Grade 11 From Peace to War: The Lead-up to the Revolution

Grade 11 From Peace to War: The Lead-up to the Revolution Document-Based Question for the South Carolina Social Studies Academic Standards

South Carolina Department of Education | Office of Standards and Learning 2019

South Carolina Department of Education Office of Standards and Learning 2018

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 that time, but also the colonial opinion of those events. It focuses on analyzing cause and effect, asking students to evaluate what caused the colonists to declare independence.

Standard(s) and/or Indicator(s) There are two types of standards/indicators for each instructional plan. Targeted standards are standards/indicators that will be taught and assessed throughout the unit while embedded standards are those that have been spiraled through the curriculum and will be present, but not all will be formally “taught.” ELA standards can be listed as embedded standards in addition to other Social Studies standards being spiraled. Assessment of these indicators/descriptors (as applicable) will be included 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 development of republicanism and federalism from 1607-1815.


USHC.1.CE – Assess the major developments of the American Revolution through significant turning points in the debates over independence 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 drawn from 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) the DBQ 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 to

declare independence in 1776?” using primary sources. Historical Question

• What caused the American colonists to decide to declare independence in 1776?

Academic Vocabulary Some students may need extra support with the following academic vocabulary in order to understand what they are being asked to do. Teaching these terms in an instructional context is recommended rather than teaching the words in isolation. An appropriate time to deliver explicit instruction for the terms is during the modeling process. Ultimately, the student should be able to use the academic vocabulary in conversation with peers and teachers.

• Salutary Neglect • Mercantilism • Stamp Act • Townshend Act • Parliament • Rights of Englishmen • Tea Act • Coercive Acts • Direct Tax


Prior Knowledge Students should have previous knowledge of the development of representative government in the British colonies (8-1.3). Subsequent Knowledge In United States Government, students will analyze the British heritage that fostered the development of core American political principles 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 English government followed a policy of salutary neglect, leaving the colonists to govern themselves. Their colonial assemblies had the right to tax the citizens of the colonies. It was the change of this policy that riled the colonists into revolt. During the French and Indian War, Parliament abandoned salutary neglect and enforced their mercantilist policies by cracking down on smugglers. They established admiralty courts [Sugar Act] which violated the right to a trial by a jury of one’s peers (Magna Carta). American reaction was to both protest the admiralty courts and increase smuggling. The cost of the French and Indian War caused Great Britain to change its policy towards the colonies and imposed taxes to help pay the war debt. Colonists vehemently opposed the Stamp Act because it was a direct tax rather than an indirect (import) tax such as the sugar tax. Parliament’s failure to recognize the exclusive right of the colonial assemblies to collect taxes constituted ‘taxation without representation’. Colonists responded with the creation of the Sons and Daughters of Liberty, the Stamp Act Congress and an effective economic boycott which led to the repeal of the 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 that began the Revolutionary War. Sources for the DBQ Declaration of Independence: A Transcription. (1776). Retrieved from the National Archives, https://www.archives.gov/founding-docs/declaration-transcript

Laurens, H. (1776). [Letter written February 22, 1776 to John Laurens]. Retrieved from the University of South Carolina Digital Collections, https://digital.tcl.sc.edu/digital/collection/amerrevsc/id/952/rec/8

https://digital.tcl.sc.edu/digital/collection/amerrevsc/id/952/rec/8


Laurens, H. (1776). [Letter written March 28, 1776 to John Laurens]. Retrieved from the University of South Carolina Digital Collections, https://digital.tcl.sc.edu/digital/collection/amerrevsc/id/981/rec/1 Laurens, J. (1776). [Letter written June 26, 1776 to James Laurens]. Retrieved from the University of South Carolina Digital Collections, https://digital.tcl.sc.edu/digital/collection/amerrevsc/id/2467 Paterson, D. (1767) Cantonment of His Majesty's forces in N. America according to the disposition now made & to be compleated as soon as practicable taken from the general distribution dated at New York 29th. March. [Map] Retrieved from the Library of 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). New York, NY: W.W. Norton & Company.

The Resolutions of the Stamp Act Congress October 19 1765. (1765). Retrieved from http://www.let.rug.nl/usa/documents/1751-1775/the-resolutions-of-the-stamp-act-congress-october-19-1765.php The 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 Strategies Day 1 “I Can” Statement: I can synthesize arguments made by colonists against direct taxation by Parliament using primary sources. Starter: Pass out documents packet and have students do a think/pair/share using the questions for Document #1.

https://digital.tcl.sc.edu/digital/collection/amerrevsc/id/981/rec/1

https://www.loc.gov/item/gm72002042/

http://www.let.rug.nl/usa/documents/1751-1775/the-resolutions-of-the-stamp-act-congress-october-19-1765.php

http://www.let.rug.nl/usa/documents/1751-1775/the-resolutions-of-the-stamp-act-congress-october-19-1765.php


Lecture/Notes: In a format of the teacher’s choice, cover the information necessary (see Support Document) starting with the French and 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 messages between Parliament and the colonists. As the directions indicate, they are to base these on documents 2 and 3 and should create responses more specific than just being upset about taxes. You may also wish to have them either cite their sources – indicating which document they drew upon for each “text” or have them explain how they used their sources on the back or sides of their paper. 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 these questions. 1) What historical facts does this marker provide? 2) What opinions are stated on this plaque? 3) How do those opinions compare to the opinions expressed in document #3 from last class? Discuss answers as a group to review the content from the previous class and to pick up with the Boston Tea Party in the lecture. Lecture/Notes: Boston Tea Party to the Declaration of Independence Jigsaw Activity: Assign students one of the remaining four documents. Each student is responsible for reading their document and filling out the appropriate portion of the graphic organizer. When the students are finished, they should gather with other students and share information to complete the organizer. Individually students should complete the reflection questions on the bottom of the graphic organizer.


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 to include an additional step for students to write an outline or perhaps there is a district writing format you need to use, etc. Adjust as your situation dictates.

Possible Scaffolding and Differentiation To provide additional scaffolding to students, examine the first two documents as a class. Discuss how to get information from both the document and the sourcing information provided. Then walk students through the questions, demonstrating your own thought process 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 student fill 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 Product Students will be asked to write an essay in response to the prompt, using the documents provided. Materials Handouts 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 Google search should bring up other pictures of the plaque. Students will need to be able to clearly read the plaque in order to answer the questions.


Additional Resources AP United States History: The Exam | AP Central – The College Board. (2019, May 20). Retrieved from https://apcentral.collegeboard.org/courses/ap-united-states-history/exam Editing Checklist for Self- and Peer Editing - ReadWriteThink. (n.d.). Retrieved from http://www.readwritethink.org/classroom- resources/printouts/editing-checklist-self-peer-30232.html The Road to Revolution. (n.d.). Retrieved June 3, 2019, from

http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3214

Richey, T. (n.d.). APUSH DBQ Rubric and Tips. Retrieved from https://www.tomrichey.net/the-apush-dbq.html

South Carolina Department of Education. (2015). South Carolina College- and Career- Ready Standards for English Language Arts. Retrieved from http:// ed.sc.gov/scdoe/assets/file/programservices/59/documents/ELA2015SCCCRStandards.pdf

South Carolina Department of Education. (2011). South Carolina Social Studies Academic Standards. Retrieved from

https://ed.sc.gov/instruction/standards-learning/social-studies/standards/ Strategies for Essay Writing. (n.d.). Retrieved May 31, 2019, from https://writingcenter.fas.harvard.edu/pages/strategies-essay-

writing

The Basic Outline of a Paper. (n.d.). Retrieved from http://www.crestmont.edu/pdf/candidates-reserarch-papers.pdf Plaque affixed to the side of Independence Wharf building. (2009). Retrieved from

https://en.wikipedia.org/wiki/Boston_Tea_Party#/media/File:Boston_Tea_Party_Plaque_-_Independence_Wharf_2009.jpg

https://apcentral.collegeboard.org/courses/ap-united-states-history/exam

http://www.readwritethink.org/classroom-%20%20%20%20%20resources/printouts/editing-checklist-self-peer-30232.html

http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3214

https://www.tomrichey.net/the-apush-dbq.html

https://ed.sc.gov/instruction/standards-learning/social-studies/standards/

https://writingcenter.fas.harvard.edu/pages/strategies-essay-writing

https://writingcenter.fas.harvard.edu/pages/strategies-essay-writing

http://www.crestmont.edu/pdf/candidates-reserarch-papers.pdf

https://en.wikipedia.org/wiki/Boston_Tea_Party#/media/File:Boston_Tea_Party_Plaque_-_Independence_Wharf_2009.jpg


Acknowledgements South Carolina owes a debt of gratitude to the following educators for their assistance in the development of this instructional unit resource. Leslie Martin, Powdersville High School, Anderson School District One

Source 1: Map Showing the Proclamation Line of 1763 and Military Bases in British North America

Paterson, D. (1767) Cantonment of His Majesty's forces in N. America according to the disposition now made & to be compleated as soon as practicable taken from the general distribution 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, October 19, 1765

“That His Majesty's subjects in these colonies, owe the same allegiance to the Crown of Great-Britain, that is owing from his subjects born within the realm, and all 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 inherent rights and liberties of his natural born subjects within the kingdom of Great-Britain.

That it is inseparably essential to the freedom of a people, and the undoubted right of 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 circumstances cannot be, represented in the House of Commons in Great-Britain.

That the only representatives of the people of these colonies, are persons chosen therein by themselves, and that no taxes ever have been, or can be constitutionally imposed on them, but by their respective legislatures…

That trial by jury is the inherent and invaluable right of every British subject in these colonies.

That the late Act of Parliament, entitled, An Act for granting and applying certain Stamp 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, and several other Acts, by extending the jurisdiction of the courts of Admiralty beyond its ancient limits, have a manifest tendency to subvert the rights and liberties of the colonists…”

The Resolutions of the Stamp Act Congress October 19 1765. (1765). Retrieved from http://www.let.rug.nl/usa/documents/1751-1775/the-resolutions-of-the-stamp-act-congress-october-19-1765.php


Source 3: Excerpts from Commentary and Resolves by the Sons of Liberty on the Passage of the Tea Act, Dec. 15, 1773

“It is essential to the freedom and security of a free people, that no taxes be imposed upon them but by their own consent, or their representatives…The former is the undoubted right of Englishmen… And yet, to the astonishment of all the world, and the grief of America, the commons of Great Britain, after the repeal of the memorable and detestable stamp-act, reassumed the power of imposing taxes on the American colonies; and, insisting on it as a necessary badge of parliamentary supremacy, passed a bill, in the seventh year of his present majesty’s reign, imposing duties on all glass, painters’ colors, paper and teas…

This agreement operated so powerfully to the disadvantage of the manufacturers of England that many of them were unemployed. To appease their clamors…the parliament, in 1770, repealed so much of the revenue act as imposed a duty on glass, painters’ colors, and paper, and left the duty on tea, as a test of the parliamentary right to tax us…

The merchants… have convinced the ministry, that some other measures must be adopted to execute parliamentary supremacy over this country, and to remove the distress brought on the East India Company...and when the company have ten millions 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 this country, which may be hourly expected, to make an important trial of our virtue. If they succeed in the sale of that tea, we shall have no property that we can call our own, and then we may bid adieu to American Liberty…”

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.


Questions for Document 1

1. 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.


For the seven short paragraphs in the document, write a 6-8 word summary of the main argument in each.

-

-

-

-

-

-

-

Overall, why do the colonists believe the Stamp Act is wrong?



1. 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 first paragraph? 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?


Source 4: The Tory (Loyalist) View on Unrest in the Colonies, Jonathan Sewall, May 30, 1775

“ …The immediate causes, which brought it to its present enormity, lie obvious to every 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 the single word, Liberty, they conjured up the most horrid phantoms in the minds of the common people, ever, and easy prey to such specious betrayers

– the Merchants, from a desire of a free and unrestrained trade, the sure and easy means of arriving at a superiority in wealth, joined in bubbling the undiscerning multitude

– the Clergy…from a genuine republican temper, and from a rooted enmity against the Church of England, opined, as leaders of the unmeaning Mechanics, peasants and labourers, who had really no interest in the matters of controversy, hoodwinked, inflamed and goaded on by their spiritual drivers, fancied they saw civil and religious tyranny advancing with hasty strides; and by the help of kindred spirits on the other side (of) the Atlantic it has at length spread through the Continent.”

The 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.


Source 5: Thomas Paine Argues for Independence in “Common Sense”, January 1776

“The prejudice of Englishmen in favour of their own government by kings, lords and commons, arises as much or more from national pride than reason. Individuals are undoubtedly safer in England than in some other countries, but the will of the king is as much the law of the land in Britain as in France, with this difference, that instead of proceeding directly from his mouth, it is handed to the people under the more formidable shape of an act of parliament…

Wherefore, laying aside all national pride and prejudice in favour of modes and forms, 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 in England as in Turkey.

As inquiry into the constitutional errors in the English form of government is at this time highly necessary; for as we are never in a proper condition of doing justice 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 any obstinate prejudice. And as a man, who is attached to a prostitute, is unfitted to choose or judge of a wife, so any prepossession in favour of a rotten constitution of government will disable us from discerning a good one…”

The Call for Independence: Thomas Paine, “Common Sense” (1776). (1975). In Colonies to Nation: 1763-1789 (pp. 270-283). New York, NY: W.W. Norton & Company.


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 a happy reconciliation may yet be effected. I still perceive an opening, while that remains I must &will hope - a few steps further & adieu dependence - Adieu the connection between the Colonies & the Mother Country… What scenes of desolation 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 on the 26th, by which a form of Government is established, the Congress metamorphosed in the twinkling of an eye into a General Assembly, from whence a President & Commander in chief, a Vice President & Privy Council, a Legislative Council & divers Officers of State have been chosen by Ballot, these will begin to Act this very day in their respective spheres, & Government will again move in better form & order than we have seen in this colony for many years past…”

- Henry to his son John, Charleston, SC, March 1776

“Common Sense has been reprinted in Carolina. Mr. Gadsden patronizes it and it is read with great eagerness. My father has hitherto declared against it, tho I make no doubt when he comes to find the steady perseverance of the present administration in measures which he, himself, inveighs against… that he will zealously embrace that (path?) which the Americans are on every ground justified in taking…”

- John to his Uncle James (in England), Charleston, SC, June 1776

Laurens, H. (1776). [Letter written February 22, 1776 to John Laurens]. Retrieved from the University of South Carolina Digital Collections (online) Laurens, H. (1776). [Letter written March 28, 1776 to John Laurens]. Retrieved from the University of South Carolina Digital Collections (online) Laurens, J. (1776). [Letter written June 26, 1776 to James Laurens]. Retrieved from the University of South Carolina Digital Collections (online)


Source 7: Excerpt from The Declaration of Independence, Thomas Jefferson on behalf of the Continental Congress, July 1776

“…We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.

--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed,

--That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.

--Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world…”

Declaration of Independence: A Transcription. (1776). Retrieved from the National Archives, https://www.archives.gov/founding-docs/declaration-transcript

https://www.archives.gov/founding-docs/declaration-transcript


Directions: Imagine a text conversation between Parliament and her American colonies. Using what you learned from sources 2 and 3, create America’s arguments. These MUST reflect what

you read and not just general or vague comments like “I hate taxes.”

We need to start taxing you – too much debt from the war

PARLAIMENT >


Sour

cing

Info

Su

mm

ary

of C

onte

nt

Dire

ct Q

uote

s

Document #4 Document #5 Document #6 Document #7

Analysis Questions

1. 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?


Essay Prewriting

Brainstorm:

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 declare independence? 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?”

Documents

Grade 11 From Peace to War: The Lead-up to the Revolution