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RoadtotheAmericanRevolution,Page1Copyright©2014,CaliforniaHistory‐SocialScienceProject

TheRegentsoftheUniversityofCalifornia,AllRightsReserved

GeorgeIII,KingofGreatBritain,1782SirJoshuaReynolds,artist.

Source:LibraryofCongress,http://www.loc.gov/pictures/item/2003675475/

RoadtotheAmericanRevolution

Curriculum tosupportCalifornia’simplementation oftheCommonCoreandEnglish LanguageDevelopmentStandards

Understanding the events that ledBritish colonists inNorth America to shift their identity from Britishsubjectstorebels,fightingfortheindependenceoftheAmerican colonies, is central to the 5th‐grade historycurriculum. To understand that shift, students mustrecognizeandappreciatetheimpactoflawspassedbythe British government to pay for debt they incurreddefending the Colonies, as well as the colonists’reactionstothoselaws.Examiningwhatledcoloniststodeclareindependenceofferstheopportunitytoteachakeyhistoricalthinkingconcept that aligns closely with the Common Core:causeandconsequence.AspartofalargerunitofstudyaboutthecausesoftheAmericanRevolution,studentsexaminehoweventshavemultiplecausesandmultipleshort‐termandlong‐termconsequences.Inthislesson,students focus on one British policy, the TownshendActs, and the multiple reactions of the Americancolonists, inordertoanswerthefocusquestion: Howdid the Townshend Acts influence colonists’ feelingsaboutBritishrule?Thislessonincludesanumberofstrategiesdesignedtoimprove student reading comprehension, writingability, and critical thinking, such as the ability toexplain the relationships or interactions between twoormoreeventsbaseduponinformationinthetext,theuse of evidence, and writing explanations. It alsosupports the development of productive EnglishLanguagedevelopment.

Inside

Standards 2

Sources 3

Procedures 4

StudentHandouts 6



APoliticalLesson,1775,JohnDixon,Engraver.Source:LibraryofCongress,http://www.loc.gov/pictures/item/2004672699/

Thisimagecanbeusedasanintroductoryactivity.ExplaintostudentsthatthehorserepresentsthecolonistsandtheriderrepresentstheBritish.

StandardsCaliforniaHistory‐SocialScienceStandards:5.5 Students explain the causes of theAmericanRevolution.

1. Understand how political, religious, andeconomic ideas and interests brought aboutthe Revolution (e.g., resistance to imperialpolicy, the Stamp Act, the Townshend Acts,taxesontea,CoerciveActs).

California History Social Science K‐5AnalysisSkills:HistoricalInterpretation:

3.Studentsidentifyandinterpretthemultiplecausesandeffectsofhistoricalevents.

CommonCoreStateStandards:R.I. 5. 3. Explain the relationships orinteractionsbetweentwoormoreindividuals,events, ideas, or concepts in a historical,scientific, or technical text based on specificinformationinthetext

R.I.5.8. Explain how an author uses reasonsandevidencetosupportparticularpointsinatext, identifying which reasons and evidencesupportwhichpoint(s).W.5.1.Writeopinionpiecesontopicsortexts,supporting a point of viewwith reasons andinformation.

a. Introduce a topic or text clearly, statean opinion, and create anorganizationalstructureinwhichideasare logically grouped to support thewriter’spurpose.

b. Provide logically ordered reasons thataresupportedbyfactsanddetails.

c. Linkopinionandreasonsusingwords,phrases, and clauses (e.g.,consequently,specifically).

d. Provide a concluding statement orsection related to the opinionpresented.

CaliforniaEnglishLanguageDevelopmentStandardsforGrade5:

C.Productive

9.Expressinginformationandideasinformaloralpresentationsonacademictopics

10.Writingliteraryandinformationaltextstopresent, describe, and explain ideas andinformation,usingappropriatetechnology

11. Supporting own opinions and evaluatingothers’opinionsinspeakingandwriting

12.Selectingandapplyingvariedandprecisevocabulary and language structures toeffectivelyconveyideas



SourcesBoston Non‐Importation Act, 1 August, 1768, The Avalon Project: Documents in Law, History, &

Diplomacy, Lillian Goldman Law Library, Yale University,http://avalon.law.yale.edu/18th_century/boston_non_importation_1768.asp.

PaulRevere’sengravingofBritishtroopslandinginBostonin1768.http://en.wikipedia.org/wiki/Townshend_Acts#mediaviewer/File:Boston_1768.jpg

Seixas,PeterandMorton,Tom.TheBigSixHistoricalThinkingConcepts.Toronto:Nelson,2013.

TownsendActs,20November,1767,TheAvalonProject:DocumentsinLaw,History,andDiplomacy,LillianGoldmanLawLibrary,YaleUniversitySchoolofLaw,http://avalon.law.yale.edu/18th_century/townsend_act_1767.asp



Procedures

Step1

DistributeRootsofRevolution,StudentHandout1.Studentswillbegintheirstudyofthe Townshend Acts and the colonists’ response to them by reading the contextparagraphasapre‐readingforthelesson. ThissecondarysourceintroducesstudentstothereasonsthattheBritishimposedtaxes.Followingthedirectionsonthehandout,havestudentsdrawarrowstoshowhowindividualeventsandactionsarerelated;thiswill help themunderstand theBritishmotivations and the colonists’ response. Aftertheyhaveconnectedtheeventslistedintheboxes,havethemsharetheirdiagramwithoneormorepartners;discussanydiscrepancy. Circulateduring thesediscussions tomakesurestudentsunderstandthecauseandeffectrelationshipbetweenevents.Oncetheyhavereachedconsensusonthecauseandeffectgraphic,havestudentsdiscussthethreequestionslistedonthehandout.Circulateduringthesediscussionstoansweranyquestionstheymayhaveandcorrectanymisunderstandings.

Step2

Distribute The Townshend Acts, Student Handout 2. Students will unpack thecentralmessageandargument inanexcerpt from theTownsendActsanddeterminehowBritain justified its passage. As awhole class, read the background section. Inpairs or groups of three, have students analyze the word cloud and discuss theirimpressions of the excerpt based upon this graphic. (Make sure they notice thevocabulary hints provided). Following the directions provided in the handout,deconstructthefirstexcerpt.Circulateduringthesediscussionstomakesurestudentsunderstand the British government’s reasons for the Townshend Acts. Next, havestudents analyze the second excerpt using the directions provided. Review theirannotationsbycirculatingduringtheirdiscussionsandaskingforvolunteerstosharetheir annotationswith the restof the class. Finally, inpairsorgroupsof three,havestudentsdiscussquestions7A‐C.

Step3

Now that students understand the British perspective, students will evaluate theBostonNon‐importationAgreement,whichisthecolonists’responsetotheTownshendActs. Distribute Boston Non‐Importation Act, Student Handout 3. Using thisprimary source, students will determine the effects of the Townshend Acts and thecolonialresponse.Tobegin,reviewtheBackgroundsectionatthetopofthepage.Next,havestudentsreadandmarkthetextusingthethreecolorsofhighlighterormarkertodistinguish between British actions, colonial problems, and the colonial response.colonists’ viewsand short and long termconsequences. Finally,have studentsbreakdownthetextfurtherbycompletingthechartonthesecondpageofthehandoutanddiscussingtheirselectionswiththeirpartners.Thisactivitywilllikelybeachallengeforsomestudents;itwouldlikelybeworthwhiletoreviewacompletedcharttogetherasawholeclasstoensurecomprehension.



Procedures

Step4

Distribute Review: Impact of the Townshend Acts, Student Handout 4. ThishandoutusessentencestarterstoassessstudentunderstandingoftheTownshendActs,and their impact on relationsbetween theColonies and theBritishCrown. Studentsshould use StudentHandouts1‐3 to complete this initial review assignment orally.Students should then be asked to write a one‐paragraph answer in response to thefocusquestion:HowdidtheTownshendActinfluencethewaycolonistsfeltaboutBritishrule?Ifnecessary,distributeAssessment:ImpactoftheTownshendActs,StudentHandout 5. This paragraph frame will help students respond to the historicalinvestigation question, should they need additional assistance organizing theirthoughts.*Note: you’ll find a number of images includedwithin the directions for this lesson,eachwith bibliographical citations. Although analysis of historical images is not thefocusofthislesson,askingstudentstoconsidertheseimagesinconjunctionwiththeirstudyof theprimaryandsecondarysources includedherewill likelysupportstudentunderstandingoftheperiod.

AviewoftheTownofBostoninNewEnglandandBritishshipsofwarlandingtheirtroops,1768.Source:BostonPublicLibrary,File#07_10_000099



StudentHandout1

RootsofRevolution

Directions:ReadthesetwobackgroundparagraphsbelowabouttheeventsleadingtotheAmericanRevolution.Asyouread,notice thecauseandeffect relationship in thesentences. Afteryouread theparagraphsdrawarrowsbetween the events listed in the boxes to identify the relationship between them. Note that some causes (oractions)canleadtomorethanoneeffect.Thefirstoneisdoneforyou.Reviewyourdiagramwithyourpartnersanddiscussanydifferencesbetweenhowyouconnectedtheevents.

1. WhydidtheBritishParliamenttaxtheAmericancolonists?2. WhydidtheAmericancolonistsopposethetaxes?3. WhatdidtheAmericancolonistsdotoopposethetaxes?Whatwastheresultoftheiractions?

From1754 to1763, theBritish fought inthe French and Indian War over landoccupiedbytheFrench,northandeastofthe Atlantic colonies. As a result offinancing this war, Britain developed alarge debt [money owed]. The Britishparliament decided to place taxes on theAmerican colonies to raisemoney to paybackthisdebt.OneofthesetaxeswastheStampAct,which imposed a fee onmostprintedmaterials. Aftermeeting colonialresistanceandprotestovertheStampAct,the Parliament [the English legislature]repealed[cancelled]it.Inanotherattemptto raise money, parliament passed theTownshend Acts. These new laws taxedpaper, paint, glass, and tea bought fromBritain.

Colonists did not believe that the Britishparliamenthadtherighttotaxthem.Thecolonists believed they could taxthemselves. These new taxes increasedthe colonists’ distrust of the British.Colonists decided to boycott [refuse tobuy] British goods. And, some colonistsbeganmakingmoreoftheirowngoodsasasignofangerandresentmenttowardtheBritish.Becauseoftheboycott,parliamentrepealed the taxes on all British imports,exceptthetaxontea.

BecausetheBritishfinancedtheFrenchandIndianWar

TheBritishdevelopedalargedebt.

TheBritishgovernmentdecidedtotaxtheAmericancoloniestopayforthedebt.

OneofthetaxeswastheStampAct,whichchargedafeeforprintedmaterials.

ThecolonistsdidnotbelievethattheBritishhadtherighttotaxthem.TheyresistedandprotestedthetaxespassedbytheParliamentandbecamedistrustfuloftheBritishgovernment.

ParliamentalsopassedtheTownshendActs,whichchargedafeeforpaper,paint,glass,andtea.

ThecolonistsdecidedtoboycottBritishgoodsandmakingmoreoftheirowngoods.

ParliamentrepealedthetaxesonallBritishimports,excepttea.



StudentHandout2

TheTownshendActs,1767(Page1of3)

Background:InRootsofRevolution(StudentHandout1),youreadabouttheactionsthatledtotensionbetweentheAmericanColoniesandtheBritishgovernment.TheTownshendActs,passedbytheBritishParliament,wereoneofthemajorcausesofdistrustandangertowardtheBritish.Tounderstandwhythisupsetthecolonistssomuch,weneedtofocusonthelanguagetheBritishusedbothtojustifythetax,andprovidespecificrulesforcollectionofmoneyfromthecolonists.

1.Considerthefollowingwordcloud,whichismadeupofwordsfromasmallexcerptfromtheActs.Thefontsizeofindividualwordsisbasedonthenumberoftimesawordisusedintheexcerpt.Inotherwords,wordsprintedwithlargerfontwereusedmorefrequently.Basedonthiswordcloud,whatwastheperspectiveoftheBritishtowardthecolonies?(VocabularyHints:dominions=colonies,revenue=money,inthiscasefromtaxes;defraying=coveringorpayingforthecost)

Source:TownsendActs,20November,1767,TheAvalonProject:DocumentsinLaw,History,andDiplomacy,LillianGoldmanLawLibrary,YaleUniversitySchoolofLaw,http://avalon.law.yale.edu/18th_century/townsend_act_1767.asp.



StudentHandout2


2.Next,readthefirstexcerptinitsoriginallanguage:

WHEREASitisexpedientthatarevenueshouldberaisedinyourMajesty’sdominionsin

America,formakingamorecertainandadequateprovisionfordefrayingthechargeofthe

administrationofjustice,andthesupportofcivilgovernment,....

andtowardsfurtherdefrayingtheexpensesofdefending,protecting,andsecuring,thesaid

dominions;.....

3.Thefollowingchartwillhelporganizetheexcerpttohelpclarifythemeaning.Followingyourteacher’sdirectionsandreferringtothevocabularyhintsonthepreviouspage,fillintheopenboxes,stoppingtodiscussthequestionsintherighthandcolumn.

Connectionorcircumstance

Nounornounphrase

Verborverbphrase

Who,what,orwhere Questionsfordiscussion

Whereasitisexpedientthat

shouldberaised

inyourMajesty’sdominionsinAmerica,

Whatneedstobedoneandwhere?

for amorecertainandadequateprovision

Rewrite“…certainandadequateprovision”inyourownwords:

for defraying Whatdoestheword“justice”referto?

for theexpensesofdefending,protecting,andsecuringthesaiddominions…

ThissectionreferstothecoststheBritishsufferedduringwhatwar?



StudentHandout2


4. Baseduponyouranswersonthechartanddiscussionwithyourclassmates,identifythethreereasonswhytheBritishbelievedtheydeservedtaxesfromthecolonists:

5.ThenextexcerptfromTheTownshendActsexplainsthespecifictaxes.Itfirstexplainswhenthetaxeswouldbegin.Thenitexplainswhowillgetthemoney.Finally,itlistssomeoftheitemstobetaxed.Readtheexcerptfirst.(Vocabularyhints:Avoirdupois=ounces;Pound=16ounces;Pence=penny;Shilling=12pence)

ThatfromandafterthetwentiethdayofNovember,onethousandsevenhundredandsixty

seven,thereshallberaised,levied,collected,andpaid,untohisMajesty,hisheirs,andsuccessors,forandupontherespectivegoodshereinaftermentioned,whichshallbeimportedfromGreatBritainintoanycolonyorplantationinAmerica...

theseveralratesanddutiesfollowing;thatistosay,

Foreveryhundredweightavoirdupois(pounds)ofcrown,plate,flint,andwhiteglass,fourshillingsandeightpence.

Foreveryhundredweightavoirdupoisofgreenglass,oneshillingandtwopence.

Foreveryhundredweightavoirdupoisofredlead,twoshillings.

Foreveryhundredweightavoirdupoisofwhitelead,twoshillings.

Foreveryhundredweightavoirdupoisofpainterscolours,twoshillings.

Foreverypoundweightavoirdupoisoftea,threepence.

Foreveryreamofpaper,usuallycalledorknownbythenameofAtlasFine,twelveshillings.

6.Next,annotatethetext:

a. Intheleft‐handcolumn,writethedatethatthetaxstarted.b. Underlineallthepeoplewhowouldreceivethetaxes.c. Drawaboxaroundthecountrywhosegoodswillbetaxed.d. Circleanyspecificitemsthatwouldbetaxed.

7.Finally,discussthefollowingquestions:

a. Reviewyouranswertoquestion#4above,whichaskedyoutoexplainwhytheBritishfelttheyneededtotaxthecolonists.Dothesereasonsjustifythenewtaxesonthecolonists?

b. WhywouldtheBritishtaxitemsgoingtotheColonies?WhatimpactdoyouthinkthiswouldhaveuponBritishbusinesses?WhatwoulditdotobusinessesintheColonies?

c. HowdoyouthinkthecolonistswouldrespondtotheTownshendActs?



StudentHandout3

BostonNon‐ImportationAgreement,1768(Page1of2)Background:InStudentHandout2,youreadaboutTheTownshendActs,lawspassedbytheBritishParliamentin1767,whichtaxedtheColoniesforavarietyofimportedBritishgoods.JustastheTownshendActswerepassedbytheBritishParliamentbecauseofBritishdebtfromtheFrenchandIndianWar,theNon‐ImportationAgreementwassignedbyBoston’smerchantsandtradersinresponsetotheTownshendActs.SupportforthisAgreementspreadbeyondBoston–colonistsinNewYorkandPhiladelphiaalsojoinedtheagreement.Thefollowingexcerptcontainstwoimportantpartsoftheagreement.LiketheTownshendActsexcerpt,thefirstsectionofthissourceprovidesthejustificationorreasonsfortheagreement.Thesecondsectionexplainsthespecificactionsthecolonistsagreedtotake.

Directions:

1. ReadthefollowingexcerptfromtheBostonNon‐ImportationAgreement:

ThemerchantsandtradersinthetownofBoston,havingtakenintoconsiderationthedeplorablesituationofthetradeandthemanydifficultiesitatpresentlabours(works)underonaccountofthescarcity(shortageorlack)ofmoney...;theheavytaxesleviedtodischargethedebtscontractedbythegovernmentinthelatewar;theembarrassmentsandrestrictionslaidonthetradebytheseverallateActsofParliament;togetherwiththebadsuccessofourcodfisherythisseason,andthediscouragingprospectofthewhalefishery...andwetherebyrendered(madeorleft)unabletopaythedebtsweowethemerchantsinGreatBritain,andtocontinuetheimportationofgoodsfromthence:

...ThatwewillnotsendfororimportanykindofgoodsormerchandisefromGreatBritain,eitheronourownaccount,oroncommissions,oranyotherwise,fromJanuary1,1769,toJanuary1,1770,exceptsalt,coals,fish‐hooksandlines,hemp,duck,barleadandshot,wool‐cards,andcard‐wire.

Thatwewillnotpurchaseofanyfactors,orothers,anykindofgoodsimportedfromGreatBritainfromJanuary1,1769,toJanuary1,1770.Thatwewillnotimportonourownaccount,oroncommission,orPurchasefromanyWhoshallimportfromanyothercolonyinAmerica,fromJanuary1,1769,toJanuary1,1770,anytea,glass,paper,orothergoodscommonlyimportedfromGreatBritain.

Thatwewillnot,fromandafterJanuary1,1769,importintotheprovinceanytea,paper,glass,orpainters'colours,untiltheActsimposingduties(taxes)onthesearticleshavebeenrepealed.

Source:BostonNon‐ImportationAct,1August,1768,TheAvalonProject:DocumentsinLaw,History,&Diplomacy,LillianGoldmanLawLibrary,YaleUniversity,http://avalon.law.yale.edu/18th_century/boston_non_importation_1768.asp.

2. Rereadthesourceandhighlightindividualphraseswithintheexcerptwith3colors:

_____=actionstakenbytheBritishgovernmentandproblemsinthefishingindustry

_____=problemsfortheColonistscausedbytheactionstakenbytheBritishgovernment

_____=actionstakenbytheColonistsinresponsetotheproblemsresultingfromtheBritishgovernment’sactions



StudentHandout3

BostonNon‐ImportationAgreement,1768(Page2of2)3. FillinthefollowingcharttoclarifyhowBritishactionsledtocolonialaction,followingthehighlightsyoucompletedontheAgreement

textonthepreviouspage.

BritishActions&FishingProblems(WhatdidtheBritishdo?Whatproblemsdidthe

fishingindustryface?)

ColonialProblems(WhatproblemswerecreatedbyBritishactionsandproblemsinthe

fishingindustry?)

ColonialResponse(Whatdidthecolonistsdoinresponsetothe

problemscreatedbyBritishactions?)

TheBritish______________________________

thecolonists.

TheBritishrestricted

___________________________________________.

____________________wasnotsuccessful.

Thecolonistscouldn’tpaythe

debtstheyowedto

______________________________.

The___________________couldn’t

importgoodsfromGreat

Britain.

Colonistswouldnot______________________

goodsfromGreatBritainthemselves.

Colonistswouldnotbuygoodsthathad

been_______________________fromGreat

Britainbysomeoneelse.

Someofthegoodstheyrefusedto

importincluded________________________

___________________________________________

4. Discussthefollowingquestionswithyourgroup: WhatweretheconsequencesoftheTownshendActs? HowdidthecolonistsrespondtotheproblemscausedbytheTownshendActs? Whatgoodsarenotincludedintheboycott?Whymightthecolonistscontinuetoimportsalt,coals,fishhooksandlines,duck

leadandshot,woolcards,andcardwiredespitetheboycott?



StudentHandout4

Review‐ImpactoftheTownshendActsDirections:ReviewStudentHandouts1‐3.Withapartner,discussthefollowingquestions:

WhatweretheTownshendActs?

TheBritishParliamentplacedtaxesonAmericanColoniesbecause:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TheBritishParliamentthoughttaxingtheAmericancolonistswasreasonablebecause_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

TheAmericancoloniststhoughtthetaxeswereunreasonablebecause_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Howdidthisaffectthecolonists?

OneproblemcausedbytheTownshendActswas:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Anotherproblemwas:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Howdidthecolonistsrespond?

IntheNon‐importationAgreement,BostonmerchantsandtradersblamedBritainfor:___________________________________________________________________________________________________________________

HowdidParliamentrespondtotheboycott?

TheBritishparliamentrespondedtotheboycottofBritishgoodsby:

__________________________________________________________________________________________________________________.

HowdidtheTownshendActsinfluencehowthecolonistsfeltaboutBritishrule?

ThisseriesofeventsmadetheAmericancolonistsfeel____________________________________________towardBritain.



StudentHandout5

Assessment‐ImpactoftheTownshendActsDirections:AfterdiscussingtheTownshendActs,itseffectonthecolonistsandtheirresponse,useallthesourcesandevidencefromclassdiscussionstoanswerthefocusquestion:HowdidtheTownshendActinfluencethewaycolonistsfeltaboutBritishrule?

In1767,GreatBritainpassedthe______________________________________

___________________,which________________________________________________.

Becauseofthisnewlawandothereconomichardshipsinthe

colonies,thecolonistswereunableto________________________________

____________________________________________.Inresponsetothisact,

Boston____________________________signedthe__________________________

_________________________________________________in___________.Inthis

agreement,thecolonistspromisedto_____________________,orrefuse

tobuy_______________________________________________________________.As

aresultoftheseactionsbythecolonists,theBritish

___________________________________________________________________________.

BecauseoftheTownshendActs,colonistsfelt

____________________________________________________aboutBritishrule.