Revolutionary War PDF

11/1/24, 12:53 PM Little Known Revolutionary War Heroes Unit 4: The Revolutionary Era Social Studies 8 A Unit Summary The expansion of the colonies up and down the Eastern coast made it necessary for new settlers to travel further west in search of unoccupied space. The space that they found, however, was already occupied. As a result, the French and Indian War was sparked. In this unit, students will study the time surrounding the Revolutionary War. They will identify the specific events and people that spurred the nation toward revolution, as well as the ideas motivating those people. They will analyze the Declaration of Independence, and discover how a loosely organized group of colonies was able to defeat what may have been the greatest superpower in the world at the time. Lessons 1. The French and Indian War 2. Tensions with Britain 3. Taking Up Arms 4. Declaring Independence 5. Winning Independence 6. Unit Review 7. Unit Test assessment dropped Lesson 2: Tensions with Britain CE 2016 Social Studies 8 A Unit 4: The Revolutionary Era Objectives: Identify and research key figures who played a role in the decline of the relationship between English rulers and colonists, including colonial leaders who emerged as conflicts escalated; Analyze the conflicts that followed the French and Indian War that contributed to the decline of British rule and caused the American Revolution; Summarize the British and colonial arguments regarding taxation; Explain why the free-enterprise system developed within the colonies; Identify the political bias created due to the Boston Massacre; Describe the characteristics and benefits of the U.S. free-enterprise system Note: This lesson should take 2 days. Tense Times https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=17580… 1/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes Despite the British victory over the French, there were troubling times ahead for the British and their relations with both the Native Americans and the colonists. Colonists were eager to venture west to settle on the newly-acquired lands. For those who stayed in the East, tensions increased as the British raised the price of goods and taxes to pay for their war debt. These taxes angered colonists and would eventually become the main reason for rebellion against the British policies. Select the play button to view the “Taxation and Mercantilism” Flipped Video from the Realize™ website. 0 O 0 00:00/ 00:00 T U I W Preview the vocabulary words before continuing with the lesson. Think about what each word might mean and how it could relate to the lesson. Select the link to access the Vocabulary Knowledge Rating Chart and complete the Before Reading portion. Vocabulary Knowledge Rating Chart As you progress through the lesson, think about the following Focus Question: Why did new rules imposed by Great Britain make the colonists upset? Objectives https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=17580… 2/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes Identify and research key figures who played a role in the decline of the relationship between English rulers and colonists, including colonial leaders who emerged as conflicts escalated Analyze the conflicts that followed the French and Indian War that contributed to the decline of British rule and caused the American Revolution Summarize the British and colonial arguments regarding taxation Explain why the free-enterprise system developed within the colonies Identify the political bias created due to the Boston Massacre Describe the characteristics and benefits of the U.S. free-enterprise system Key Words Abigail Adams Boston Massacre boycott committee of correspondence Crispus Attucks free-enterprise system John Adams King George III Mercy Otis Warren Patrick Henry petition Pontiac’s War Proclamation of 1763 repeal Samuel Adams Stamp Act Sugar Act Townshend Acts writs of assistance Tip: You will have two days to complete this lesson. Conflicts and Tensions The British gained control of the Ohio River Valley in 1760. One of the first actions the British took was to raise prices on items sold to Native Americans. The Native Americans were very upset at being forced to pay more for goods. They were also unhappy about the many colonists that moved onto their hunting lands. To retaliate for price increases and settlers’ infringements onto Indian hunting grounds, Chief Pontiac of the Ottawa https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=17580… 3/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes tribe, a French ally in the war, raided frontier settlements and attacked British forts. Chief Pontiac’s warriors destroyed seven English forts in the Ohio River Valley. The British sent reinforcements in response. Chief Pontiac agreed to negotiate peace when he realized the French would not come to his aid or supply him with trade items and weapons. Under the Proclamation of 1763, lands west of the Though a treaty was not reached Appalachian Mountains were reserved for Native Americans. until 1766, the frontier raids ended in 1763. The British government and King George III issued the Proclamation of 1763 to keep peace on the frontier. The proclamation reserved the Ohio River Valley for the Indians. Any white colonists who entered the Ohio River Valley could be arrested and their property seized. The colonies viewed the proclamation as a slap in the face. Many colonists fought for the British in the French and Indian War in the Ohio Valley. These same colonists now wanted to live in the fertile valleys. Like the Navigation Acts, the colonists ignored the Proclamation of 1763 and moved into the valleys. The Proclamation of 1763 was the first in a series of unpopular laws passed by the British King and the English Parliament that restricted colonial freedom. Directions: Before you read, write the lesson name on the blank at the top of the Lesson Note-Taking Organizer and copy the comprehension question(s) from that slide into the Comprehension Questions box. As you read through the lesson text, outline the section and define key words and people in the Notes section on the right. Write the answers to the comprehension questions as you find them in the reading. When you review your notes later, identify the main idea from each section of your notes and add those in the Main Concept sections on the left. Then briefly summarize the entire page of notes in the Summary space at the bottom. Continue this on a new page for each of the Instruction slides of the lesson. Finally, write the questions provided on the Activity and Review slides in the Lesson Activity and Review section and answer them using the notes you take. Select the link to complete the Lesson Note-Taking Organizer. Lesson Note-Taking Organizer Before you read the text, preview the following comprehension questions and copy them into the first topic of your Lesson Note-Taking Organizer. Use the text to help you answer them. https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=17580… 4/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes 1. What was the purpose of the Proclamation of 1763? 2. Why did the colonists disagree with the Proclamation of 1763? Use your Lesson Note-Taking Organizer to take notes on the information as you read. Access Topic 3: The Revolutionary Era, Lesson 2: Tensions with Britain in American History. Read Conflict Over Land and The Proclamation of 1763 Creates Tension. Now check your answers to the questions about the reading. If you don’t already have the correct answers in your Lesson Note-Taking Organizer, cross out the incorrect answers and replace them with the correct answers. Select the link to check your answers to the Conflicts and Tensions questions. Conflicts and Tensions Answers Select the link to access the online textbook. American History Resentment and Resistance The British Prime Minister, Lord Grenville, controlled the finances of all of Great Britain. Grenville looked for ways to raise money to pay the costs of the French and Indian War. He also hoped to strengthen economic control over the American colonies. Grenville thought the logical solution was to tax the American colonies. He argued that the colonists should pay higher taxes because they started the war. They also paid less in taxes than British citizens yet still enjoyed the protection of the British military. Lord Grenville soon persuaded Parliament to pass the American Revenue Act. This became known as the Sugar Act of 1764. The act imposed higher import taxes on sugar, molasses, textiles, coffee, and wine that came from British merchants placed a stamp on all taxed non-British territories or countries. The tax on sugar amounted to about 50 goods that were bought in the colonies to cents for every 100 pounds of sugar. prove the Stamp Tax was paid. Colonists responded to the Sugar Act in anger. They argued that the British government could not impose taxes since the colonies were not represented in the British parliament. It was https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=17580… 5/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes taxation without representation. The phrase “No taxation without representation” became a slogan in the mounting pressure for colonial independence. Before you read the text, preview the following comprehension questions and copy them into the next topic of your Lesson Note-Taking Organizer. Use the text to help you answer them. 1. Why did colonists resist the Stamp Act of 1765 and Sugar Acts of 1764? 2. What is meant by no taxation without representation? 3. What steps did colonists take to change some of the laws? 4. Why did the colonists want a free-enterprise economy? 5. In 3-5 sentences, summarize the arguments of British officials and colonists regarding taxation. Use your Lesson Note-Taking Organizer to take notes on the information as you read. Access Topic 3: The Revolutionary Era, Lesson 2: Tensions with Britain in American History. Read Mercantilism and Taxation Cause Resentment, and The Stamp Act Provokes Resistance. Now check your answers to the questions about the reading. If you don’t already have the correct answers in your Lesson Note-Taking Organizer, cross out the incorrect answers and replace them with the correct answers. Select the link to check your answers to the Resentment and Resistance questions. Resentment and Resistance Answers Select the link to access the online textbook. American History Rebellion "Writs of Assistance" laws were passed to help enforce the new tax laws. The writs allowed British customs officials to search ships for smuggled cargo. In England, a law similar to the Stamp Act was already in place. Parliament and Lord Grenville believed there would be little colonial opposition to the law. As it turned out, the British could not have been more wrong. Britain believed that colonists should be punished for rebelling against the Sugar and Stamp Acts. The Townshend Acts, enacted in 1767, taxed paint, lead, paper, glass, and tea. Because colonists used these items on a daily basis, the Townshend Acts would raise even more revenues than the defeated Stamp Act. Protests and boycotts broke out across the colonies. The Townshend Acts outraged colonists and sparked fierce demonstrations across the colonies. Bias, the leaning toward or against a certain person, group, or idea, played role in the events to come. Tensions between British soldiers and colonists erupted into violence in Boston on March 5, 1770. British soldiers took position to keep https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=17580… 6/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes angry Bostonians from attacking a guard and overtaking the customs house. The protestors threw snowballs packed with rocks at the soldiers. The mob grew until 60 or more colonists surrounded the soldiers. The colonists swung clubs and hurled taunts. Finally, the crowd pushed the soldiers into a corner. One soldier was knocked unconscious. Captain Preston tried to keep his soldiers calm, but someone shouted, "Fire!" Shots rang out, and five Bostonians were killed. Before you read the text, preview the following comprehension questions and copy them into the next topic of your Lesson Note-Taking Organizer. Use the text to help you answer them. 1. Why did colonists oppose writs of assistance? 2. How did colonists rebel against the Townshend Acts? 3. What sparked the Boston Massacre? 4. What were the American and British viewpoints of the Boston Massacre? Use your Lesson Note-Taking Organizer to take notes on the information as you read. Access Topic 3: The Revolutionary Era, Lesson 2: Tensions with Britain in American History. Read The Townshend Acts Spark Rebellion, Colonists Provide Leadership in the Struggle with Britain, and The Boston Massacre. Now check your answers to the questions about the reading. If you don’t already have the correct answers in your Lesson Note-Taking Organizer, cross out the incorrect answers and replace them with the correct answers. Select the link to check your answers to the Rebellion questions. Rebellion Answers Examine Paul Revere’s engraving of the Boston Massacre on p. 139 of American History and reread pages 138– 139. Answer the following: Identify bias in the engraving. Do any elements depict a particular point of view? How does what is shown in the engraving differ from what is known about the event? What is the historical context of the event? How does that contribute to bias? Select the link to check your answers. Boston Massacre Engraving Answers Select the link to access the online textbook. American History The Rise of a Free-Enterprise System When colonists first settled in the new nation, they believed in their individual rights and the freedom to make their own economic decisions. This also included the right to own property. Colonists wanted a free-enterprise system, https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=17580… 7/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes an economic system in which goods and services, set by the people, are exchanged on a free market with as little government interference as possible. Events and policies such as the Townshend Acts, the Stamp Act, and the Boston Massacre contributed to the beginning of the American Revolution. Colonists resisted the British policies that supported taxes and trade regulations. Many of the colonists such as Samuel Adams supported the idea of individual rights to own businesses and make a profit with as little government control as possible. American colonies sought to break free from British control and the rules that limited their economic freedom. They believed in owning property and being free to do what they wanted with it. The rise of the free-enterprise system became the system that allowed colonists to own things, compete with each other, and make money. Before you read the text, preview the following comprehension questions and copy them into the next topic of your Lesson Note-Taking Organizer. Use the text to help you answer them. 1. Which policies led colonists to a free-enterprise system? 2. In 2-3 sentences, describe a free-enterprise system. What are the benefits? Use your Lesson Note-Taking Organizer to take notes on the information as you read. Access Topic 3: The Revolutionary Era, Lesson 2: Tensions with Britain in American History. Read Mercantilism and Taxation Cause Resentment, and The Stamp Act Provokes Resistance. Now check your answers to the questions about the reading. If you don’t already have the correct answers in your Lesson Note-Taking Organizer, cross out the incorrect answers and replace them with the correct answers. Select the link to check your answers to the The Rise of a Free-Enterprise System questions. The Rise of a Free-Enterprise System Answers Select the link to access the online textbook. American History Activity Complete the following activities. 1. Select the link to access and complete the Crisis on the Frontier Interactive Chart from the Realize ™ website. Crisis on the Frontier Interactive Chart Select the link to access the Crisis on the Frontier text version. Crisis on the Frontier Text Version Review events that led up to the outbreak of protests in the colonies. https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=17580… 8/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes 2. Copy the following questions into your Lesson Note-Taking Organizer. Then answer the questions based on what you learned in this lesson. What details about the colonial response to the Stamp Act tell you that it was one cause of the American Revolution? Why were colonists upset about the British searches? Why was the lack of representation in British government one of the causes of the American Revolution? How did the colonists’ experiences with excess taxation and regulation and their desire for property rights influence the development of the free-enterprise system in the new nation? Write a sentence or two explaining the significance of the roles played by the following individuals: Abigail Adams Samuel Adams Crispus Attucks King George III Mercy Otis Warren Patrick Henry 3. Select the link to access the British Policies Chart. Using the chart, analyze in 3-5 sentences how British economic policies led to the decline of British rule and the beginning of the American Revolution. Why do you think the colonists felt revolution was their only option? British Policies Chart 4. Select the link to access the 4-Concept Web. Using text evidence, use the web to illustrate the causes of the American Revolution. In the center of the 4-Concept Web write, Causes of the American Revolution. In the surrounding boxes, write down four of the greatest sources of tension. Consider social, political, and economic reasons. 4-Concept Web 5. This unit contains a portfolio item. The directions and rubric for this portfolio are given here, but the assignment won’t be due until Lesson 5. For this portfolio project, you will differentiate between valid primary and secondary sources to locate and research a little-known hero from the Revolutionary War era and provide a summary about his or her life and contribution to the war. Your portfolio assessment can be an essay, a slide show presentation, a video, or some other method (be sure to get permission from your teacher before you start). A primary source is first-hand, original materials like diaries, documents, or photographs from the time of the event. An autobiography is an example of primary source. A secondary source is the secondhand retelling about an event such as books, magazines, or newspapers. A biography is an example of a secondary source. https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=17580… 9/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes Take some time to review the Little Known Revolutionary Heroes portfolio directions and rubric now and begin thinking about what you need to do in order to complete it. Your subject could be a person who was involved with tensions and protests prior to the outbreak of the war, or someone who was directly involved in the war that you will learn about in later lessons. Your subject shouldn’t be someone obvious or famous like George Washington. Select the link to access the Little Known Revolutionary Heroes Portfolio Directions. Little Known Revolutionary Heroes Portfolio Directions Select the link to access the Little Known Revolutionary Heroes Portfolio Rubric. Little Known Revolutionary Heroes Portfolio Rubric Select the link to access the document APA Style: Citing Sources and Formatting. Follow these guidelines to set up your paper and provide attribution for your sources. APA Style: Citing Sources and Formatting https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 10/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes Modification: When you do your research, you may decide to use Internet resources. Please use the Website Evaluation Checklist to judge the quality of each website you use to do research on the Internet. Ask your teacher if you have any questions about the checklist or a website. Select the link to complete the Website Evaluation Checklist. Website Evaluation Checklist The following list of names can be used to give you some initial ideas. However, your subject does not need to be on this list. Mercy Otis Warren Abigail Adams Patrick Henry Crispus Attucks Haym Solomon Wentworth Cheswell James Armistead Bernardo de Galvez Sybil Ludington Margaret Corbin James Forten Saul Matthews Polly Cooper Solomon Bush Peter Salem George Rogers Clark Sarah Bache Review Complete the following review activities. 1. Review the answers to the questions you were given on the Activity slide. Select the link to check your answers to the Tensions with Britain questions. Tensions with Britain Answers 2. On slide 1, you were asked to consider the following Focus Question: Why did new rules imposed by Great Britain make the colonists upset? Select the link to check your answer to the Tensions with Great Britain Focus Question. https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 11/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes Tensions with Great Britain Focus Question Answer 3. Select the link to check your answers to the British Policies Chart. British Policies Chart Answers 4. Select the link to check your answers to the Causes of the American Revolution Web. Causes of the American Revolution Web Answers 5. In preparation for the Quick Check, select the link to review glossary terms and definitions for this lesson. Glossary To access the terms and definitions at any time, select Course Tools, Backpack, and then select the word Glossary. To access the terms as flash cards, select the Show As Flash Cards button. You may choose to review the glossary terms and definitions associated with the following: this lesson this lesson and all prior lessons in this unit this unit Take the assessment. Tensions with Britain Boston Massacre Engraving Answers Examine Paul Revere’s engraving of the Boston Massacre on p. 139 of American History and reread pages 138– 139. Answer the following: Identify bias in the engraving. Do any elements depict a particular point of view? How does what is shown in the engraving differ from what is known about the event? Possible response: The engraving shows the British soldiers firing on the Americans but doesn’t show that the Americans were throwing things at the soldiers. This makes it seem as if the Americans were completely innocent. One of the soldiers looks like he is smiling. This implies that the British enjoyed shooting the Americans. These two elements show bias against the British. Think about the historical context of the event. How does that contribute to bias? Possible response: The Americans were angry about unfair taxes and having the British quartered in their homes. They felt like the soldiers were there to bully them. The Americans called the event a massacre. This contributes to bias, making it easier to believe the British intended to shoot unarmed Americans. British Policies Chart https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 12/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes Using the chart, analyze in three to five sentences how British economic policies led to the decline of British rule and the beginning of the American Revolution. Why do you think the colonists felt revolution was their only option? Policy Description Prevented colonists from claiming land outside of the Proclamation Appalachian mountains. Colonist felt that had claiming of 1763 rights to the land. A new tax on molasses that replaced an earlier tax and The Sugar Act made it easier for British officials to bring colonial of 1764 smugglers to trial, angering colonists. The act placed new duties (taxes) on legal documents The Stamp Act that everyday colonists use such as wills, diplomas, and of 1765 marriage papers. It also taxed newspapers, almanacs, playing cards, and even dice. Similar to the Stamp Act, Townsend Acts taxed The Townsend everyday goods such as glass, paper, paint, lead, and Act tea. The taxes were low, but colonists still objected. Forced colonists to provide housing, candles, bedding, The Quartering and beverages to soldiers stationed in the colonies. The Act colonists did not want to house the soldiers. British Policies Chart Answers Using the chart, analyze in three to five sentences how British economic policies led to the decline of British rule and the beginning of the American Revolution. Why do you think the colonists felt revolution was their only option? Policy Description Prevented colonists from claiming land outside of the Proclamation Appalachian mountains. Colonist felt that had claiming of 1763 rights to the land. A new tax on molasses that replaced an earlier tax and The Sugar Act made it easier for British officials to bring colonial of 1764 smugglers to trial, angering colonists. The Stamp Act The act placed new duties (taxes) on legal documents of 1765 that everyday colonists use such as wills, diplomas, and https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 13/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes Policy Description marriage papers. It also taxed newspapers, almanacs, playing cards, and even dice. Similar to the Stamp Act, Townsend Acts taxed The Townsend everyday goods such as glass, paper, paint, lead, and Act tea. The taxes were low, but colonists still objected. Forced colonists to provide housing, candles, bedding, The Quartering and beverages to soldiers stationed in the colonies. The Act colonists did not want to house the soldiers. Possible response: The Proclamation of 1763 stopped colonists from moving to land beyond the Appalachian Mountains, upsetting them because they felt they had the right to that land. The British put new taxes on things like molasses, legal documents, and everyday goods, making the colonists angry. Policies like the Quartering Act forced colonists to provide things like housing for British soldiers, and all these issues together made the colonists want to be independent from British rule. Revolution became the only option because their nonviolent protests and their pleas to King George didn’t change the policies. Conflicts and Tensions Answers 1. What was the purpose of the Proclamation of 1763? Possible response: To protect Native Americans west of the Appalachian Mountains. 2. Why did the colonists disagree with the Proclamation of 1763? Possible response: Colonists did not think the British government had the power to restrict state settlements. And after winning the French and Indian War, many colonists felt they had rights to the land. Crisis on the Frontier Text Version There were many different causes of the American Revolution, from conflicts between colonists and Native Americans to British economic policies following the French and Indian War. The images below depict the events leading up to the outbreak of protests in the colonies. Instructions Use the event bank below to match to the proper image in this chronological list. Note that some items in the list are images needing a matching event, and some are already events. 1. A painting shows settlers crossing fields with cattle and covered wagons. [match the event] 2. A painting shows a Native American camp with a Native American man swinging a weapon. [match the event] 3. Proclamation of 1763 stops settlement in the West. https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 14/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes 4. A painting shows a stream of British troops walking through a colonial town. [match the event] 5. British government decides American colonists should help pay for troops. 6. An image of the seal of the British crown. [match the event] 7. Stormy protests break out in many colonies. Event Bank Sugar and Stamp Acts impose new taxes. Pontiac’s War breaks out on the frontier. Colonists settle on Indian lands in the West. Britain spends money on troops in the colonies. Show Answer Answer: 1. Colonists settle on Indian lands in the West. 2. Pontiac’s War breaks out on the frontier. 4. Britain spends money on troops in the colonies. 6. Sugar and Stamp Acts impose new taxes. Rebellion Answers 1. Why did colonists oppose writs of assistance? Answer: They thought they violated their rights. 2. How did the colonists rebel against the Townshend Acts? Possible response: They boycotted, signing agreements promising to stop importing goods taxed by the act. Some also formed the Sons and Daughters of Liberty staging mock hangings or encouraging colonists to support the boycott. 3. What sparked the Boston Massacre? Possible response: British soldiers protecting custom officers panicked and fired shots into a Boston crowd after the crowd threw snow, ice, and shells. 4. What were the American and British viewpoints of the Boston Massacre? Possible responses: Americans viewed it as symbol of British oppression and aggression against innocent colonists. The British viewed it as self-defense because of violently protesting colonists. Resentment and Resistance Answers https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 15/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes 1. Why did colonists resist the Stamp Act of 1765 and Sugar Act of 1764? Possible response: The Stamp Act placed taxes on items such as newspapers, almanacs, playing cards, and dice. Colonists argued that they were being taxed without being represented. The Sugar Act replaced higher paying tax placed on merchants that would have driven them out of business 2. What is meant by no taxation without representation? Possible response: Colonists insisted that only they or their elected representatives had the right to pass taxes. Since the colonists did not elect representatives to Parliament, Parliament had no right to tax them. Colonists were willing to pay taxes—but only if the taxes were passed by their own colonial legislatures. 3. What steps did colonists take to change some of the laws? Answer: They drew up petitions and boycotted goods and services. 4. Why did the colonists want a free-enterprise economy? Answer: It meant that the government wouldn’t interfere as much. 5. In three to five sentences, summarize the arguments of British officials and colonists regarding taxation. Possible response: British leaders believed that colonists should pay taxes to help with war debts, but the colonists disagreed. Colonists thought it was unfair and wanted a say in the decisions around taxation. They insisted on "No taxation without representation," meaning only they or their chosen leaders should decide on taxes. The colonists were okay with taxes if their own governments decided, leading to problems with acts like the Stamp Act and Sugar Act. Tensions with Great Britain Focus Question Answer Why did new rules imposed by Great Britain make the colonists upset? Possible response: Colonists were upset not necessarily with the content of the rules, but with the idea of the rules in general. This is especially true at the beginning. Many of the taxes imposed on the colonies were not harsh. The tea act actually reduced the amount of taxes placed on tea. What the colonists objected to the most was that they did not have a say in the taxes they were paying. They had a certain measure of self-rule for years, but never any representation in the British Parliament. The colonists felt that if they were to be taxed, they should at least have a say in the process. Of course as time went on, the taxes and rules set by Parliament became heavier and more disciplinary in nature. Tensions with Britain Answers On the Activity slide, you were asked to answer the following questions in your Lesson Note-Taking Organizer: What details about the colonial response to the Stamp Act tell you that it was one cause of the American Revolution? https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 16/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes Possible response: It united colonists and prompted them to create petitions; it led to colonists boycotting British goods. Why were colonists upset about the British searches? Possible response: They were unfair and didn’t follow British law which stated that a person’s property couldn’t be searched without a good reason for suspecting that the person had committed a crime. Why was the lack of representation in British government one of the causes of the American Revolution? Possible response: Colonists thought only they or their representatives should be able to impose taxes. How did the colonist's’ experiences with excess taxation and regulation and their desire for property rights influence the development of the free-enterprise system in the new nation? Possible response: The colonists wanted to make their own choices about money and property in the new nation. They opposed British rules that placed too many taxes and restrictions on them. They created a free- enterprise system, where they could own things, compete, and make money with less government control. Write a sentence or two explaining the significance of the roles played by the following individuals: Abigail Adams Possible response: Abigail Adams was the wife of John Adams. She wrote letters urging the colonists to action against the British. Samuel Adams Possible response: Samuel Adams was political organizer who worked to gather public support and protest against the British. Crispus Attucks Possible response: Crispus Attucks was a free black man who was one of the first to die in the Boston Massacre. His death helped to increase the colonial opposition to British soldiers. King George III Possible response: George III was the king of Great Britain during the time of the American Revolution. Mercy Otis Warren Possible response: Mercy Otis Warren was a playwright that wrote plays that made fun of British officials. Her plays were published in newspapers all around the colonies. Patrick Henry Possible response: Patrick Henry was a lawyer from Virginia whose bold speeches against the British added to the independence movement. The Rise of a Free-Enterprise System Answers 1. Which policies led colonists to a free-enterprise system? https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 17/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes Possible response: The Townshend Act and the Stamp Act 2. In 2-3 sentences, describe a free-enterprise system. What are the benefits? Possible response: An economic system where people can freely decide what goods and services to produce, exchange them in a market, and own property, with minimal government interference. The benefits include the individual freedom to own businesses, compete, and make a profit. The system allowed colonists to break free from British control, pursue economic opportunities, and exercise their rights. © 2016 Connections Education LLC. assessment dropped Lesson 4: Declaring Independence CE 2016 Social Studies 8 A Unit 4: The Revolutionary Era Objectives: Explain the significance of the year 1776 and the adoption of the Declaration of Independence; Analyze information based on a generalization; Summarize the purpose and main ideas of the Declaration of Independence; Describe the impact of Thomas Paine’s pamphlet, Common Sense; Explain the steps Congress took to declare independence Colonists Choose Independence Colonists attempted to mend the relationship with Britain without success. In a pamphlet titled Common Sense, Thomas Paine argued that colonists did not owe their loyalty to King George III or to Britain. Inspired by Paine’s writings, colonial leaders moved toward declaring independence. In 1776, the Continental Congress debated whether and how to declare independence from England. In this lesson, you will learn how the colonists declared independence from Britain and the main ideas of the Declaration of Independence. Select the play button to view the “Declaration of Independence” Flipped Video from the Realize™ website. The Declaration of Independence was adopted on July 4, 1776. https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 18/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes 0 O 0 00:00/ 00:00 T U I W Preview the vocabulary words before continuing with the lesson. Think about what each word might mean and how it could relate to the lesson. Select the link to access the Vocabulary Knowledge Rating Chart and complete the Before Reading portion. Vocabulary Knowledge Rating Chart As you progress through the lesson, think about the following Focus Question: What ideas about government and rights are expressed in the Declaration of Independence? Objectives Explain the significance of the year 1776 and the adoption of the Declaration of Independence Analyze information based on a generalization Summarize the purpose and main ideas of the Declaration of Independence Describe the impact of Thomas Paine’s pamphlet, Common Sense Explain the steps Congress took to declare independence Key Words Common Sense Declaration of Independence natural rights https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 19/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes Preamble Robert Livingston Roger Sherman Thomas Paine traitor unalienable rights Common Sense Thomas Paine was a political philosopher who wrote pamphlets during the revolutionary period. Paine was born in England and immigrated to Philadelphia in 1774. There, Paine quickly associated himself with advocates of political change. Paine published Common Sense in January of 1774. Paine's writing was the first pamphlet in support of American independence from England. The pamphlet outlined the following two central ideas: 1. Republican government 2. equal rights among citizens Paine envisioned replacing the English monarchy (king) with a representative government (a republic). In a republic, power resides in the equal rights of citizens to Thomas Paine published Common elect officials and representatives who are responsible to the citizens and govern Sense, a pamphlet that claimed according to law. colonists didn’t need to be loyal to Common Sense inspired many colonists and political leaders to declare independence. the King. Directions: Before you read, write the lesson name on the blank at the top of the Lesson Note-Taking Organizer and copy the comprehension question(s) from that slide into the Comprehension Questions box. As you read through the lesson text, outline the section and define key words and people in the Notes section on the right. Write the answers to the comprehension questions as you find them in the reading. When you review your notes later, identify the main idea from each section of your notes and add those in the Main Concept sections on the left. Then briefly summarize the entire page of notes in the Summary space at the bottom. Continue this on a new page for each of the Instruction slides of the lesson. Finally, write the questions provided on the Activity and Review slides in the Lesson Activity and Review section and answer them using the notes you take. Select the link to access the Lesson Note-Taking Organizer. Lesson Note-Taking Organizer Before you read the text, preview the following comprehension questions and copy them into the first topic of your Lesson Note-Taking Organizer. Use the text to help you answer them. 1. What was Paine’s main theme in the pamphlet, Common Sense? 2. Who drafted the Declaration of Independence? https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 20/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes 3. Why was it considered dangerous to sign the Declaration of Independence? Use your Lesson Note-taking Organizer to take notes on the information as you read. Access Topic 3: The Revolutionary Era Lesson 4: Declaring Independence in American History. Read the sections titled Thomas Paine’s Common Sense and Choosing Independence. Now check your answers to the questions about the reading. If you don’t already have the correct answers in your Lesson Note-Taking Organizer, cross out the incorrect answers and replace them with the correct answers. Select the link to check your answers to the Common Sense questions. Common Sense Answers Select the link to access the online textbook. American History What is the Declaration of Independence? The Continental Congress debated in the early summer of 1776 whether and how to declare independence from England. If Congress declared America free from England but lost the war, the members would all be hung as traitors. Nevertheless, a committee consisting of Thomas Jefferson, Benjamin Franklin, John Adams, Roger Sherman, and Robert Livingston was appointed to write the resolution. The elder men looked to the youngest delegate, Thomas Jefferson, to write the actual document. The Declaration of Independence was signed by the delegates to the Second Continental Congress. The first to sign was Congress debated and changed the committee's resolution John Hancock. several times before the final vote. The Continental Congress voted July 3, 1776, to approve the final document. On July 4, 1776, the Declaration of Independence was signed by the first members of the Congress. That day is celebrated as the birthday of the United States of America. The Declaration of Independence is a powerful document that peoples seeking freedom from oppressive governments still point to today as a model of representative government. Before completing the activities below, you will get a chance to review some of the recounted grievances, or complaints, which can be found in the Declaration. As you will learn, the Declaration recounted these grievances of the colonies against the British, and declared the colonies to be free and independent. Follow the directions below. 1. Access the EBSCOhost databases using the link below. 2. Select EBSCOhost Research Databases. https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 21/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes 3. Type "Declaration of Independence" in the search box. 4. Select the magnifying glass. 5. Select the article "Declaration of Independence" by Funk & Wagnalls New World Encyclopedia. EBSCOhost Additionally, before you read the text, preview the following comprehension questions and copy them into the next topic of your Lesson Note-Taking Organizer. Use the text to help you answer them. 1. According to the Declaration of Independence, why do people form governments? 2. According to the Declaration of Independence, what happens if a government fails to protect the rights of its citizens? Use your Lesson Note-Taking Organizer to take notes on the information as you read. Access Topic 3: The Revolutionary Era Lesson 4: Declaring Independence in American History. Read the section titled The Declaration of Independence Now check your answers to the questions about the reading. If you don’t already have the correct answers in your Lesson Note-Taking Organizer, cross out the incorrect answers and replace them with the correct answers. What is the Declaration of Independence Answers Select the link to access the online textbook. American History Activity Complete the following activities. 1. Select the link to access the Thomas Paine’s Common Sense Interactive Gallery from the Realize™ website. Study the pictures and read the captions to learn more about this pamphlet. Interactive Gallery: Thomas Paine's Common Sense 2. Select the link to access The Declaration of Independence Interactive Gallery from the Realize™ website. Study the pictures and read the captions to learn more about this important founding document. Copy the following questions into your Lesson Note-Taking Organizer and answer them based on what you learned from this Interactive: What is the significance of the year 1776 and the adoption of the Declaration of Independence? Why do you think the Declaration of Independence is so long and detailed? What is an unalienable right? What unalienable rights does the Declaration of Independence list? What might be other examples of unalienable rights? What could happen if an individual's unalienable rights are ignored? https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 22/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes Interactive Gallery: Interactive Declaration of Independence Select the link below to access the Interactive Gallery: Interactive Declaration of Independence text version. Interactive Gallery: Interactive Declaration of Independence Text Version 3. Select the link to access The Declaration of Independence. The Declaration of Independence 4. Copy the following questions into your Lesson Note-Taking Organizer. Then answer the questions based on what you learned in this lesson. How did Thomas Paine influence the Declaration of Independence? Why was the publication of the Declaration of Independence an important event in the Revolutionary Era? What are the main ideas of the Declaration of Independence? How did Thomas Jefferson contribute to the Declaration of Independence? 5. Continue to work on your Little Known Revolutionary Heroes Portfolio Project, which will be due at the end of Lesson 5. Modification: Select the image to complete the Identify Main Idea and Details interactive review. Complete the following review activities. 1. Review the answers to the questions you were given on the Activity slide. Select the link to check your answers to the Declaring Independence questions. Declaring Independence Answers 2. On slide 1, you were given the following Focus Question: What ideas about government and rights are expressed in the Declaration of Independence? Select the link to check your answer to the Declaring Independence Focus Question. Declaring Independence Focus Question Answer https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 23/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes 3. Refer back to the Essential Question: When is war justified? Nearly 70 years after the fighting at Lexington and Concord, a newspaper reporter asked Levi Preston, a man who had fought in the Revolution, why the Patriots had fought. This was his response: “What we meant in going for those redcoats was this: we always had governed ourselves, and we always meant to. They didn’t mean we should.” How does Levi Preston justify the American Revolution? Write your answer in your Lesson Note-Taking Organizer. Select the link to check your answer to the Essential Question. Essential Question Answer 4. Select the image to complete the Reading the Declaration of Independence interactive review. 5. In preparation for the Quick Check, select the link to review glossary terms and definitions for this lesson. Glossary To access the terms and definitions at any time, select Course Tools, Backpack, and then select the word Glossary. To access the terms as flash cards, select the Show As Flash Cards button. You may choose to review the glossary terms and definitions associated with the following: this lesson this lesson and all prior lessons in this unit this unit Take the assessment. Declaring Independence Common Sense Answers https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 24/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes 1. What was Paine’s main theme in the pamphlet, Common Sense? Answer: Colonists did not owe loyalty to Britain. 2. Who drafted the Declaration of Independence? Answer: Thomas Jefferson 3. Why was it considered dangerous to sign the Declaration of Independence? Answer: Signers would be considered traitors. What is the Declaration of Independence Answers 1. According to the Declaration of Independence, why do people form governments? Answer: to protect their natural rights and liberties 2. According to the Declaration of Independence, what happens if a government fails to protect the rights of its citizens? Answer: People have a right and duty to overthrow the government. Declaration of Independence Introduction By signing the Declaration of Independence, members of the Continental Congress sent a clear message to Britain that the American colonies were free and independent states. Starting with its preamble, the document spells out all the reasons the people of the United States have the right to break away from Britain. Primary Source 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 [force] them to the separation. We hold these truths to be self-evident, that all men are created equal, that they are endowed [gifted] by their Creator with certain unalienable [cannot be taken away] 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 [cautiousness], indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shown 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 [unjust uses of power], pursuing invariably the same Object evinces a design https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 25/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes to reduce them under absolute Despotism [rule of absolute power], 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 [give up] the right of Representation in the Legislature, a right inestimable [priceless] 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 [closing down], 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 [riots] 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 [term] 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 [lodging] 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 https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 26/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes people. He is at this time transporting large Armies of foreign Mercenaries [soldiers] to complete the works of death, desolation, and tyranny, already begun with circumstances of Cruelty and perfidy [dishonesty] 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 endeavoured 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 [correction of wrongs] 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 [generosity], and we have conjured [begged] 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 [relation by blood]. 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 [justness] 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. Declaring Independence Answers On the Activity slide, you were asked to view the Declaration of Independence Interactive Gallery and answer the following questions: What is the significance of the year 1776 and the adoption of the Declaration of Independence? Possible response: In 1776, the Declaration of Independence gave Americans the right to be their own nation separate from Great Britain. It protected their individual rights. Why do you think the Declaration of Independence is so long and detailed? Possible response: The signers wanted to make absolutely clear to the British king and the world what they believed their rights were, how those rights had been violated, and why this justified the colonists in https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 27/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes declaring independence. What is an unalienable right? What unalienable rights does the Declaration of Independence list? What might be other examples of unalienable rights? Possible response: Unalienable rights are those that cannot be given or taken away. The Declaration of Independence lists life, liberty, and the pursuit of happiness as unalienable rights. Others might include the freedom of speech, the right to practice the religion of your choice, and the right to have a fair trial if you are accused of breaking the law. What could happen if an individual's unalienable rights are ignored? Possible response: Trust in the government can be lost, and the people can vote to change or create a new government. On the Activity slide, you were asked to answer the following questions in your Lesson Note-Taking Organizer: How did Thomas Paine influence the Declaration of Independence? Possible response: He wrote Common Sense, which inspired colonists to identify rights held by people and to list grievances with the king. Why was the publication of the Declaration of Independence an important event in the Revolutionary Era? Possible response: It made the separation from Britain public and official. What are the main ideas of the Declaration of Independence? Possible response: Everyone has natural and unalienable rights and they cannot be taken away; if the government fails, citizens have the right to overthrow the government. It lists the wrongs and grievances that led Americans to break away from Britain and why colonists had right to rebel. Colonies are now the United States of America, a free and independent nation. How did Thomas Jefferson contribute to the Declaration of Independence? Possible response: Thomas Jefferson was the youngest delegate to write the Declaration of Independence. Declaring Independence Focus Question Answer What ideas about government and rights are expressed in the Declaration of Independence? Possible response: People have unalienable rights; government comes from the consent of the governed; people have the right to overthrow a government and create a new one if it fails to protect their rights. Essential Question Answer How does Levi Preston justify the American Revolution? Possible response: Preston justifies the American Revolution by saying that the colonists were defending their right to govern themselves, while the British were trying to rule over them. https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 28/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes Interactive Declaration of Independence Text Version The Declaration of Independence brilliantly summarized the widespread views of American colonists toward Great Britain. It presented a theory of government that required the consent of the governed. Learn more below about the reasoning of a people intent on declaring their right to freedom and independence. The Date The Continental Congress passed Richard Henry Lee’s resolution, “that these United Colonies are, and of right ought to be, free and independent States” on July 2, 1776. However, it adopted Thomas Jefferson’s Declaration of Independence on July 4, 1776, the date we celebrate. Jefferson wrote the Declaration as part of a “Committee of Five,” which included Benjamin Franklin, John Adams, Roger Sherman, and Robert R. Livingston. The Introduction The first sentence of the Declaration of Independence serves as an introduction to the main statement. It asserts that under the laws of nature and of God, the American people have a right to equal political status and independence as a separate nation. Out of respect to other peoples and nations, they will explain why separation from Great Britain is necessary. The Preamble One of the most revered statements in American history, the preamble declares that all people are created equal and have “unalienable Rights,” or rights that can never be taken or given away. Among these rights are life, freedom, “and the pursuit of Happiness.” It states that governments exist to protect such rights and draw power from the people. If a government fails to protect the people’s rights, the people can change the government or create a new one. Grievances Against the King The Declaration provides a clear list of 27 grievances, or complaints, the colonists had against the king of Great Britain. The king refused the colonists the right to make laws that ensured the common good. He limited people’s right to have representation in local legislatures. He tried to limit immigration to the colonies. He made judges bow to his will instead of the law. He kept soldiers in the colonies even in times of peace. He cut off trade with the rest of the world. He waged war against the colonies. The Conclusion The document concludes with the strong declaration that the United States of America has the right to be free and independent, and the colonies are now released from all relations with and loyalty to Great Britain. The United States has the right to do all the things nations do—conduct war, make peace, make alliances, do business, and so on. To this purpose, the signers pledged their lives, fortunes, and “sacred honor.” The Signatures The actual signing of the Declaration of Independence began in August 1776. The 56 signers added their names to the document at the risk of their lives and their fortunes. The youngest signer was 26, and the oldest, Benjamin https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 29/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes Franklin, was 70. When John Hancock, the president of the Congress, signed his name, he did so in large letters and is rumored to have said, “There, I guess King George will be able to read that.” © 2016 Connections Education LLC. Lesson 5: Winning Independence CE 2016 Social Studies 8 A Unit 4: The Revolutionary Era Objectives: Analyze how the Continental Army overcame their disadvantages over the course of the Revolutionary War; Explain factors that contributed to the patriots’ winning the war; Identify and describe key battles and events of the war, including battles that marked turning points and ultimate victory; Describe the contributions of women and African Americans to the war; Explain the importance of the Battle of Saratoga during the American Revolution Note: This lesson should take 2 days. Joining the Cause As the battles of the revolution raged on, many different groups and allies helped the colonists gain their freedom, including women, enslaved African Americans, and even children. In addition, the American colonists found European allies. The French wanted to avenge their defeat from the Seven Year War with Britain. They joined the Americans in the Revolutionary War and then persuaded Spain to assist as well. The Dutch also got involved. Dutch bankers loaned money to the Americans Many colonial women helped with the war efforts. and Dutch merchants sold the Americans gunpowder. Despite their allies and patriot supporters, the Continental Army faced many challenges. They were untrained and had limited supplies such as food, clothing, and weapons. But in the end, the colonists were victorious in winning their independence from Britain. Select the play button to view the “Winning Independence” Flipped Video from the Realize™ website. https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 30/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes 0 O 0 00:00/ 00:00 T U I W Preview the vocabulary words before continuing with the lesson. Think about what each word might mean and how it could relate to the lesson. Vocabulary Knowledge Rating Chart As you progress through the lesson, think about the following Focus Question: What were some key reasons why the American colonists were able to ultimately defeat the British? Objectives Analyze how the Continental Army overcame their disadvantages over the course of the Revolutionary War Explain factors that contributed to the patriots’ winning the war Identify and describe key battles and events of the war, including battles that marked turning points and ultimate victory Describe the contributions of women and African Americans to the war Explain the importance of the Battle of Saratoga during the American Revolution Key Words ally Battle of Cowpens Battle of Long Island https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 31/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes Battle of Saratoga Battle of Trenton Battle of Yorktown Cavalry Friedrich von Steuben guerrilla Haym Salomon James Armistead Marquis de Lafayette Nathan Hale Ratify siege Valley Forge Wentworth Cheswell Tip: You will have two days to complete this lesson. Challenges and Victories The Continental army suffered numerous defeats. In several battles in New York, the army lost thousands of men and a lot of supplies. Soldiers had abandoned the army's cannons because they could not be transported across the rivers. By December 1776, the revolution looked bleak. Washington described his army as sick, dirty, unclothed, and unfit for service. Washington’s troops claimed victory in Trenton, giving them renewed hope. George Washington appeared to be losing the New York campaign. Rumors spread throughout the colonies that the revolution was falling apart. In response, Thomas Paine once again took up his pen. Paine's pamphlet The Crisis was even more widely distributed and influential than Common Sense. The Crisis begins with the famous words: "These are the times that try men's souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands by it now, deserves the love and thanks of man and woman. Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph." George Washington found the pamphlet so inspiring that he read it to his troops. After hearing Paine's words, the majority of soldiers reenlisted and continued to fight. https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 32/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes It was a good thing, too. Washington had a plan for a special Christmas surprise for the British, and he needed every available man to pull it off. Directions: Before you read, write the lesson name on the blank at the top of the Lesson Note-Taking Organizer and copy the comprehension question(s) from that slide into the Comprehension Questions box. As you read through the lesson text, outline the section and define key words and people in the Notes section on the right. Write the answers to the comprehension questions as you find them in the reading. When you review your notes later, identify the main idea from each section of your notes and add those in the Main Concept sections on the left. Then briefly summarize the entire page of notes in the Summary space at the bottom. Continue this on a new page for each of the Instruction slides of the lesson. Finally, write the questions provided on the Activity and Review slides in the Lesson Activity and Review section and answer them using the notes you take. Select the link to access the Lesson Note-Taking Organizer. Lesson Note-Taking Organizer Before you read the text, preview the following comprehension questions and copy them into the first topic of your Lesson Note-Taking Organizer. Use the text to help you answer them. 1. Which forces seem to be better prepared for battle? 2. What important role did Haym Solomon play? 3. Why was the American attack at Trenton successful? 4. How did Washington fool Cornwallis? Use your Lesson Note-Taking Organizer to take notes on the information as you read. Access Topic 3: The Revolutionary Era Lesson 5: Winning Independence in American History. Read Early Challenges for the Continental Army Be sure to also review the Continental vs. British Forces Chart. Now check your answers to the questions about the reading. If you don’t already have the correct answers in your Lesson Note-Taking Organizer, cross out the incorrect answers and replace them with the correct answers. Select the link to check your answers to the Challenges and Victories questions. Challenges and Victories Answers Select the link to access the online textbook. American History More Victories and Harsh Conditions British General John Burgoyne developed several strategies that he believed would end the war. However, the Americans claimed victory at the Battle of Saratoga that proved to be a major turning point. https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 33/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes Washington's forces spent the winter at Valley Forge, Pennsylvania. They had little clothing, food, or shelter. Many soldiers had no shoes or blankets. Colonists sent aid to ease the soldiers' plight. Even Original cabins where soldiers slept are still standing in Valley Forge National Historic Park in Pennsylvania. General Washington's wife, Martha, sent materials to support the Patriot forces. Though Washington's army numbered only about 11,000 men after the harsh winter, it was a better fighting force. After the French recognized the United States, France and other countries sent volunteers to help the Americans. The American victory at Saratoga in 1777 helped convince the French to help the Americans by joining the war on their side. This brought in troops, money, and ships to support the effort against the British. The confidence of the American soldiers increased after the victory and encouraged more people to join the fight. This prevented the British from taking control of the Hudson River Valley, an important area for moving troops and supplies. The victory gave American representatives in Europe more power and authority when asking for support from future allies. Before you read the text, preview the following comprehension questions and copy them into the next topic of your Lesson Note-Taking Organizer. Use the text to help you answer them. 1. How did the tides turn for the Americans? 2. What helped the soldiers get through their hardships during their difficult time at Valley Forge? Use your Lesson Note-Taking Organizer to take notes on the information as you read. Access Topic 3: The Revolutionary Era Lesson 5: Winning Independence in American History. Read The Tide Turns for the Americans and Winter at Valley Forge. Now check your answers to the questions about the reading. If you don’t already have the correct answers in your Lesson Note-Taking Organizer, cross out the incorrect answers and replace them with the correct answers. Select the link to check your answers to the More Victories and Harsh Conditions questions. More Victories and Harsh Conditions Answers Select the link to access the online textbook. American History Women and African American Contributions White males weren’t the only people who contributed to the Revolutionary War effort. Both African Americans and women made significant contributions in a variety of ways. Both free and enslaved African Americans served in https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 34/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes several key battles and a few served as spies for the Continental Army. Although women were not permitted to serve on the front lines in battle, many served by providing food and clothing to soldiers or tending to the wounds of soldiers. Like several African Americans, some even served as spies for the Patriots. Before you read the text, preview the following comprehension questions and copy them into the next topic of your Lesson Note-Taking Organizer. Use the text to help you answer them. 1. How did women help with the war effort? 2. What were some ways African Americans assisted with the war James Armistead served as a effort? spy for the Continental Army. Use your Lesson Note-Taking Organizer to take notes on the information as you read. Access Topic 3: The Revolutionary Era Lesson 5: Winning Independence in American History. Read Women Contribute to the War Effort and African Americans in the War. Now check your answers to the questions about the reading. If you don’t already have the correct answers in your Lesson Note-Taking Organizer, cross out the incorrect answers and replace them with the correct answers. Women and African American Contributions Answers Select the link to access the online textbook. American History Fighting in the South and at Sea The Americans had no navy at the beginning of the Revolutionary War. This severely hampered the war effort at sea. Instead, the Americans relied primarily on privateers. Privateers were sailors who served aboard armed merchant ships. Privateers were given free rein to raid British merchant ships. They were also allowed to keep almost anything of value they seized. In an agreement between the United States and the privateers however, any weapons, gunpowder, or other munitions seized by the privateers was to be turned over to the The British had an advantage over the patriots. By the end of the war, the United States had a navy of Continental Army when fighting at sea. 64 ships. Nearly 1,700 ship captains had been granted Continental army recognition as privateers. https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 35/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes Financial rewards were great for the privateers. The risks to life and limb were also great. Privateers captured by the British were treated as pirates. They were executed or locked up in prison ships, where more than 11,000 privateers died. Because a privateer could make a great deal of money, the United States found it difficult to recruit sailors for the American navy. A privateer could make as much as $1,000 in a single voyage, while pay for a sailor was only $9 a month. Despite these problems, the American navy enjoyed several successes over the British during the war. Before you read the text, preview the following comprehension questions and copy them into the next topic of your Lesson Note-Taking Organizer. Use the text to help you answer them. 1. How did the British convince many Native American groups to become their allies? 2. How did the Patriots and Loyalists clash? 3. What caused the shift of some settlers to side with the Patriots? Use your Lesson Note-Taking Organizer to take notes on the information as you read. Access Topic 3: The Revolutionary Era Lesson 5: Winning Independence in American History. Read Native Americans and Spanish Choose Sides and Fighting for Independence in the Southern Colonies and at Sea. Now check your answers to the questions about the reading. If you don’t already have the correct answers in your Lesson Note-Taking Organizer, cross out the incorrect answers and replace them with the correct answers. Select the link to check your answers to the Fighting in the South and at Sea questions. Fighting in the South and at Sea Answers Select the link to access the online textbook. American History The War Ends The Battle of Yorktown was the final battle fought in the American Revolution. In 1781, General Cornwallis surrendered. In England, Prime Minister Lord North resigned when he learned of Cornwallis’s surrender. The war was over in America. However, fighting between the British and French continued in the Caribbean and in other places around the world. The Treaty of Paris, ratified in 1783, changed the balance of power in North America. Because of the ongoing British and https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=2003768&idCourse=1758… 36/45 11/1/24, 12:53 PM Little Known Revolutionary War Heroes French warring, George Washington kept his army together for almost two years between the battle of Yorktown and the Treaty of Paris of 1783. Many of his soldiers believed Washington should overthrow the Continental Congress and seize power himself, but Washington refused to do that. General George Washington was cast as an American hero for his role in the Revolutionary War. In December of 1783, Washington gave a farewell speech to the men of the Continental army. He was welcomed and celebrated at cities all along the route on his way home from New York to Virginia. Washington simply stated that he had performed his duty to his country and now wished to retire to his home at Mt. Vernon. Before you read the text, preview the following comprehension questions and copy them into the next topic of your Lesson Note-Taking Organizer. Use the text to help you answer them.

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