rawley HOUGHTON MIFFLIN Printed Words of the Revolution by Pauline Rawley PHOTOGRAPHY CREDITS: Cover American Antiquarian Society, Worcester, Massachusetts, USA/The
Sons of Providence The Brown Brothers, the Slave Trade, and the American Revolution By: Charles Rappleye Literature review and pedagogical uses Kristen Finn TAH Grant A More Perfect Union September 23,
DEPARTMENT OF JUSTICE Immigration & Naturalization Service 100 Typical Questions 1. WHAT ARE THE COLORS OF OUR FLAG? 2. HOW MANY STARS ARE THERE IN OUR FLAG? 3. WHAT COLOR ARE THE STARS ON OUR FLAG? 4.
The Stamp Act The twelve years following the conclusion of the French and Indian War were vital in creating an independent drive in the colonies that ultimately led to the outbreak of the American Revolution.
2 A Taxing Time: The Boston Tea Party Lesson Objectives Core Content Objectives Students will: Describe how the thirteen English colonies in America evolved from dependence on Great Britain to independence
Virginia and the American Revolution VS 5 Scotland WHEN DID ENGLAND BECOME GREAT BRITAIN? The early 1700s Great Britain is the name of the island that consists of three regions: England, Wales, and Scotland.
STUDENTS INVESTIGATING PRIMARY SOURCES Thinking Through Timelines: Inching Toward Independence Why do we celebrate Independence Day? A Short Activity for Second Grade Benchmark Correlations Constitution
Words to Know before You Go! American Revolution Neutral Patriot Loyalist Traitor Conspiracy Petticoat Rebel Betray Fun Facts John Jay was the eighth of ten children. Today King s College, the school where
The Stamp Act of 1765 and Its Impact on the American Revolution Alyssa Sumarli 11867 Beverly Court Loma Linda, CA 92354 (909) 435-9023 email@example.com Redlands High School 840 E Citrus Ave, Redlands,
Name Causes of the American Revolution 1763-1776 Introduction Key Terms Parliament Proclamation Duty Tariff As often happens after wars, peace that settled the French and Indian War brought new problems
Teacher s Guide Time Needed: One Class Period Colonial Influences Learning Objectives Materials Needed: Student worksheets, overhead or computer projector, scissors, art materials for cartoon strip Copy
Set 1 The people Write it down By the water Who will make it? You and I What will they do? He called me. We had their dog. What did they say? When would you go? No way A number of people One or two How
Name: Class Period: Due Date: / / Guided Reading & Analysis: Imperial Wars and Colonial Protest Chapter 4- Imperial Wars and Colonial Protest, pp 68-84 Reading Assignment: Ch. 4 AMSCO; If you do not have