Grade 11 From Peace To War: The Lead-up To The Revolution

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Grade 11From Peace to War: The Lead-up to theRevolutionDocument-Based Question for theSouth Carolina Social Studies Academic Standards

South Carolina Department of EducationOffice of Standards and Learning2018Introduction to DBQThis DBQ examines the events and beliefs of the American colonists between the French and Indian War and the writing of theDeclaration of Independence. Students will not only learn about the specific events during that time, but also the colonialopinion of those events. It focuses on analyzing cause and effect, asking students to evaluate what caused the colonists todeclare independence.Standard(s) and/or Indicator(s)There are two types of standards/indicators for each instructional plan. Targeted standards are standards/indicators thatwill be taught and assessed throughout the unit while embedded standards are those that have been spiraled through thecurriculum and will be present, but not all will be formally “taught.” ELA standards can be listed as embedded standards inaddition to other Social Studies standards being spiraled. Assessment of these indicators/descriptors (as applicable) will beincluded in both summative and formative assessments as they have been previously taught.Targeted:Standard 1: Demonstrate an understanding of the influence of the Atlantic World on the regional and national developmentof republicanism and federalism from 1607-1815.South Carolina Department of Education Office of Standards and Learning2019

USHC.1.CE – Assess the major developments of the American Revolution through significant turning points in the debates overindependence and self-government from 1763-1791.Embedded:ELA 5.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawnfrom the text including determining where the text leaves matters uncertain; investigate multiple supported academic interpretations.“I Can” Statements/Learning Targets“I Can” statements are learning targets of what students need to know and be able to do as it relates to the standard/indicator(s) theDBQ is targeting. Day 1: I can summarize the arguments made by colonists against direct taxation by Parliament using primary sources.Day 2: I can create and defend a thesis answering the question “What was the main cause of the colonists’ decision todeclare independence in 1776?” using primary sources.Historical Question What caused the American colonists to decide to declare independence in 1776?Academic VocabularySome students may need extra support with the following academic vocabulary in order to understand what they are being asked todo. Teaching these terms in an instructional context is recommended rather than teaching the words in isolation. An appropriatetime to deliver explicit instruction for the terms is during the modeling process. Ultimately, the student should be able to use theacademic vocabulary in conversation with peers and teachers. Salutary Neglect Mercantilism Stamp Act Townshend Act Parliament Rights of Englishmen Tea Act Coercive Acts Direct TaxSouth Carolina Department of Education Office of Standards and Learning2019

Prior KnowledgeStudents should have previous knowledge of the development of representative government in the British colonies (8-1.3).Subsequent KnowledgeIn United States Government, students will analyze the British heritage that fostered the development of core American politicalprinciples including the Magna Carta, the English Bill of Rights and the Mayflower Compact (USG -2.3).Historical Context (Background Information)From the Support Document:The control that Parliament was able to exert on the colonies was limited by distance and desire. After the 1720s, the Englishgovernment followed a policy of salutary neglect, leaving the colonists to govern themselves. Their colonial assemblies had theright to tax the citizens of the colonies. It was the change of this policy that riled the colonists into revolt. During the French andIndian War, Parliament abandoned salutary neglect and enforced their mercantilist policies by cracking down on smugglers. Theyestablished admiralty courts [Sugar Act] which violated the right to a trial by a jury of one’s peers (Magna Carta). Americanreaction was to both protest the admiralty courts and increase smuggling. The cost of the French and Indian War caused GreatBritain to change its policy towards the colonies and imposed taxes to help pay the war debt. Colonists vehemently opposed theStamp Act because it was a direct tax rather than an indirect (import) tax such as the sugar tax. Parliament’s failure to recognize theexclusive right of the colonial assemblies to collect taxes constituted ‘taxation without representation’. Colonists responded with thecreation of the Sons and Daughters of Liberty, the Stamp Act Congress and an effective economic boycott which led to the repeal ofthe Stamp Act. The stationing of British troops in the colonies resulted in the Boston Massacre and further alienated the colonists.The Townshend Acts resulted in a continuation of the boycott and the Tea Act resulted in the Boston Tea Party, which led to the“Intolerable” (Coercive) Acts, the First Continental Congress, and the “shot heard ‘round the world” at Lexington and Concord thatbegan the Revolutionary War.Sources for the DBQDeclaration of Independence: A Transcription. (1776). Retrieved from the National Archives, transcriptLaurens, H. (1776). [Letter written February 22, 1776 to John Laurens]. Retrieved from the University of South Carolina DigitalCollections, revsc/id/952/rec/8South Carolina Department of Education Office of Standards and Learning2019

Laurens, H. (1776). [Letter written March 28, 1776 to John Laurens]. Retrieved from the University of South Carolina DigitalCollections, revsc/id/981/rec/1Laurens, J. (1776). [Letter written June 26, 1776 to James Laurens]. Retrieved from the University of South Carolina DigitalCollections, revsc/id/2467Paterson, D. (1767) Cantonment of His Majesty's forces in N. America according to the disposition now made & to be compleatedas soon as practicable taken from the general distribution dated at New York 29th. March. [Map] Retrieved from the Libraryof Congress, https://www.loc.gov/item/gm72002042/.The Call for Independence: Thomas Paine, “Common Sense” (1776). (1975). In Colonies to Nation: 1763-1789 (pp. 270-283). NewYork, NY: W.W. Norton & Company.The Resolutions of the Stamp Act Congress October 19 1765. (1765). Retrieved from 65.phpThe Tory View: Jonathan Sewall to General Frederick Haldimand (May 30, 1775). (1975). In Colonies to Nation: 1763-1789 (pp.266-268). New York, NY: W.W. Norton & Company.Thwarting the "Diabolical Project of Enslaving America: The Association and Resolved of the New York Sons of Liberty" (1773).(1975). In Colonies to Nation: 1763-1789 (pp. 198-200). New York, NY: W.W. Norton & Company.Potential Instructional StrategiesDay 1 “I Can” Statement: I can synthesize arguments made by colonists against direct taxation by Parliament using primarysources.Starter: Pass out documents packet and have students do a think/pair/share using the questions for Document #1.South Carolina Department of Education Office of Standards and Learning2019

Lecture/Notes: In a format of the teacher’s choice, cover the information necessary (see Support Document) starting with the Frenchand Indian War through Stamp Act.Document Analysis: Have students answer the questions for Document #2. Discuss student answers.Lecture/Notes: Continue lecture through the Tea Act.Document Analysis: Have students answer the questions for Document #3. Discuss student answers.Synthesis Activity: Have students turn to the Texting Handout. In this activity, they need to create dialogue for text messagesbetween Parliament and the colonists. As the directions indicate, they are to base these on documents 2 and 3 and should createresponses more specific than just being upset about taxes. You may also wish to have them either cite their sources – indicatingwhich document they drew upon for each “text” or have them explain how they used their sources on the back or sides of theirpaper. This will help ensure they consider the text of the documents.Day 2 “I Can” Statement: I can create and defend a thesis answering the question “What was the main cause of the colonists’decision to declare independence in 1776?” using primary sources.Starter: Have students examine the historical marker from the site of the Boston Tea Party (see Resources) and then answer thesequestions. 1) What historical facts does this marker provide? 2) What opinions are stated on this plaque? 3) How do those opinionscompare to the opinions expressed in document #3 from last class? Discuss answers as a group to review the content from theprevious class and to pick up with the Boston Tea Party in the lecture.Lecture/Notes: Boston Tea Party to the Declaration of IndependenceJigsaw Activity: Assign students one of the remaining four documents. Each student is responsible for reading their document andfilling out the appropriate portion of the graphic organizer. When the students are finished, they should gather with other studentsand share information to complete the organizer.Individually students should complete the reflection questions on the bottom of the graphic organizer.South Carolina Department of Education Office of Standards and Learning2019

Prewriting:Introduce the essay prompt- “What was the main cause of the colonists’ decision to declare independence in 1776?”Have students answer the prewriting questions.Depending on time constraints the teacher can either let students write the essay in class or as homework.Note: The depth that is given to the writing process should reflect the needs and level of the students. The teacher might want toinclude an additional step for students to write an outline or perhaps there is a district writing format you need to use, etc. Adjust asyour situation dictates.Possible Scaffolding and DifferentiationTo provide additional scaffolding to students, examine the first two documents as a class. Discuss how to get information from boththe document and the sourcing information provided. Then walk students through the questions, demonstrating your own thoughtprocess as you answer the questions together.To increase the rigor of the assignment, have students read documents 4-7 at home and skip the jigsaw portion. Have each studentfill in their own graphic organizer.For an AP class, have students analyze the documents without the guiding questions. Use the AP DBQ rubric for their essays.Potential Assessment Task/Final ProductStudents will be asked to write an essay in response to the prompt, using the documents provided.MaterialsHandouts of documents, questions, and graphic organizers.Method of viewing the image of the Griffin’s Wharf plaque (see Additional Resources). If that link fails to work, a simple Googlesearch should bring up other pictures of the plaque. Students will need to be able to clearly read the plaque in order to answer thequestions.South Carolina Department of Education Office of Standards and Learning2019

Additional ResourcesAP United States History: The Exam AP Central – The College Board. (2019, May 20). Retrieved united-states-history/examEditing Checklist for Self- and Peer Editing - ReadWriteThink. (n.d.). Retrieved fromhttp://www.readwritethink.org/classroom- 232.htmlThe Road to Revolution. (n.d.). Retrieved June 3, 2019, fromhttp://www.digitalhistory.uh.edu/disp textbook.cfm?smtID 2&psid 3214Richey, T. (n.d.). APUSH DBQ Rubric and Tips. Retrieved from https://www.tomrichey.net/the-apush-dbq.htmlSouth Carolina Department of Education. (2015). South Carolina College- and Career- Ready Standards for English Language Arts.Retrieved from http:// uments/ELA2015SCCCRStandards.pdfSouth Carolina Department of Education. (2011). South Carolina Social Studies Academic Standards. Retrieved ng/social-studies/standards/Strategies for Essay Writing. (n.d.). Retrieved May 31, 2019, from gies-essaywritingThe Basic Outline of a Paper. (n.d.). Retrieved from papers.pdfPlaque affixed to the side of Independence Wharf building. (2009). Retrieved fromhttps://en.wikipedia.org/wiki/Boston Tea Party#/media/File:Boston Tea Party Plaque - Independence Wharf 2009.jpgSouth Carolina Department of Education Office of Standards and Learning2019

AcknowledgementsSouth Carolina owes a debt of gratitude to the following educators for their assistance in the development of this instructional unitresource.Leslie Martin, Powdersville High School, Anderson School District OneSouth Carolina Department of Education Office of Standards and Learning2019

Source 1: Map Showing the Proclamation Line of 1763 and Military Bases inBritish North AmericaPaterson, D. (1767) Cantonment of His Majesty's forces in N. America according to thedisposition now made & to be compleated as soon as practicable taken from the generaldistribution dated at New York 29th. March. [Map] Retrieved from the Library of Congress,https://www.loc.gov/item/gm72002042/.

Source 2: Excerpts from the Resolutions of the Stamp Act Congress, October19, 1765“That His Majesty's subjects in these colonies, owe the same allegiance to theCrown of Great-Britain, that is owing from his subjects born within the realm, andall due subordination to that august body the Parliament of Great Britain.That His Majesty's (loyal) subjects in these colonies, are entitled to all the inherentrights and liberties of his natural born subjects within the kingdom of GreatBritain.That it is inseparably essential to the freedom of a people, and the undoubted rightof Englishmen, that no taxes be imposed on them, but with their own consent,given personally, or by their representatives.That the people of these colonies are not, and from their local circumstancescannot be, represented in the House of Commons in Great-Britain.That the only representatives of the people of these colonies, are persons chosentherein by themselves, and that no taxes ever have been, or can be constitutionallyimposed on them, but by their respective legislatures That trial by jury is the inherent and invaluable right of every British subject inthese colonies.That the late Act of Parliament, entitled, An Act for granting and applying certainStamp Duties, and other Duties, in the British colonies and plantations in America,etc., by imposing taxes on the inhabitants of these colonies, and the said Act, andseveral other Acts, by extending the jurisdiction of the courts of Admiralty beyondits ancient limits, have a manifest tendency to subvert the rights and liberties of thecolonists ”The Resolutions of the Stamp Act Congress October 19 1765. (1765). Retrieved 9-1765.phpSouth Carolina Department of Education Office of Standards and Learning2019

Source 3: Excerpts from Commentary and Resolves by the Sons of Liberty onthe Passage of the Tea Act, Dec. 15, 1773“It is essential to the freedom and security of a free people, that no taxes beimposed upon them but by their own consent, or their representatives The formeris the undoubted right of Englishmen And yet, to the astonishment of all theworld, and the grief of America, the commons of Great Britain, after the repeal ofthe memorable and detestable stamp-act, reassumed the power of imposing taxeson the American colonies; and, insisting on it as a necessary badge ofparliamentary supremacy, passed a bill, in the seventh year of his present majesty’sreign, imposing duties on all glass, painters’ colors, paper and teas This agreement operated so powerfully to the disadvantage of the manufacturers ofEngland that many of them were unemployed. To appease their clamors theparliament, in 1770, repealed so much of the revenue act as imposed a duty onglass, painters’ colors, and paper, and left the duty on tea, as a test of theparliamentary right to tax us The merchants have convinced the ministry, that some other measures must beadopted to execute parliamentary supremacy over this country, and to remove thedistress brought on the East India Company.and when the company have tenmillions of pounds of tea, in their ware-houses they are allowed to export tea,discharged from the payment of that duty Still determined on the scheme, they have chartered ships to bring the tea to thiscountry, which may be hourly expected, to make an important trial of our virtue. Ifthey succeed in the sale of that tea, we shall have no property that we can call ourown, and then we may bid adieu to American Liberty ”Thwarting the "Diabolical Project of Enslaving America: The Association and Resolved of theNew York Sons of Liberty" (1773). (1975). In Colonies to Nation: 1763-1789 (pp. 198-200).New York, NY: W.W. Norton & Company.South Carolina Department of Education Office of Standards and Learning2019

Questions for Document 11. Describe 5 things you see on this map.2. Describe 3 conclusions you can draw from this map.3. Write 1 question you have about the map.Questions for Document 2For the seven short paragraphs in the document, write a 6-8 word summary of themain argument in each.Overall, why do the colonists believe the Stamp Act is wrong?South Carolina Department of Education Office of Standards and Learning2019

Questions for Document 31. What arguments from document 2 are restated in the first paragraph?2. What Act, in addition to the Stamp Act, is being referred to in the firstparagraph? How do you know?3. According to the document, why was that Act repealed in 1770?4. According to the last two documents, what is the point of the Tea Act?South Carolina Department of Education Office of Standards and Learning2019

Source 4: The Tory (Loyalist) View on Unrest in the Colonies, JonathanSewall, May 30, 1775“ The immediate causes, which brought it to its present enormity, lie obvious toevery observing eye here; they originated in the disappointed ambition of one man,of great influence and no principle of public or private virtue by the help of thesingle word, Liberty, they conjured up the most horrid phantoms in the minds ofthe common people, ever, and easy prey to such specious betrayers– the Merchants, from a desire of a free and unrestrained trade, the sure and easymeans of arriving at a superiority in wealth, joined in bubbling the undiscerningmultitude– the Clergy from a genuine republican temper, and from a rooted enmity againstthe Church of England, opined, as leaders of the unmeaning Mechanics, peasantsand labourers, who had really no interest in the matters of controversy,hoodwinked, inflamed and goaded on by their spiritual drivers, fancied they sawcivil and religious tyranny advancing with hasty strides; and by the help of kindredspirits on the other side (of) the Atlantic it has at length spread through theContinent.”The Tory View: Jonathan Sewall to General Frederick Haldimand (May 30, 1775). (1975). InColonies to Nation: 1763-1789 (pp. 266-268). New York, NY: W.W. Norton & Company.South Carolina Department of Education Office of Standards and Learning2019

Source 5: Thomas Paine Argues for Independence in “Common Sense”,January 1776“The prejudice of Englishmen in favour of their own government by kings, lordsand commons, arises as much or more from national pride than reason. Individualsare undoubtedly safer in England than in some other countries, but the will of theking is as much the law of the land in Britain as in France, with this difference, thatinstead of proceeding directly from his mouth, it is handed to the people under themore formidable shape of an act of parliament Wherefore, laying aside all national pride and prejudice in favour of modes andforms, the plain truth is, that it is wholly owing to the constitution of the people,and not to the constitution of the government, that the crown is not as oppressive inEngland as in Turkey.As inquiry into the constitutional errors in the English form of government is atthis time highly necessary; for as we are never in a proper condition of doingjustice to others, while we continue under the influence of some leading partiality,so neither are we capable of doing it to ourselves while we remain fettered by anyobstinate prejudice. And as a man, who is attached to a prostitute, is unfitted tochoose or judge of a wife, so any prepossession in favour of a rotten constitution ofgovernment will disable us from discerning a good one ”The Call for Independence: Thomas Paine, “Common Sense” (1776). (1975). In Colonies toNation: 1763-1789 (pp. 270-283). New York, NY: W.W. Norton & Company.South Carolina Department of Education Office of Standards and Learning2019

Source 6: Laurens Family Correspondence on the Eve on Independence, 1776.“ I am content, perhaps influenced by my love of both countries Britain &America, I may feel content from hope, though seemingly against hope, that ahappy reconciliation may yet be effected. I still perceive an opening, while thatremains I must &will hope - a few steps further & adieu dependence - Adieu theconnection between the Colonies & the Mother Country What scenes ofdesolation will intervene & ensue I cannot describe ”- Henry to his son John, Charleston, SC, February 1776“ Let me tell you that an Act by the Provincial (Colonial) Congress passed onthe 26th, by which a form of Government is established, the Congressmetamorphosed in the twinkling of an eye into a General Assembly, from whencea President & Commander in chief, a Vice President & Privy Council, aLegislative Council & divers Officers of State have been chosen by Ballot, thesewill begin to Act this very day in their respective spheres, & Government willagain move in better form & order than we have seen in this colony for many yearspast ”- Henry to his son John, Charleston, SC, March 1776“Common Sense has been reprinted in Carolina. Mr. Gadsden patronizes it and it isread with great eagerness. My father has hitherto declared against it, tho I make nodoubt when he comes to find the steady perseverance of the present administrationin measures which he, himself, inveighs against that he will zealously embracethat (path?) which the Americans are on every ground justified in taking ”- John to his Uncle James (in England), Charleston, SC, June 1776Laurens, H. (1776). [Letter written February 22, 1776 to John Laurens]. Retrieved from theUniversity of South Carolina Digital Collections (online)Laurens, H. (1776). [Letter written March 28, 1776 to John Laurens]. Retrieved from theUniversity of South Carolina Digital Collections (online)Laurens, J. (1776). [Letter written June 26, 1776 to James Laurens]. Retrieved from theUniversity of South Carolina Digital Collections (online)South Carolina Department of Education Office of Standards and Learning2019

Source 7: Excerpt from The Declaration of Independence, Thomas Jeffersonon behalf of the Continental Congress, July 1776“ We hold these truths to be self-evident, that all men are created equal, that theyare endowed by their Creator with certain unalienable Rights, that among these areLife, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, derivingtheir just powers from the consent of the governed,--That whenever any Form of Government becomes destructive of these ends, it isthe 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, asto them shall seem most likely to effect their Safety and Happiness. Prudence,indeed, will dictate that Governments long established should not be changed forlight and transient causes; and accordingly all experience hath shewn, that mankindare more disposed to suffer, while evils are sufferable, than to right themselves byabolishing the forms to which they are accustomed. But when a long train ofabuses and usurpations, pursuing invariably the same Object evinces a design toreduce them under absolute Despotism, it is their right, it is their duty, to throw offsuch Government, and to provide new Guards for their future security.--Such has been the patient sufferance of these Colonies; and such is now thenecessity which constrains them to alter their former Systems of Government. Thehistory of the present King of Great Britain is a history of repeated injuries andusurpations, all having in direct object the establishment of an absolute Tyrannyover these States. To prove this, let Facts be submitted to a candid world ”Declaration of Independence: A Transcription. (1776). Retrieved from the National claration-transcriptSouth Carolina Department of Education Office of Standards and Learning2019

Directions: Imagine a text conversation between Parliament and her American colonies. Usingwhat you learned from sources 2 and 3, create America’s arguments. These MUST reflect whatyou read and not just general or vague comments like “I hate taxes.”PARLAIMENT We need to start taxing you – toomuch debt from the warSouth Carolina Department of Education Office of Standards and Learning2019

Document #5Document #6Document #7Direct QuotesSummary of ContentSourcing InfoDocument #4Analysis Questions1. Which documents are similar to each other?2. What arguments stand out to you?3. Do any of these arguments match up with the arguments against taxation from last class?South Carolina Department of Education Office of Standards and Learning2019

Essay PrewritingBrainstorm:What reasons were given in the documents to oppose the British? List as many as possible.What specific reasons were suggested for why the colonists wanted independence?What do you believe was most influential in making the colonists decide to declareindependence? Why? What documents reflect this?Write a thesis statement to answer the question: “What was the main cause of the colonists’decision to declare independence in 1776?”South Carolina Department of Education Office of Standards and Learning2019

Introduction to DBQ This DBQ examines the events and beliefs of the American colonists between the French and Indian War and the writing of the Declaration of Independence. Students will not only learn about the specific events during

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