The Birth of a Nation Chapter 2

The Birth of a Nation

Chapter 2

Mrs. C Strickland and Ms. K Boring

Location and Standard• Standard:

– USHC 1—The student will demonstrate an understanding of the conflicts between regional and national interest in the development of democracy in the United States.

• Indicators:– USHC-1.2 (representative government, English impact)– USHC-1.3 (Declaration of Independence, American Revolution)– USHC-1.4 (Articles of Confederation, Constitution of 1787,

Philadelphia Convention, ratification of the US Constitution)

– USHC-1.5 (Constitution’s protections, Bill of Rights, federalism, separation of powers, checks and balances)

– USHC-1.6 (two-party system, George Washington, Federalists)– USHC-1.7 (John Marshall, Supreme Court, national government)

• EOC Book Location: pgs. 35-60• Text Book Location: pgs. 83-199

2.1 The American Revolution

The “Founding Fathers”• political leaders/statesmen who

were in the American Revolution:–signed the United States Declaration of Independence –In the American Revolutionary War–Established the United States Constitution•“Framer” (statesmen who created the Constitution)

Are You a Loyalist or Patriot?YOU DECIDE

There’s a New School In Town

Westside High School—

• All school rules will apply PLUS:

• Any referral will result in a $100.00 fine (tax).

• Any D or F gained in a class will require Saturday school AND summer school plus a fine of $25 per D or F PER semester.

• Paper fee/tax for papers• Cell phones and iPods will

be confiscated and crushed.

• One fight will result in immediate expulsion

Anderson Democratic

Charter High School—

• Student will vote on new school policies.

• Students will not be fined for Ds or Fs.

• There will be no AP or honors courses.

• There will be no sports programs.

ROLE Loyal New School

WHY??

Athlete –scholarship potential

Top 10% of Class

Average Student – No extracurricular

Good student – Mom is on the School Board

Rebel – many referrals

Class President

I. Loyalist or Patriot?

Loyalist: colonist who remained loyal to the Crown (Great Britain)

Patriot: colonist who wanted to break from England

Loyalist or Patriot?• “Gentlemen may cry, Peace, Peace-- but there is no

peace. The war is actually begun! The next gale that sweeps from the north will bring to our ears the clash of resounding arms! Our brethren are already in the field! Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death!”

(P. Henry)

Loyalist or Patriot?

• "If I must be enslaved, let it be by a KING at least, and not by a parcel of upstart, lawless Committeemen. If I must be devoured, let me be devoured by the jaws of a lion, and not gnawed to death by rats and vermin". (S. Seabury)

ROLE PATRIOT? LOYALIST?FARMER

ROYAL GOVERNOR

MERCHANT

BLACKSMITH

TAX COLLECTOR

SLAVE

Early Colonial Circumstances (1600s-1700s)

• Colonists wanted democracy:– Each colony established a

representative assembly with a right to levy taxes• By the American Revolution, most colonies were

changed to royal colonies• England’s Problems and a Change of

Thinking:– English Civil War (1642-1651)– King James II was overthrown in the

Glorious Revolution, replaced by William and Mary (1688)• Parliament gains rights

– After the GR, John Locke pushes natural rights, social contract, authority of government in the hands of the people

Join, or Die—Colonial Unity Needed

Colonial and English Tensions Build…

Late 1600s—Europe =

mercantilism.England needed

colonies for favorable balance of

trade.Export MORE than

import.

1660-England started the NAVIGATION ACTS: British

colonies could only sell certain goods to England. The few goods

allowed to be sold to other countries were taxed.

After 1720—England allowed the colonies to control

themselves (Salutary neglect)

--Colonies taxed themselves (except Nav. Acts) --Had their own governments

1754—The French and Indian War:Britain fought

against France and its Native American allies for land in the

United States

The

War

for

Inde

pend

ence

1750

1754—The French and Indian War:• England Struggles at First:– Guerrilla warfare VS. gentleman’s warfare.

• ACTIVITY: View this video clip. Create a T-Chart to compare guerilla and gentleman’s warfare. You will put THREE qualities on each side which make the warfare's DIFFERENT. As you watch the clip, you will decide the qualities of each warfare. *The British use gentleman’s and the Native Americans use guerrilla.

T-Chart Example(Three different qualities)

Cats• Purr when happy• Independent• Like to sleep in

high places

Dogs• Growl when they

feel threatened• enjoy chasing

cars• Bark to warn

VIDEO CLIP• Last of the Mohicans:– Time:– 15:28-21:25– 1:11:50-1:20:20

1754—The French and Indian War:

• 9 years of fighting = HUGE debt for England

• France finally gave up claims to Canada and all land East of the Mississippi

• France’s defeat = England is the ONLY true colonial power.

B/c of this huge debt, England abandons

salutary neglect and starts to enforce

mercantilism and taxes on the colonists.

1754—The French and Indian War:


The

War

for

Inde

pend

ence

1760—Writs of Assistance started being issued.

Writs of Assistance: general search warrants allowing British authorities to search whatever they wanted for any

reason.Main use—board and search colonial ship to enforce the Navigation Acts.

(Smuggling)

1763—Proclamation of 1763 issued by King George III.

(forbade colonists from settling west of the Appalachian Mountains

—MANY ignored this request)

Supposed to be for the good of the people, because the Native

Americans were attacking the settlers

there.


The

War

for

Inde

pend

ence

1750

1760s—Laws and Taxes Passed By Parliament (to pay for the French

and Indian War).~The Quartering Act, The Stamp Act,

The Declaratory Act, Townshend Acts…etc.

While the colonists

have been upset and

felt like their rights

were being taken away

—these new laws and

taxes INFURIATED

them.

King of England/Parliament:YOU WILL PAY THESE

TAXES!

The Colonists

Activity: The Colonial English Law Book• You are creating a

Colonial English Law Book.

• You will need to include:– the Sugar Act of 1764– the Quartering Act of

1765 – the Stamp Act of 1765– the Declaratory Act of

1766– The Townshend Acts of

1767

• Each page of your law booklet will include:• the name of the law• its explanation of how

colonists are required to act because of the law.

• One colored picture which will help the reader understand the law

• *You will need your Chrome Books or phone to look this up.

The Sugar Act of 1764• Importation duties placed on

sugar, molasses, wine, silk, cloth, tropical fruits (indirect tax)

The Quartering Act of 1765• Colonists were required to

supply and house British soldiers in North America.

The Stamp Act of 1765• Taxed nearly all printed material,

by requiring it to bear a government stamp. (DIRECT tax)

The Stamp Act of 1765• The Stamp Act Congress–Delegates met together

after the Stamp Act – James Otis: “No taxation

without representation!”• Colonists had no representation in Parliament, and Parliament was taxing them!• Protest: Colonies imposed a boycott of British goods.–To refuse to use or buy certain

goods/services

Declaratory Act of 1766• Stated that Parliament had the

authority to impose laws on the colonies.– Ended the Stamp Act, but passed the

Declaratory Act on the SAME day.

• Underlying Tone: England was implying that it expected the colonists to comply with Britain and her laws

The Townshend Acts of 1767• Taxed imported goods like glass

and tea– The colonial reaction to this was so

violent, that British troops were sent in mass to Boston.

The Sons of Liberty (Also—Daughters of Liberty)

• Formed after Stamp Act, heavily involved after the Townshend Acts

• Group of radical patriots formed to protect the rights of the colonists, “secret” society, headed by Samuel Adams— “The Father of Independence”

• Enforced the boycotts by using violence

• Common Form of Violence: shop smashing, house burning, tar and feathering, hangings

• Video Clip: Tar & Feathers ohn Adams Tar and Feather Scene:

• http://www.youtube.com/watch?v=hFWZ925zK0A

http://www.youtube.com/watch?v=hFWZ925zK0A


1750

1770—The Boston Massacre: British soldiers felt threatened by a mob of angry protesters and fired shots that

left several colonists dead.

Video Clip:• The Boston Massacre

Reenactment Explanation—”Revolution in Boston”


The

War

for

Inde

pend

ence

1750

1773—The Boston Tea Party: Sons of Liberty and other radicals raided ships

and threw British tea overboard

1773—The Coercive/Intolerable

Acts: English Parliament

response to Boston Tea Party, called

“intolerable” by the colonists due to

harshness

5 Acts of Coercive Acts:

1.Boston Port Act—closed down Boston

Port2.Massachusetts Government Act—

brought the control of the

Massachusetts government into the hands of the British

government3.Administration of Justice Act—allowed governor to move

trials of royal officials to England

4.The Quartering Act—troops could be

quartered in homes/buildings

5.The Quebec Act—took some land away

from the colonies.


The

War

for

Inde

pend

ence

1750

1774—First Continental Congress: every colony EXCEPT Georgia sent

representatives to deal with crisis.*Sent letter to king—stating they had no

representation so should govern themselves – direct result of the

Intolerable acts!

1775—Lexington and Concord: British went to seize colonial arms at Concord

and were met by colonial militia at Lexington.

“Shot heard round the world”

1775—Second Continental Congress: meet to discuss and find a resolution with

England, peace instead of war

1776 (January)—Common Sense:

Thomas Paine publishes the famous pamphlet

and the case for independence. Many were swayed to the

cause.

July 4 1776—The Declaration of Independence:

Second Continental

Congress declared independence from England

Video Clip:• First Continental Congress—America

The Story of Us

• The Boston Tea Party—America the Story of Us

360 Classroom• Choose 10 events or terms from your

notes that you don’t know:– Create a picture definition–Write the word definition– Put your names on the board!

The Declaration of Independence• Author: Thomas Jefferson– Egalitarianism—idea that all men are

created equal– Inalienable rights—natural rights that

the government could not take away• “life, liberty and the pursuit of happiness”

– Included a list of complaints against the king

• Influenced By: John Locke and the Enlightenment

The Declaration of Independence Problems and Contradictions

• Problem 1: Colonies became states and made their OWN constitutions


• Activity: What is the second problem/great contradiction?

• Using the Declaration of Independence, you will on your own discover what the second problem is…please follow directions.


• SO WHAT IS IT?

• WHAT’S THE GREAT CONTRADICTION OF THE DECLARATION OF INDEPENDENCE?


• Problem 2: The Great Contradiction• all men are created equal?– Slaves?–Natives?–Women?–Minorities?

• The DOI would spark debates that would eventually lead to heated division and the Civil War

US Advantages in the War for Independence

• Drive and determination:– Fighting for their homeland and the

right to govern themselves– Knew if they lost, they’d be hung

for treason• Knowledge:– Fighting on their own front, know

the land–Had fought alongside the British

and were familiar with their tactics

George Washington• Commander-in-Chief

of the Continental Army

Lord Charles Cornwallis

The Leaders of the Armies

• A Colonel in the British Army–Most famous leader and active

in the Southern Campaigns

The Northern War• The Battle of Saratoga (New York):– General Horatio Gates in charge of

Continentals– Key Victory: convinced the French the

US could possibly win• Result: France and the US forged an

alliance

The Northern War• Valley Forge (Pennsylvania):–Harsh winter–No supplies or clothes–Many men died, became too sick to

serve– After enduring VF: Washington’s men

more determined and better trained then ever

• Video Clip• America the Story of

Us• 24:47-31:18, CD 1

(Episode 2, Revolution)• Questions in packet

The Southern War• The “Palmetto State”—South

Carolina–Name given after the attack on Fort

Moultrie– US victory, British retreat– Fort made of palmetto trees,

absorbed the blows of British artillery

The Southern War• Southern Colonial Leaders– Practiced guerilla warfare– More interested in inflicting

damage then winning battles

Thomas Sumter

Francis MarionThe Carolina Gamecock

The Swamp Fox

The Southern War• “Bloody Ban” and the

Green Dragoons– Green Dragoons: British

Light Calvary led by Banastre Tarleton

– Known for cruelty and “Tarleton’s Quarter” • Refusal to accept

surrenders, killed all prisoners

– Banastre Tarleton—most hated British soldier, used for Colonial propaganda

The Southern War

• Tarleton about Francis Marion—–“as for this damned old fox, the Devil

himself could not catch him.”

Yorktown• Cornwallis originally hoped to gain

supplies, but instead became pinned between the US and the Ocean

• French ships provided a blockade—keeping British ships from reaching Cornwallis

• October 19,1781—Cornwallis surrendered to Washington

The Treaty of Paris• Signed in

1783, officially ended the war

• US independence recognized by the British government

Worldwide Impact of the American Revolution

• US ideas spread abroad• Helped ignite other movements:– French Revolution– The Declaration of the Rights of Man

and of the Citizen

Centuries• How can you decided was century

something is?• What years are the 15th century, 16th

century, 17th century, 18th century?• What century do we live in?

Video Clip• The Patriot– 1:02:06-1:11:00 (Start at scene 12)– Questions are in packet.

• Before film—discuss term “militia”

Review Video:• America the Story of

Us—The Boston Massacre

Video Clip:• John Adams—The Declaration of

Independence

Video Clip:• America the Story of

Us—Declaration of Independence

Practice• 2.1 Questions on pgs. 42-43

Documents

The Birth of a Nation Chapter 2