The Road to - · PDF fileThe Road to Revolution ... Then write a one-act play using the suggestions below. ... STEP BY STEP Do research on the 13 colonies

The Road toRevolution 1763–1776

The Road toRevolution 1763–1776

Section 1 Tighter British ControlSection 2 Colonial Resistance GrowsSection 3 The Road to Lexington and ConcordSection 4 Declaring Independence

Angry colonists watch the arrivalof British troops in Boston.

CHAPTER

6

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The Road to Revolution 141

1774Intolerable Acts are

passed; First ContinentalCongress meets.

1776Declaration of

Independence is signed.

1773Boston Tea Party

1772Captain Cook explores

the South Pacific.

1775Battles of Lexington

and Concord

Would you join the protest?

1765Stamp Actis passed.

1767Townshend

Acts arepassed.

1763Treaty of Paris endsSeven Years’War in Europe.

1765Chinese forcesinvade Burma.

1769Spanish begin

to establishmilitary postsand missionsin California.

1770Boston Massacre

1774Reign of

Louis XVIbegins in

France.

1763Proclamation of1763 becomes law.

The year is 1765. Your

neighbors are enraged

by Britain’s attempt

to tax them without

their consent. Britain

has never done this

before. Everyone will

be affected by the tax.

There are protests in

many cities. You have

to decide what you

would do.

What Do You Think?• What is the best way to

show opposition to poli-cies you consider unjust?

• Is there anything to begained by protesting?Anything to be lost?

• Does government havethe right to tax withoutconsent of the people?Why or why not?

Interact with History

1763 1776USAWorld

A colonist reads a copyof a new British tax law.

Tax stamps are burned.

Protesters includemen, women,and children.

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BEFORE YOU READ

READ AND TAKE NOTES

Chapter SETTING THE STAGE6

What Do You Know?What do you already knowabout the time before theRevolution? What were theissues that caused the coloniststo choose independence?

THINK ABOUT• what you have learned about

this period from movies, televi-sion, or historical fiction

• reasons people in history havechosen to fight for freedomfrom oppression

What Do You Want to Know?What questions do you haveabout the issues and events

that pushed the Americancolonists toward rebellion?Record them in your notebookbefore you read the chapter.

Reading Strategy: Sequencing EventsSequencing means putting events in the order inwhich they happen in time. In learning about howthe American colonies moved toward independence,it would be helpful to list the important events.

Place them in the order in which they occurred. Youmight record the event and its date in a graphicorganizer such as the one below. Copy this organizerin your notebook. Fill it in as you read the chapter.

See Skillbuilder Handbook, page R4.

142 CHAPTER 6

Previewing the ThemeImpact of the Individual From 1763to 1776, American colonists changedfrom loyal subjects of the British kingto revolutionaries. This chapter explainshow this dramatic change took place. It also discusses the individuals who ledAmerica to independence.

Proclamation of 1763

First ContinentalCongress, 1774

Declaration of Independence, 1776

Intolerable Acts, 1774 Boston Tea Party, 1773

Stamp Act, 1765

Battles of Lexington and Concord, 1775

Declaratory Act, 1766

Tea Act, 1773

Second ContinentalCongress, 1775

Boston Massacre, 1770

Townshend Acts, 1767

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CRITICAL THINKING

1. USING YOUR NOTES

Using your completed chart,answer the questions below.

a. What city was the site of earlyprotest activity?

b. What event happened after theTea Act?

2. ANALYZING LEADERSHIP

How did colonial leaders differ intheir methods of defending andsecuring basic rights for thecolonies?

3. APPLYING CITIZENSHIP SKILLS

Did colonial leaders have a respon-sibility to include women, AfricanAmericans, and other groups inthe Declaration of Independence?Explain.

4. THEME: IMPACT OF THE INDIVIDUAL

How did John Adams’s role aslawyer for the British soldiersinvolved in the Boston Massacrehelp set a tone for theRevolutionary cause?

5. DRAWING CONCLUSIONS

What factors and events led thecolonies to seek independence?

6. SUPPORTING OPINIONS

Do you think the AmericanRevolution would have occurred ifBritain had not taxed the colonies?Why or why not?

Now that you have read about theroad to revolution, do you con-sider your decision made at thebeginning of the chapter to join ornot join the protest a wise choiceor a poor choice? Explain.

170

VISUAL

SUMMARY

6Chapter ASSESSMENT

The Road toRevolution

TERMS & NAMESBriefly explain the significance of each of the following.

1. Stamp Act

2. Sons of Liberty

3. writs of assistance

4. Samuel Adams

5. Boston Tea Party

6. militia

7. Lexington and Concord

8. Loyalist

9. Declaration of Independence

10. Thomas Jefferson

REVIEW QUESTIONSTighter British Control (pages 143–146)

1. How did relations betweenBritain and the colonies changeafter the Seven Years’ War?

2. Why did Britain try to tax thecolonies?

3. Why did the colonists cry, “No taxation withoutrepresentation”?

Colonial Resistance Grows(pages 147–153)

4. How did the colonists protestthe Townshend Acts?

5. How was the Boston Massacreused for propagandapurposes?

6. How did the committees ofcorrespondence help keeppeople informed?

The Road to Lexington andConcord (pages 154–159)

7. Why was the First ContinentalCongress held?

8. What was the Midnight Ride?

Declaring Independence (pages 160–169)

9. What was the Battle of Bunker Hill?

10. What was the core idea of theDeclaration of Independence?

1774IntolerableActs; First

ContinentalCongress;

Boycott ofBritish goods

1776Common

Sense; Declaration ofIndependence

1773Tea Act; Boston Tea Party

1775Battles of Lexingtonand Concord; SecondContinental Congress;Appointment ofWashington ascommander ofContinental Army;Battle of Bunker Hill;Olive Branch Petition

1763Proclamation

of 1763

1765QuarteringAct; Stamp

Act; Sons ofLiberty;

Stamp ActCongress

1764Sugar Act

1766Repeal of Stamp Act;Declaratory Act

1770Boston Massacre; Repeal of allTownshend Acts except tea tax

1767Townshend

Acts;Suspension

of New YorkAssembly

1768Occupation of Bostonby British troops

1769Daughters of Liberty

1772Committees of

Correspondence

Declaration of Independence, 1776

Interact with History

Proclamation of 1763

First ContinentalCongress, 1774

Intolerable Acts, 1774

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HISTORY SKILLS1. INTERPRETING MAPS: Location

Study the map and then answer the questions.

Basic Map Elements

a. What is the subject of the map?

b. What do the colors yellow and orange represent?

Interpreting the Map

c. What is the approximate distance between GreatBritain and the United States?

d. Who do you think had the advantage in a warfought on the North American mainland?

2. INTERPRETING PRIMARY SOURCES

This British political cartoon is titled Poor Old EnglandEndeavoring to Reclaim His Wicked Children. Study thecartoon carefully. Answer the questions.

a. How is England pictured? America?

b. Does the cartoon suggest England will be successful?Explain.

ALTERNATIVE ASSESSMENT1. INTERDISCIPLINARY ACTIVITY: World History

Giving a Report Do research about another country,colony, or region of the world during the 1760s and1770s. Give a brief oral report, comparing and con-trasting events and conditions there with those in theBritish colonies.

2. COOPERATIVE LEARNING ACTIVITY

Debating During discussion of the Declaration ofIndependence, members of the Continental Congressheld heated debates on the issue of independence andwhether to abolish the slave trade. Imagine that youand your classmates are delegates to the Congress.Hold a debate on these issues, choosing one of the fol-lowing roles to play:

• a strong supporter of independence and of an end tothe slave trade (such as Samuel Adams or John Adams)

• a supporter of independence but an opponent ofending the slave trade (such as George Washington)

• an independence opponent (such as John Dickinson)

3. PRIMARY SOURCE EXPLORER

Writing a Play The Declaration of Independenceannounced to the world that the colonies had chosenindependence and why. Using the CD-ROM, your text-book, and library research, find out more about theDeclaration and the people and events surrounding it.Then write a one-act play using the suggestions below.Be sure to use standard grammar, spelling, sentencestructure, and punctuation in your play.

• Set the play after the Declaration has been drafted.

• Have Thomas Jefferson, as the author, answer ques-tions about what he included and perhaps did notinclude in the Declaration.

• Have Jefferson questioned by delegates to theCongress, or have him appear before a town meet-ing of ordinary citizens.

• Prepare introductory material to describe the settingand write dialogue for the characters.

4. HISTORY PORTFOLIO

Review your section and chapter assessmentactivities. Select one that you think was your

best work. Then give consideration to suggestionsmade by your teacher or classmates and revise yourwork. Add it to your portfolio.


NORTHAMERICA

GREATBRITAIN

13 originalstates

AFRICA

A T L A N T I CO C E A N

0

40°N

0°

40°W

80°W

0

0

1,000 Miles

2,000 Kilometers

United States and Britain, 1776

Additional Test Practice,pp. S1–S33

TEST PRACTICECLASSZONE .COM

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http://www.classzone.com/books/creating_america_sh/oltp_map_select.cfm

In 1765, the Sons of Liberty gathered around a huge elm tree in Bostonthat they named the Liberty Tree. It became a meeting place where peo-ple voiced their protests against British policies. Replicas of the LibertyTree—giant poles sometimes decorated with the flags of the colonies—were raised throughout the colonies. These liberty poles represented theunity of the American colonies as they struggled to break away fromBritish rule.

ACTIVITY Like the American Patriots, each group of students will raise its own liberty pole. Each group also will write and deliver a persuasivespeech supporting the cause of the American colonies.

scissors

poster board

pencil

markers

masking tape

3 cardboard tubesfrom wrapping paper

construction paper

twine

stapler

STEP BY STEP

Do research on the 13colonies. For each colony,

your group should find a person, place,or object that represents that colony.For example, a Pilgrim’s hat might rep-resent Massachusetts. The 13 coloniesare listed below.

Form groups. Each groupshould consist of four or five

students. The members of your groupwill do the following jobs:

• research each colony

• design and create flags

• construct a pole

• write and deliver a speech

Members of the Sons of Liberty raise a liberty pole in July 1776 to celebrateAmerica’s independence.

TOOLBOXEach group will need:

Raise the Liberty Pole

11

22

172

New England Colonies

Massachusetts(including Maine)

New HampshireConnecticutRhode Island

Middle Colonies

New YorkDelawareNew JerseyPennsylvania

SouthernColonies

North CarolinaVirginiaMarylandSouth CarolinaGeorgia

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Design and create 13 flagsfor the colonies. Decide

what person, place, or object you will use on your flag for each colony.Cut each flag out of the poster board.Sketch your design on the flag with a pencil. Then use markers to decorate it. On the back of each flag,explain how your design portrays thecharacteristics of that colony.

For related information on theLiberty Tree, see pages 145–146in Chapter 6.

Researching Your Project• The Revolutionary War by Bart

McDowell

• The American Revolutionariesedited by Milton Meltzer

For more about the American Revolution . . .

Did You Know?The numbers 45 and 92 played animportant part in the history ofthese liberty poles. The 45th issueof a British newspaper openly criti-cized the king in 1763 and wasreprinted in the colonies. In 1768,92 members of the MassachusettsGeneral Assembly voted againstcanceling a letter to the other 12colonies that called for actionagainst Britain. To represent thenumbers, 92 members of the Sonsof Liberty would often raise libertypoles to a height of about 45 feet.

RESEARCH LINKSCLASSZONE .COM

• How well do your flags represent the colonies?• How clearly does yourspeech explain grievances

against the British?• Why do you think the practice of raising libertypoles spread to many of the colonies?

Construct the pole. Usingmasking tape, fasten the

three cardboard tubes together toform one long tube. Then reinforcethe tube by taping constructionpaper around it.

String the flags on thepole. Feed a piece of twine

through the open ends of the longtube. Tie the ends of the twinetogether to form a tight loop. Nowstaple all 13 flags to the twine.

Raise your liberty pole.Lean your liberty pole

next to a small table or desk. Take turns with members of yourgroup and visit other liberty poles.As students visit your station,explain the significance of yourflag designs.

REFLECT & ASSESS

33

44

55

WRITE AND SPEAKWrite a persuasive speech to recruit others to join the cause ofliberty. In your speech, explain what is wrong with British poli-cies. Give reasons why the colonies should become independent.Then read your speech to the other groups as part of therecruitment process.

66


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11

MAIN IDEA WHY IT MATTERS NOW

Tighter British ControlTighter British Control TERMS & NAMESKing George III

Quartering Act

revenue

Sugar Act

Stamp Act

Patrick Henry

boycott

Sons of Liberty

The Colonies and Britain Grow ApartDuring the French and Indian War, Britain and the colonies fought sideby side. Americans took great pride in being partners in the victory overthe French. However, when the war ended, problems arose. Britainwanted to govern its 13 original colonies and the territories gained in thewar in a uniform way. So the British Parliament in London imposed newlaws and restrictions. Previously, the colonies had been allowed to developlargely on their own. Now they felt that their freedom was being limited.

Americans saw British efforts to taxthem and to increase control over thecolonies as violations of their rights.

Colonial protests were the first stepson the road to Americanindependence.

ONE AMERICAN’S STORYJames Otis, Jr., a young Massachusetts lawyer, stormed through the

streets of Boston one day in 1760. He was furious. His father had just

been denied the post of chief justice of the Massachusetts colony by

the royal governor. To Otis, this was one more example of Britain’s lack

of respect for colonial rights. Another example was its use of search

warrants that allowed customs officers to enter any home or business

to look for smuggled goods. Otis believed these searches were illegal.

Otis took up a case against the government that involved these

search warrants. In court in February 1761, Otis spoke with great

emotion for five hours about the search warrant and its use.

A VOICE FROM THE PAST

It appears to me the worst instrument of arbitrary power, the mostdestructive of English liberty and the fundamental principles of law, that was ever found in an English law-book.

James Otis, Jr., quoted in James Otis: The Pre-Revolutionist by J. C. Ridpath

Spectators listened in amazement. One of them, a young lawyer named

John Adams, later wrote of Otis’s performance: “Then and there, in the

old Council Chamber, the child Independence was born.”

In making the first public speech demanding English liberties for the

colonists, James Otis planted a seed of freedom. In this section, you will

read more about the early protests against Britain’s policies in America.

James Otis, Jr., argues in courtagainst illegal search warrantsin 1761.

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The first of Parliament’s laws was the Proclamation of 1763. (SeeChapter 5.) It said that colonists could not settle west of the AppalachianMountains. Britain wanted this land to remain in the hands of its NativeAmerican allies to prevent another revolt like Pontiac’s Rebellion.

The proclamation angered colonists who had hoped to move to thefertile Ohio Valley. Many of these colonists had no land of their own. Italso upset colonists who had bought land as an investment. As a result,many ignored the law.

British Troops and TaxesKing George III, the British monarch, wanted to enforce the proclama-tion and also keep peace with Britain’s Native American allies. To do this,he decided to keep 10,000 soldiers in the colonies. In 1765, Parliamentpassed the Quartering Act. This was a cost-saving measure that requiredthe colonies to quarter, or house, British soldiers and provide them withsupplies. General Thomas Gage, commander of these forces, put most ofthe troops in New York.

Britain owed a large debt from the French and Indian War. Keepingtroops in the colonies would raise that debt even higher. Britain neededmore revenue, or income, to meet its expenses. So it attempted to havethe colonies pay part of the war debt. It also wanted them to contributetoward the costs of frontier defense and colonial government.

In the past, the king had asked the colonial assemblies to pass taxesto support military actions that took place in the colonies. This time,however, Parliament voted to tax the Americans directly.

In 1764, Parliament passed the Sugar Act. This law placed a tax onsugar, molasses, and other products shipped to the colonies. It also calledfor strict enforcement of the act and harsh punishment of smugglers.

Colonial merchants, who often traded in smuggled goods,reacted with anger.

Colonial leaders such as James Otis claimed thatParliament had no right to tax the colonies, since the colonistswere not represented in Parliament. As Otis exclaimed,“Taxation without representation is tyranny!” British financeminister George Grenville disagreed. The colonists were sub-jects of Britain, he said, and enjoyed the protection of its laws.For that reason, they were subject to taxation.

Britain Passes the Stamp ActThe Sugar Act was just the first in a series of

acts that increased tension between themother country and the colonies. In 1765,Parliament passed the Stamp Act. This lawrequired all legal and commercial docu-ments to carry an official stamp showingthat a tax had been paid. All diplomas,contracts, and wills had to carry a stamp.

A. SummarizingWho was upsetby the Proclama-tion of 1763?A. Answercolonists whowanted land oftheir own andthose who hadbought land asinvestments

Vocabularytyranny:absolute powerin the hands of a single ruler

The colonial view of the hated stamp tax is shown by the skull and crossboneson this emblem(above); a royalstamp is picturedat right.

144

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Even published materials such as newspapers had to be written on spe-cial stamped paper.

The Stamp Act was a new kind of tax for the colonies. The SugarAct had been a tax on imported goods. It mainly affected merchants. Incontrast, the Stamp Act was a tax applied within the colonies. It felldirectly on all colonists. Even more, the colonists had to pay for stampsin silver coin—a scarce item in the colonies.

Colonial leaders vigorously protested. For them, the issue was clear.They were being taxed without their consent by a Parliament inwhich they had no voice. If Britain could pass the Stamp Act, whatother taxes might it pass in the future? Samuel Adams, a leader in theMassachusetts legislature, asked, “Why not our lands? Why not theproduce of our lands and, in short, everything we possess and makeuse of?” Patrick Henry, a member of Virginia’s House of Burgesses,called for resistance to the tax. When another member shouted thatresistance was treason, Henry replied, “If this be treason, make themost of it!”

The Colonies Protest the Stamp ActColonial assemblies and newspapers took up the cry—“No taxationwithout representation!” In October 1765, nine colonies sent delegatesto the Stamp Act Congress in New York City. This was the first timethe colonies met to consider acting together in protest. Delegates drewup a petition to the king protesting the Stamp Act. The petitiondeclared that the right to tax the colonies belonged to the colonialassemblies, not to Parliament. Later, colonial merchants organized aboycott of British goods. A boycott is a refusal to buy.

Meanwhile, some colonists formed secret societies to oppose Britishpolicies. The most famous of these groups was the Sons ofLiberty. Many Sons of Liberty were lawyers,merchants, and craftspeople—the colonistsmost affected by the Stamp Act. Thesegroups staged protests against the act.

Not all of their protests were peaceful.The Sons of Liberty burned thestamped paper whenever they couldfind it. They also attacked customsofficials, whom they covered withhot tar and feathers and paraded inpublic. Fearing for their safety, manycustoms officials quit their jobs.

The protests in the colonies hadan effect in Britain. Merchantsthought that their trade withAmerica would be hurt. SomeBritish political leaders, including


B. Answer Theythought Britainwould fear losingtrade and repealthe law.

B. MakingInferences Whydid the colonistsboycott goods? Colonists protest

the Stamp Act.

BackgroundTo voice theirprotests, theSons of Liberty inBoston metunder a huge,120-year-old elmtree that theycalled the LibertyTree.

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Bostonians Paying the Taxman

the popular parliamentary leader William Pitt, agreed with Americanthinking about taxing the colonies. Pitt spoke out against the Stamp Act.


The Americans have not acted in all things with prudence and [good]temper. They have been driven to madness by injustice. Will you punishthem for the madness you have [caused]? . . . My opinion . . . is that theStamp Act be repealed absolutely, totally and immediately.

William Pitt, quoted in Patriots by A. J. Langguth

Parliament finally saw that the Stamp Act was a mistake and repealedit in 1766. But at the same time, Parliament passed another law—theDeclaratory Act. This law said that Parliament had supreme authority togovern the colonies. The Americans celebrated the repeal of the StampAct and tried to ignore the Declaratory Act. A great tug of war betweenParliament and the colonies had begun. The central issue was control ofthe colonies, as you will learn in the next section.

146 CHAPTER 6

2. Taking NotesUse a cluster diagram like theone below to review pointsof conflict between Britainand the colonies.

Which do you think was themost serious? Explain.

3. Main Ideasa. Why did the Proclamationof 1763 anger colonists?

b. How did colonists react tothe Stamp Act?

c. What was the goal ofsecret societies such as theSons of Liberty?

4. Critical ThinkingAnalyzing Points of ViewWhat were the two sides inthe debate over British taxa-tion of the colonies?

THINK ABOUT• how Parliament viewed

the colonies• what concerned the

colonists about taxes

1. Terms & NamesExplain the

significance of:• King George III• Quartering Act• revenue• Sugar Act• Stamp Act• Patrick Henry• boycott• Sons of Liberty

Section Assessment

ACTIVITY OPTIONS

ARTMUSIC

Imagine that you are a colonial leader who wants to get your fellow coloniststo protest British policy. Design a poster or write a song of protest.

1

Points of Conflict

C. PossibleAnswer Itshowed thecolonists thateven though theyhad won repealof the Stamp Act,Parliament wasstill the supremeauthority.

C. DrawingConclusions Whywas it importantfor Parliament to pass theDeclaratory Act?

In this British political cartoon, Americans are

depicted as barbarians who would tar and

feather a customs official, or tax collector, and

pour hot tea down his throat.

●A Liberty Tree as a gallows

●B Stamp Act posted upside down

●C Protesters in Boston

●D Customs official tarred and feathered

●B

●D●C

●A

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22


Colonial ResistanceGrowsColonial ResistanceGrows

TERMS & NAMESCrispus Attucks

Townshend Acts

writs of assistance

Samuel Adams

Boston Massacre

John Adams

committee ofcorrespondence

Boston Tea Party

The Townshend Acts Are PassedAfter the uproar over the Stamp Act, Britain hoped to avoid furtherconflict. Even so, it still needed to raise money to pay for troops andother expenses in America. The Quartering Act was not working.Most of the British army was in New York, and New York saw that asan unfair burden. Its assembly refused to pay to house the troops.

The king’s finance minister, Charles Townshend, told Parliament that hehad a way to raise revenue in the colonies. So in 1767, Parliament passedhis plan, known as the Townshend Acts.

The first of the Townshend Acts suspended New York’s assembly untilNew Yorkers agreed to provide housing for the troops. The other actsplaced duties, or import taxes, on various goods brought into thecolonies, such as glass, paper, paint, lead, and tea. Townshend thoughtthat duties, which were collected before the goods entered the colonies,would anger the colonists less than the direct taxes of the Stamp Act.The money raised would be used to pay the salaries of British governorsand other officials in the colonies. To enforce the acts, British officers

Many Americans began to organizeto oppose British policies.

Americans continue to protest whatthey view as wrongs and injustices.

ONE AMERICAN’S STORYCrispus Attucks knew about the struggle for freedom. The son of an

African-American father and a Native American mother, Attucks was

born into slavery in Framingham, Massachusetts, around 1723. As

a young man, Attucks escaped by running away to sea. He spent

the next 20 years as a sailor, working on whaling boats. To avoid

recapture, he used a false name, calling himself Michael Johnson.

In March 1770, Attucks found himself in Boston, where feelings

against British rule were reaching a fever pitch. The words freedom

and liberty seemed to be on everyone’s lips. One night Attucks heard

about a disturbance involving colonists and British troops and decided

to investigate. He had no idea that he was about to play a key role in

American history—losing his life to a British bullet in a protest that

came to be known as the Boston Massacre. In this section, you will

read how the tension between Britain and its colonies led to violence.

Crispus Attucks, a sailor of African-American and Native Americanancestry, was an early hero ofAmerica’s struggle for freedom.

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would use writs of assistance, or search warrants, to enter homes orbusinesses to search for smuggled goods.

The Reasons for ProtestProtests immediately broke out at news of the Townshend Acts. NewYorkers were angry that their elected assembly had been suspended.People throughout the colonies were upset that Britain was placing newtaxes on them. “The issue,” said John Dickinson, an importantPennsylvania lawyer, was “whether Parliament can legally take moneyout of our pockets without our consent.” He explained his opposition tothe Townshend Acts in essays called Letters from a Farmer inPennsylvania, published in 1767.


Let these truths be . . . impressed on our minds—that wecannot be happy without being free—that we cannot befree without being secure in our property—that we cannotbe secure in our property if without our consent others may. . . take it away—that taxes imposed on us by Parliament dothus take it away—that duties laid for the sole purpose ofraising money are taxes—that attempts to lay such dutiesshould be instantly and firmly opposed.

John Dickinson, quoted in A New Age Now Begins by Page Smith

The colonists were also angry about the writs ofassistance. Many believed, as James Otis had argued(see page 143), that the writs went against their naturalrights. These rights had been described by Englishphilosopher John Locke during the Enlightenment.The law of nature, said Locke, teaches that “no oneought to harm another in his life, health, liberty, or pos-sessions.” The colonists felt that the Townshend Actswere a serious threat to their rights and freedoms.

Tools of ProtestTo protest the Townshend Acts, colonists in Bostonannounced another boycott of British goods in October1767. The driving force behind this protest was SamuelAdams, a leader of the Boston Sons of Liberty. Adamsurged colonists to continue to resist British controls.

The boycott spread throughout the colonies. TheSons of Liberty pressured shopkeepers not to sellimported goods. The Daughters of Liberty called oncolonists to weave their own cloth and use Americanproducts. As a result, trade with Britain fell sharply.

Colonial leaders asked for peaceful protests. Articlesin the Boston Gazette asked the people to remain calm—

148 CHAPTER 6

A. AnswerHe says that hap-piness depends onfreedom, whichdepends on secu-rity of property.Taxes imposedwithout consenttake away thatsecurity andshould beopposed.

A. MakingInferences Whydoes Dickinsonbelieve that taxesinterfere withhappiness?

WOMEN AND PROTEST

Women were not allowed toparticipate in political life in the colonies. So their role inprotesting British actions wasnot as prominent as that ofmen. However, women madetheir beliefs known by takingpart in demonstrations.

Also, some women formedthe Daughters of Liberty. Thiswas a patriotic organizationthat joined in the boycott ofBritish tea and other goods. Therefusal of these colonial womento use British imports causedthem personal hardship. Theywere forced to make many ofthe boycotted items, such asclothing, themselves.

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“no mobs. . . . Constitutional methods are best.” However, tempers wererunning high. When customs officers in Boston tried to seize theAmerican merchant ship Liberty, which was carrying smuggled wine, ariot broke out. The rioters forced the customs officers to flee.

Fearing a loss of control, officials called for more British troops. Adefiant Samuel Adams replied, “We will destroy every soldier that daresput his foot on shore. . . . I look upon them as foreign enemies.”

The Boston MassacreIn the fall of 1768, 1,000 British soldiers (known as redcoats for theirbright red jackets) arrived in Boston under the command of GeneralThomas Gage. With their arrival, tension filled the streets of Boston.

Since the soldiers were poorly paid, they hired themselves out asworkers, usually at rates lower than those of American workers. Resent-ment against the redcoats grew. Soldiers and street youths often yelledinsults at each other. “Lobsters for sale!” the youths would yell, referringto the soldiers’ red coats. “Yankees!” the soldiers jeered. Yankee was sup-posed to be an insult, but the colonists soon took pride in the name.

On March 5, 1770, tensions finally exploded into violence. A groupof youths and dockworkers—among them Crispus Attucks—startedtrading insults in front of the Custom House. A fight broke out, and thesoldiers began firing. Attucks and four laborers were killed.

The Sons of Liberty called the shooting the Boston Massacre. Theysaid that Attucks and the four others had given their lives for freedom.The incident became a tool for anti-British propaganda in newspaperarticles, pamphlets, and posters. The people of Boston were outraged.

Meanwhile, the redcoats who had fired the shots were arrested formurder. John Adams, a lawyer and cousin of Samuel Adams, defendedthem in court. Adams was criticized for taking the case. He replied thatthe law should be “deaf . . . to the clamors of the populace.” He supported


This engraving,The BloodyMassacrePerpetrated inKing Street byBoston silversmithPaul Revere,appeared in theBoston Gazette.

B. AnswerA massacre is amass killing, oftenplanned; this wasnot a massacre.

B. RecognizingPropaganda Howdid the use of theword massacreshow an anti-British view?

CLASSZONE .COMINTERNET ACTIVITY

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the colonial cause but wanted to show that the colonists followed the ruleof law. Adams argued that the soldiers had acted in self-defense. The juryagreed. To many colonists, however, the Boston Massacre would stand asa symbol of British tyranny.

The Tea ActThe colonists were unaware that on the day of the Boston Massacre,Parliament proposed the repeal of the Townshend Acts. One monthlater, all the acts except the tax on tea were repealed. The colonial boy-cott had been effective—British trade had been hurt. But Parliamentkept the tea tax to show that it still had the right to tax the colonists. Formost Americans, the crisis was over.

Samuel Adams, however, wanted to make sure people did not forget thecause of liberty. He started a drive to form committees of correspondencein various towns in Massachusetts. These groups exchanged letters oncolonial affairs. Before long, committees throughout Massachusetts werecorresponding with one another and with committees in other colonies.

Then, in 1773, Parliament opened up old wounds when it passed theTea Act. Tea was very popular in the colonies, but much of it was smug-gled in from Holland. The Tea Act gave the British East India Companycontrol over the American tea trade. The tea would arrive in the coloniesonly in the trading company’s ships and be sold there by its merchants.Colonists who had not been paying any tax on smuggled tea would nowhave to pay a tax on this regulated tea. This enraged colonial shippersand merchants. The colonists wondered what Parliament would do next.

150 CHAPTER 6

How did the cousins John and Samuel Adams differ in the way theyprotested British actions?

SAMUEL ADAMS

1722–1803

Samuel Adams was aHarvard graduate. Butunlike his cousin John,also a Harvard graduate,he showed little skill forthe law. Later, when hetook control of the fam-ily business, he lost hisfather’s fortune. Yet hesucceeded in one impor-

tant undertaking—moving Americatoward independence.

Adams’s true talent lay in rousingpeople to action in support of acause. A fiery orator and a master ofpropaganda, he used words as aweapon. One British official said that“every dip of his pen stings.”

JOHN ADAMS

1735–1826

John Adams, unlikeSamuel, was consid-ered a moderate in thestruggle againstBritain. He was an important voice ofreason and at first opposed resistingby force.

Adams believed in the rule of law.He called his defense of the soldiersin the Boston Massacre “one of thebest pieces of service I ever renderedmy country.”

Eventually, Adams became con-vinced that only outright resistancewould gain liberty for America. He said, “Britain has at last drivenAmerica, to the last Step, a compleatSeperation from her.”

C. DrawingConclusions Why did SamuelAdams think thatthe colonistsmight forget thecause of liberty?C. Possible AnswerAdams may havethought that sincethere was no crisis,the colonistswould just go backto being involvedin their daily lives.

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2. Taking NotesCreate a time line like theone below to show the sig-nificant people and eventsdescribed in this section.

Which event do you thinkwas the most important?Explain.

3. Main Ideasa. Why did colonists opposethe Townshend Acts?

b. Why were British troopssent to Boston?

c. What prompted theBoston Tea Party?

4. Critical ThinkingDrawing ConclusionsDo you think colonial outrage over the BostonMassacre was justified?Explain.

THINK ABOUT• how the British troops

were taunted• whether troops have the

right to fire on citizens


significance of:• Crispus Attucks• Townshend Acts• writs of assistance• Samuel Adams• Boston Massacre• John Adams• committee of

correspondence• Boston Tea Party

Section Assessment

ACTIVITY OPTIONS

SPEECHTECHNOLOGY

Read more about the Boston Massacre or the Boston Tea Party. Present an oralreport or plan a multimedia presentation about the event.

2

Colonists dumpedhundreds ofchests of tea intoBoston Harbor in1773 to protestthe Tea Act.

17731767

D. Reading a Map Find BostonHarbor on themap on page 156.

E. Possible AnswerBritain wantedrepayment for thedestroyed tea andwanted thoseinvolved broughtto trial.

E. RecognizingEffects How didBritain react tothe Tea Party?

The Boston Tea PartyProtests against the Tea Act took place allover the colonies. In Charleston, SouthCarolina, colonists unloaded tea and let itrot on the docks. In New York City andPhiladelphia, colonists blocked tea shipsfrom landing. In Boston, the Sons ofLiberty organized what came to beknown as the Boston Tea Party.

On the evening of December 16, 1773,a group of men disguised as Native Americans boarded three tea shipsdocked in Boston Harbor. One of the men, George Hewes, a Bostonshoemaker, later recalled the events.


We then were ordered by our commander to open the hatches and take outall the chests of tea and throw them overboard. . . . In about three hoursfrom the time we went on board, we had thus broken and thrown overboardevery tea chest to be found on the ship, while those in the other ships weredisposing of the tea in the same way, at the same time.

George Hewes, quoted in A Retrospect of the Boston Tea-Party

That night, Hewes and the others destroyed 342 chests of tea. Manycolonists rejoiced at the news. They believed that Britain would now seehow strongly colonists opposed taxation without representation.

Others doubted that destroying property was the best way to settle thetax debate. Some colonial leaders offered to pay for the tea if Parliamentwould repeal the Tea Act. Britain rejected the offer. It not only wantedrepayment, but it also wanted the men who destroyed the tea to be broughtto trial. The British reaction to the Boston Tea Party would fan the flamesof rebellion in the 13 colonies, as you will read in the next section.

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152

Fight for Representative Government!You are a colonist living in Boston on the eve of the American Revolution.Nearly a decade of protest against British policies has failed to secureAmerican rights. Redcoats continue to be quartered in the city. The Tea Act still stands. Now the dumping of tea in Boston Harbor by some Patriotshas charged the atmosphere with tension. Trouble lies ahead, but you aredetermined to fight for a government that will protect your rights.

COOPERATIVE LEARNING On this page are two challenges that you face asthe conflict with Britain unfolds. Working with a small group, decide howto deal with each challenge. Choose an option, assign a task to each groupmember, and do the activity. You will find useful information in the DataFile. Present your solutions to the class.

ART CHALLENGE

“Do not . . . sip the accursed,dutied STUFF”

People all over Boston are worried about the Tea Act. It taxes tea, but it also lets the British East IndiaCompany sell tea through its own agents. In time,the plan could drive American tea sellers out of busi-ness. How can you protest these threats to Americancommerce and liberty? Present your viewpoint usingone of these options:

• Design an anti–Tea Act poster.• Draw a political cartoon showing the dangers

of the Tea Act.

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Population in 1774–1775Britain: 7,860,000

London: 700,000

The 13 colonies: 2,350,000Philadelphia: 33,000New York: 22,000Boston: 16,000

North American Importsfrom Britain(in millions of pounds sterling)1763 1.6 1770 1.91764 2.3 1771 4.21765 1.9 1772 3.01766 1.8 1773 2.11767 1.9 1774 2.61768 2.2 1775 0.21769 1.3 1776 0.1

North American Exports to Britain(in millions of pounds sterling)1763 1.1 1770 1.01764 1.1 1771 1.31765 1.2 1772 1.31766 1.0 1773 1.41767 1.1 1774 1.41768 1.3 1775 1.91769 1.1 1776 0.1

Key Boycott Dates1764 Boycott after passage

of Sugar Act1765 Boycott after passage of

Stamp Act1766 Boycott relaxed after

Stamp Act repealed1767 Boycott after passage of

Townshend Acts1770 Townshend Acts repealed1774 Boycott after passage of

Intolerable Acts

Sales and Consumption of Tea at the Time of theBoston Tea PartyBritish sales: fourth most impor-tant product shipped to AmericaAmerican consumption:1.2 million pounds per year

For more on Revolutionary America . . .


ACTIVITY WRAP-UP

Present to the Class Meet as a group to review your responses toBritish attacks on American liberty. Pick the most creative solutionfor each challenge and present these solutions to the class.

MATH CHALLENGE

“Wear none but your own country linen”

Years of struggle have taken their toll on Boston. People are tired of soldiers and of boycotting British goods, such asclothing. But the Tea Act presents a huge threat. The BostonTea Party took care of only one shipment. How can you helpencourage the boycott of other British goods, such as cloth-ing? Look at the Data File for help. Present your appeal usingone of these options:

• Make a graph showing the effect of colonial boycotts onimports of British goods to America.

• Write an editorial using statistics to show how Americanboycotts have hurt the British.

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154 CHAPTER 6

33 The Road to Lexingtonand ConcordThe Road to Lexingtonand Concord

TERMS & NAMESmilitia

Minuteman

Intolerable Acts

First ContinentalCongress

Paul Revere

Lexington andConcord

Loyalist

Patriot

ONE AMERICAN’S STORYAt dawn on April 19, 1775, some 70 militiamen gathered on the grassy

common at the center of Lexington, Massachusetts, a small town near

Boston. Captain John Parker, a veteran of the French and Indian War,

was their commander. The militia was a force of armed civilians

pledged to defend their community. About one-third of the Lexington

militia were Minutemen, trained to be “ready to act at a minute’s

warning.” Everyone had heard the news—the British were coming!

Each militiaman was equipped with a musket, a bayonet, and

ammunition. Parker had spent months drilling his troops, but they had

never faced British soldiers. Soon they would meet the British on

Lexington Green in the first battle of the Revolutionary War. According

to tradition, Parker told his men, “Stand your ground; don’t fire unless

fired upon, but if they mean to have war, let it begin here.”

In this section, you will read how colonial protests eventually

turned into violent revolution.

The Intolerable ActsThe Boston Tea Party had aroused fury in Britain. One British official saidthat the people of Boston “ought to be knocked about their ears.” KingGeorge III declared, “We must master them or totally leave them to them-selves and treat them as aliens.” Britain chose to “master” the colonies.

In 1774, Parliament passed a series of laws to punish theMassachusetts colony and to serve as a warning to other colonies. TheBritish called these laws the Coercive Acts, but they were so harsh thatthe colonists called them the Intolerable Acts.

One of the acts would close the port of Boston until colonists paid forthe destroyed tea. Others banned committees of correspondence, allowedBritain to house troops wherever necessary, and let British officialsaccused of crimes in the colonies stand trial in Britain. To enforce the acts,Parliament appointed General Thomas Gage governor of Massachusetts.

In 1773, Sam Adams had written, “I wish we could arouse the con-tinent.” The Intolerable Acts answered his wish. Other colonies

The tensions between Britain andthe colonies led to armed conflict in Massachusetts.

Americans at times still find themselves called upon to fight for their principles.


This statue of Captain John Parker stands in Lexington, Massachusetts.

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immediately offered Massachusetts their support. They sent food andmoney to Boston. The committees of correspondence also called for ameeting of colonial delegates to discuss what to do next.

The First Continental Congress MeetsIn September 1774, delegates from all the colonies except Georgia metin Philadelphia. At this meeting, called the First ContinentalCongress, delegates voted to ban all trade with Britain until theIntolerable Acts were repealed. They also called on each colony to begintraining troops. Georgia agreed to be a part of the actions of theCongress even though it had voted not to send delegates.

The First Continental Congress marked a key step in American his-tory. Although most delegates were not ready to call for independence,they were determined to uphold colonial rights. This meeting plantedthe seeds of a future independent government. John Adams called it “anursery of American statesmen.” The delegates agreed to meet in sevenmonths, if necessary. By that time, however, fighting with Britain had begun.

Between War and PeaceThe colonists hoped that the trade boycott would force a repeal of theIntolerable Acts. After all, past boycotts had led to the repeal of the StampAct and the Townshend Acts. This time, however, Parliament stood firm.It even increased restrictions on colonial trade and sent more troops.

By the end of 1774, some colonists were preparing to fight. InMassachusetts, John Hancock headed the Committee of Safety, which hadthe power to call out the militia. The colonial troops continued to train.


SKILLBUILDER Interpreting Charts1. What British action caused the first violence in the growing conflict between Britain and America?2. How might the Intolerable Acts be seen as a reaction as well as an action?

DATE COLONIAL REACTION

1763

1765

1766

1767

1770

1773

1774

1775

Proclamation leads to anger

Boycott of British goods; Stamp Act Resolvespassed

Boycott ended

New boycotts; Boston Massacre (March 1770)

Tension between colonies and Britain reduced

Boston Tea Party

First Continental Congress bans trade; militias organized

Militia fights British troops; Second ContinentalCongress; Continental Army established

Proclamation of 1763 issued

Stamp Act passed

Stamp Act repealed;Declaration Act passed

Townshend Acts passed

Townshend Acts repealed(April)

Tea Act passed

Intolerable Acts passed

Troops ordered to Lexingtonand Concord, Massachusetts

BRITISH ACTION

CAUSE AND EFFECT: Growing Conflict Between Britain and America

A. EvaluatingWhy do you think the FirstContinentalCongress wasimportant?A. PossibleAnswer It was important because it showed thatcolonists weredetermined to uphold colonial rights.

SkillbuilderAnswers1. The TownshendActs led to theBoston Massacre.2. The IntolerableActs were passedas a result of theBoston Tea Party,and they causedthe calling of theFirst ContinentalCongress.

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Revere’s routeDawes’s routePrescott’s routeBritish advanceBritish retreatBattle

ConcordLexington

Charlestown

Cambridge

Boston

North Bridge

Old NorthChurch

C h arles Riv er

C oncord R .

Sudbu ryR

.

Mystic River

BostonHarbor

0

0

2 Miles

4 Kilometers

Most colonial leaders believed that any fight with Britain would beshort. They thought that a show of force would make Britain change itspolicies. Few expected a war. One who did was Patrick Henry.


Gentlemen may cry peace, peace—but there is no peace. The war is actuallybegun! The next gale that sweeps from the north will bring to our ears theclash of resounding arms! Our brethren are already in the field! Why shouldwe idle here? . . . I know not what course others may take. But as for me,give me liberty or give me death.

Patrick Henry, quoted in Patriots by A. J. Langguth

Henry delivered what became his most famous speech in the VirginiaHouse of Burgesses in March 1775.

The Midnight RideMeanwhile, spies were busy on both sides. Sam Adams had built a spynetwork to keep watch over British activities. The British had their spiestoo. They were Americans who were loyal to Britain. From them,General Gage learned that the Massachusetts militia was storing armsand ammunition in Concord, about 20 miles northwest of Boston. Healso heard that Sam Adams and John Hancock were in Lexington. Onthe night of April 18, 1775, Gage ordered his troops to arrest Adamsand Hancock in Lexington and to destroy the supplies in Concord.

The Sons of Liberty had prepared for this moment. Paul Revere, aBoston silversmith, and a second messenger, William Dawes, were chargedwith spreading the news about British troop movements. Revere hadarranged a system of signals to alert colonists in Charlestown, on the shoreopposite Boston. If one lantern burned in the Old North Church steeple,the British troops were coming by land; if two, they were coming by water.Revere would go across the water from Boston to Charlestown and ride toLexington and Concord from there. Dawes would take the land route.

The Revolution Begins, 1775

GEOGRAPHY SKILLBUILDERInterpreting Maps1. Location Where were battles fought?2. Movement What was the distance

between Lexington and Concord?

B. RecognizingEffects Whateffect might spy-ing have had onthe people of Boston?B. PossibleAnswer It mighthave turned them against one another.

BackgroundThe signals werea backup systemin case Reverewas captured.

SkillbuilderAnswers1. Lexington andConcord2. About six miles

156

MASS.Boston

Prescott joinsDawes and Revere.Revere captured.

Prescott goes forward. Dawes escapes

and turns back.

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When the British moved, so did Revere and Dawes.They galloped over the countryside on their “midnightride,” spreading the news. In Lexington, they werejoined by Dr. Samuel Prescott. When Revere andDawes were stopped by a British patrol, Prescott brokeaway and carried the message to Concord.

Lexington and ConcordAt dawn on April 19, some 700 British troops reachedLexington.They found Captain John Parker and about 70militiamen waiting. The British commander ordered theAmericans to drop their muskets. They refused. No oneknows who fired first, but within a few minutes eight mili-tiamen lay dead. The British then marched to Concord,where they destroyed military supplies. A battle broke outat a bridge north of town, forcing the British to retreat.

Nearly 4,000 Minutemen and militiamen arrived inthe area. They lined the road from Concord toLexington and peppered the retreating redcoats withmusket fire. “It seemed as if men came down from theclouds,” one soldier said. Only the arrival of 1,000more troops saved the British from destruction as theyscrambled back to Boston.

Lexington and Concord were the first battles of theRevolutionary War. As Ralph Waldo Emerson later wrote,colonial troops had fired the “shot heard ’round the world.” Americanswould now have to choose sides and back up their political opinions byforce of arms. Those who supported the British were called Loyalists.Those who sided with the rebels were Patriots. The conflict between thetwo sides divided communities, families, and friends. The war was on!


C. DrawingConclusionsWhy did Emersoncall it the “shotheard ‘round the world”?

BackgroundBritish lossestotaled 273 sol-diers compared to95 militiamen.

C. PossibleAnswerThe American revolt stunned the world.

PATRIOTS’ DAY

The “shot heard ‘round theworld” is celebrated every yearin Massachusetts and Maine.Patriots’ Day, as it is called, isthe third Monday of April. InConcord and nearby towns,modern-day Minutemen likethose below reenact the battlethat began the Revolution onApril 19, 1775. The BostonMarathon is also run onPatriots’ Day.

2. Taking NotesUse a diagram like the onebelow to show events thatled to the Revolutionary War.

3. Main Ideasa. Why did Britain pass theIntolerable Acts?

b. Who took part in the FirstContinental Congress?

c. What was the purpose ofthe “midnight ride”?

4. Critical ThinkingSupporting OpinionsDo you think the fightingbetween Britain and thecolonies could have beenavoided? Why or why not?

THINK ABOUT• Britain’s attitude toward

the colonies• colonial feelings about

Britain


significance of:• militia• Minuteman• Intolerable Acts• First Continental

Congress• Paul Revere• Lexington and

Concord• Loyalist• Patriot

GEOGRAPHYMATH

Research the Battles of Lexington and Concord. Draw a map of key events orcreate a chart showing statistics from the battles.

AssessmentSection 3

Revolution

ACTIVITY OPTIONS

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158 CHAPTER 6

In 1775, 16-year-old Johnny Tremainlives in Boston and works as a deliv-ery boy for a newspaper. Because he

travels so much around the city, he is able to helpthe Patriots gather information about what theBritish are doing.

On the night of April 18, Johnny learns thatBritish troops will be leaving on an expedition toseize the gunpowder at Lexington and Concord.He rushes to tell this news to Dr. Joseph Warren,who is a Patriot. Then Johnny goes to bed, won-dering if the war has started and worried abouthis friend Rab, who has gone to join theMinutemen at Lexington.

So Johnny slept. It was daylight when he wokewith Warren’s hand upon his shoulder.Outside on Tremont Street he could hear the

clumping of army boots. A sergeant was swearingat his men. The soldiers were paraded so close tothe house, which stood flush1

with the sidewalk-less street, that Johnny at first thought they mustbe in the room.

Doctor Warren dared speak no louder than awhisper.

“I’m going now.”“Something’s happened?”“Yes.” He motioned Johnny to follow him

into the kitchen. This room was on the back ofthe house. They could talk without danger ofbeing overheard by the troops in the street.

Doctor Warren had on the same clothes asthe day before. He had not been to bed. But nowhis hat was on his head. His black bag of instru-ments and medicines was packed and on the

table. Silently he put milk, bread, herrings besideit, and gestured to Johnny to join him.

“Where did it begin?” asked Johnny.“Lexington.”“Who won?”“They did. Seven hundred against seventy. It

wasn’t a battle. It was . . . just target practice . . .for them. Some of our men were killed and theBritish huzzaed2

and took the road to Concord.”“And did they get our supplies there?”“I don’t know. Paul Revere sent for me just

after the firing on Lexington Green.”The young man’s usually fresh-colored face

was haggard.3

He knew the seriousness of thisday for himself and for his country.

“But everywhere the alarm is spreading.Men are grabbing their guns—marching forConcord. Paul Revere did get through in timelast night. Billy Dawes a little later. Hundreds—maybe thousands—of Minute Men are on themarch. Before the day’s over, there’ll be realfighting—not target practice. But Gage doesn’tknow that it’s begun. You see, long beforeColonel Smith got to Lexington—just as soonas he heard that Revere had warned the coun-try—he sent back for reinforcements. For EarlPercy. You and I, Johnny, are just about the onlypeople in Boston who know that blood hasalready been shed.”

“Were many killed—at Lexington?”“No, not many. They stood up—just a hand-

ful. The British fired on them. It was dawn.”Johnny licked his lips. “Did they tell you the

names of those killed?”

b y E s t h e r F o r b e s

J O H N N Y

T R E M A I N

F r o m

1. flush: in a line with. 2. huzzaed: cheered.

3. haggard: tired.

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British troops fire on the Lexington militiaon April 19, 1775. The war begins here!

“No. Did Rab get out in time?”“Yes. Last Sunday.”The Doctor’s clear blue eyes darkened. He

knew what was in Johnny’s mind. He picked uphis bag. “I’ve got to get to them. They’ll need sur-geons. Then, too, I’d rather die fighting than ona gallows. Gage won’t be so lenient4

now—soonas he learns war has begun.”

“Wait until I get my shoes on.”“No, Johnny, you are to stay here today. Pick

up for me any information. For instance, out ofmy bedroom window I can see soldiers standingthe length of the street ’way over to theCommon. You find out what regiments are beingsent—and all that. And today go about and lis-ten to what folk are saying. And the names of anythe British arrest. We know Gage expects tomove his men back here tonight. If so, there’ll bea lot of confusion getting them into town. Youwatch your chance and slip out to me.”

“Where’ll I find you?”“ . . . Ask about.”“I will do so.”“They’ve begun it. We’ll end it, but this war

. . . it may last quite a long time.”

They shook hands silently. Johnny knew thatWarren was always conscious of the fact that hehad a crippled hand. Everybody else hadaccepted and forgotten it. The back door closedsoftly. Warren was gone.

Johnny went to the surgery,5 put on hisboots and jacket. The wall clock said eighto’clock. It was time to be about. There was noleaving by the front door. The soldiers wereleaning against it. Through the curtains of thewindows he could see the muskets. He noticedthe facings on their uniforms. The Twenty-Third Regiment. The narrow course of TremontStreet was filled to the brim and overflowingwith the waiting scarlet-coated men. Like a riverof blood. He left by the kitchen.

CONNECT TO HISTORY1. Recognizing Effects What

was Johnny’s reaction to thenews about Lexington? Discusswhat roles Johnny and Dr.Warren were to play in the earlydays of the Revolutionary War.

See Skillbuilder Handbook,page R11.

CONNECT TO TODAY2. Researching Where are there

revolutions in the world today?

For more about revolutions . . .


159

4. lenient: not strict.

5. surgery: operating room.

158-159US8P R U2C06S3 LC 11/26/02 12:12 PM Page 159


160 CHAPTER 6

44 Declaring IndependenceDeclaring Independence TERMS & NAMESEthan Allen

artillery

Second ContinentalCongress

Continental Army

Benedict Arnold

Declaration ofIndependence

Thomas Jefferson

ONE AMERICAN’S STORYIn May 1775—one month after the battle at Lexington and Concord—

Abigail Adams wrote to her husband, John Adams. “The house is a

Scene of Confusion,” she said. Colonial militiamen were camped

outside. Everyone was preparing for war. John Adams was away in

Philadelphia at the time, meeting with other Patriot leaders at the

Second Continental Congress.

Abigail and John Adams would spend most of the Revolutionary

War apart. In his absence, she ran the household and farm in

Braintree, Massachusetts, and raised their four children. During

their separation, they exchanged many letters. Abigail was a very

sharp observer of the political scene. In one letter, she shared her

concerns about the future of the American government.


If we separate from Britain, what Code of Laws will be established? Howshall we be governed so as to retain our Liberties? Can any governmentbe free which is not administered by general stated Laws? Who shallframe these Laws? Who will give them force and energy?

Abigail Adams, quoted in Abigail Adams: Witness to a Revolution by Natalie S. Bober

These questions would be answered later. First, a war had to be fought

and won.

The Continental Army Is FormedAfter the fighting at Lexington and Concord, militiamen fromMassachusetts and other colonies began gathering around Boston. Theirnumbers eventually reached some 20,000. General Gage decided tomove his soldiers from the peninsula opposite Boston to the city itself.Boston was nearly surrounded by water. This fact, he thought, made acolonial attack by land almost impossible.

Not long after, on May 10, 1775, Americans attacked Britain’s FortTiconderoga on the New York side of Lake Champlain. Ethan Allen led

Fighting between American andBritish troops led the colonies todeclare their independence.

The United States of America wasfounded at this time.


Abigail Adams was an earlyadvocate of women’s rights andone of the great letter writers in history.

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BackgroundThe battle wascalled Bunker Hillbecause the origi-nal plan was tofight the battlethere.

this band of backwoodsmen known as the Green Mountain Boys. Theycaptured the fort and its large supply of artillery—cannon and largeguns. These guns would be used later to drive the British from Boston.

Also on May 10, the Second Continental Congress began meetingin Philadelphia. Delegates included John and Samuel Adams, JohnHancock, Benjamin Franklin, George Washington, and Patrick Henry.They agreed to form the Continental Army. Washington, who wasfrom Virginia, was chosen as its commanding general. He had served asa colonial officer with the British during the French and Indian War.Congress also authorized the printing of paper money to pay the troops.It was beginning to act as a government.

The Battle of Bunker HillMeanwhile, tensions were building in Boston in June1775. Militiamen seized Bunker Hill and Breed’s Hillbehind Charlestown. They built fortifications onBreed’s Hill. Alarmed, the British decided to attack.

General William Howe crossed the bay with 2,200British soldiers. Forming in ranks, they marched upBreed’s Hill. On the hilltop, the militia waited.According to the legend, Colonel William Prescott ordered, “Don’t fireuntil you see the whites of their eyes!” When the British got close, themilitia unleashed murderous fire. The British fell back and then chargedagain. Finally, they forced the militia off the hill.

The redcoats had won the Battle of Bunker Hill, but at tremendouscost. More than 1,000 were killed or wounded, compared with some 400militia casualties. “The loss we have sustained is greater than we canbear,” wrote General Gage. The inexperienced colonial militia had heldits own against the world’s most powerful army.

“Don’t fireuntil you seethe whites oftheir eyes!”

Colonel William Prescott

161

The bloody fighting betweenmilitiamen and British troops isshown in The Death of GeneralWarren at Bunker Hill by JohnTrumbull (1786).

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A. AnalyzingPoints of ViewWhy did KingGeorge reject thepetition?A. PossibleAnswer He wasnot used to hav-ing his authorityquestioned. Hefelt that he had aright to demandobedience.

BackgroundThe olive branchis considered asymbol of peace.

A Last Attempt at PeaceDespite this deepening conflict, most colonists stillhoped for peace. Even some Patriot leaders consideredthemselves loyal subjects of the king. They blamedParliament for the terrible events taking place.

In July 1775, moderates in Congress drafted theOlive Branch Petition and sent it to London. This doc-ument asked the king to restore harmony betweenBritain and the colonies. Some members opposed thepetition but signed it anyway as a last hope.

The king rejected the petition, however, andannounced new measures to punish the colonies. Hewould use the British navy to block American shipsfrom leaving their ports. He also would send thousandsof hired German soldiers, called Hessians, to fight inAmerica. “When once these rebels have felt a smartblow, they will submit,” he declared.

The colonial forces were not going to back down,though. They thought they were equal to the Britishtroops. George Washington knew otherwise. TheBritish soldiers were professionals, while the colonialtroops had little training and were poorly equipped. TheMassachusetts militia barely had enough gunpowder tofight one battle.

During the summer of 1775, Washington arrived atthe militia camp near Boston. He immediately began togather supplies and train the army. In the fall,Washington approved a bold plan. Continental Armytroops would invade Quebec, in eastern Canada. Theyhoped to defeat British forces there and draw Canadiansinto the Patriot camp. One of the leaders of this expedi-tion was Benedict Arnold. He was an officer who hadplayed a role in the victory at Fort Ticonderoga.

After a grueling march across Maine, Arnoldarrived at Quebec in November 1775. By that time,

however, winter had set in. Under harsh conditions, the Americanslaunched their attack but failed. After several months, they limpedhome in defeat.

The British Retreat from BostonIn Massachusetts, the Continental Army had surrounded British forces inBoston. Neither side was able or willing to break the standoff. However,help for Washington was on the way. Cannons were being hauled fromFort Ticonderoga. This was a rough job, since there were no roads acrossthe snow-covered mountains. It took soldiers two months to drag the 59heavy weapons to Boston, where they arrived in January 1776.

162 CHAPTER 6

PHILLIS WHEATLEY

Phillis Wheatley was America’sfirst important African-Americanpoet. She was born in Africaabout 1753 and sold into slaveryas a child. She was a householdservant for the Wheatley familyof Boston but was raised andeducated as a family member.

Some of Wheatley’s poemswere about the Patriot cause. OfGeorge Washington, she wrote:

Proceed, great chief, withvirtue on thy side,

Thy ev’ry action let thegoddess guide.

A crown, a mansion, and a throne that shine,

With gold unfading,Washington! be thine.

In other poems, Wheatley connected America’s fight against British oppression withthe struggle for freedom forenslaved African Americans.

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B. FormingOpinions Did theLoyalists deservepunishment?Explain.B. PossibleAnswer Somestudents may saypunishment wasfair because theLoyalists weretraitors; othersmay say theyshould have beenallowed toexpress their opin-ions and keeptheir possessions.

Armed with these cannons, Washington moved his troops toDorchester Heights, overlooking Boston. The Americansthreatened to bombard the city. General Howe, who was now incharge of the British forces, decided to withdraw his troops. OnMarch 17, about 9,000 British soldiers departed Boston in morethan 100 ships. Boston Patriots joyfully reclaimed their city.Although the British had damaged homes and destroyed pos-sessions, Boston was still standing.

More than 1,000 Loyalist supporters left along with theBritish troops. Anti-British feeling in Boston was so strong thatthe Loyalists feared for their safety. Some Patriots even calledfor Loyalists to be hanged as traitors. This did not happen, butLoyalists’ homes and property were seized.

Common Sense Is PublishedIn early 1776, most Americans still wanted to avoid a finalbreak with Britain. However, the publication of a pamphlettitled Common Sense helped convince many Americans that acomplete break with Britain was necessary. Written byThomas Paine, a recent immigrant from England, this pam-phlet made a strong case for American independence.

Paine ridiculed the idea that kings ruled by the will ofGod. Calling George III “the Royal Brute,” Paine arguedthat all monarchies were corrupt. He also disagreed withthe economic arguments for remaining with Britain. “Ourcorn,” he said, “will fetch its price in any market in Europe.”He believed that America should follow its own destiny.


Everything that is right or natural pleads for separation. The blood of theslain, the weeping voice of nature cries, “’Tis time to part.” Even the distanceat which the Almighty has placed England and America is a strong andnatural proof that the authority of the one over the other was never thedesign of heaven.

Thomas Paine, Common Sense

Common Sense was an instant success. Published in January, it sold morethan 100,000 copies in three months. The call for independence hadbecome a roar.

A Time of DecisionThe Continental Congress remained undecided. A majority of the del-egates still did not support independence. Even so, in May 1776,Congress adopted a resolution authorizing each of the 13 colonies toestablish its own government.

On June 7, Richard Henry Lee of Virginia introduced a key resolu-tion. It called the colonies “free and independent states” and declared


This is the frontpage of CommonSense by ThomasPaine (above). Itwas one of themost influentialpolitical docu-ments in history.

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that “all political connection between them and the state ofGreat Britain is . . . totally dissolved.”

Congress debated the resolution, but not all the dele-gates were ready to vote on it. They did, however, appointa committee to draft a Declaration of Independence.

The committee included Benjamin Franklin, John Adams, RogerSherman, Robert Livingston, and Thomas Jefferson.

The group chose Jefferson to compose the Declaration. Two reasonsfor selecting Jefferson were that he was an excellent writer and that hecame from Virginia. The members knew that no independence move-ment could succeed without Virginia’s support. Jefferson immediatelywent to work. In two weeks, he had prepared most of the Declaration.(See pages 166–169.) On July 2, 1776, Congress considered Lee’s reso-lution again. Despite some strong opposition, the measure passed. Fromthis point forward, the colonies considered themselves independent.

The Declaration Is AdoptedTwo days later, on July 4, 1776, Congress adopted the document thatproclaimed independence—the Declaration of Independence. JohnHancock, the president of the Congress, was the first to sign theDeclaration. According to tradition, he wrote in large letters and com-mented, “There, I guess King George will be able to read that.” The coreidea of the Declaration is based on the philosophy of John Locke. Thisidea is that people have unalienable rights, or rights that government

164 CHAPTER 6

The Declaration of Independ-ence is presented for adoptionto the Continental Congress byJohn Adams, Roger Sherman,Robert Livingston, ThomasJefferson, and Benjamin Franklin(left to right). John Trumbullpainted this work many yearsafter the adoption of theDeclaration on July 4, 1776.

What is the artist trying toshow about the mood ofthe American leaders asthey declare independence?

The Liberty Bellwas rung toannounce the firstpublic reading ofthe Declaration ofIndependence, inPhiladelphia onJuly 8, 1776.

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cannot take away. Jefferson stated this belief in whatwas to become the Declaration’s best-known passage.


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

Thomas Jefferson, The Declaration of Independence

If a government disregards these rights, Jeffersonexplained, it loses its right to govern. The people thenhave the right to abolish that government, by force ifnecessary. They can form a new government that willprotect their rights. When Jefferson spoke of “the peo-ple,” however, he meant only free white men. Womenand enslaved persons were left out of the Declaration.

The Declaration also explained the reasons for break-ing with Britain. It then declared the colonies to be freeand independent states. This was a very serious action—treason from the British point of view—and the dele-gates knew it. John Hancock urged the delegates to standtogether in mutual defense. Each realized that if the warwere to be lost, they would most likely be hanged.

The Declaration closed with this pledge: “And forthe support of this Declaration, with a firm reliance onthe protection of divine Providence, we mutuallypledge to each other our Lives, our Fortunes, and oursacred Honor.”

Americans had declared independence. Now theyhad to win their freedom on the battlefield.

2. Taking NotesUse the chart below toexplain colonial views for and against independence.

What is the strongest reasonfor independence? againstindependence?

3. Main Ideasa. What challenges didGeorge Washington face informing the army?

b. What forced the British toleave Boston?

c. What is Common Sense?

4. Critical ThinkingDrawing ConclusionsWhy did it take colonists solong to declare independ-ence?

THINK ABOUT

• the colonists’ British traditions

• the risk of revolution


significance of:• Ethan Allen• artillery• Second Continental

Congress• Continental Army• Benedict Arnold• Declaration of

Independence• Thomas Jefferson

Section Assessment

ACTIVITY OPTIONS

ARTLANGUAGE ARTS

Find out more about a person discussed in this section. Create a trading card orwrite a biography of that person.

4

Views About Independence

For

Against


THOMAS JEFFERSON

1743–1826

Jefferson was just 33 when cho-sen to write the Declaration ofIndependence. He was already abrilliant thinker and writer and ahighly respected political leader.Jefferson came from a wealthyVirginia family. As a child, he wasinterested in everything, and hebecame an inventor, scientist, andarchitect, among other things. In 1769, he began his politicalcareer in the House of Burgesses.

Jefferson felt that writing theDeclaration was a major achieve-ment of his life. He had that factcarved on his tombstone.

Why do you think Jeffersonfelt the Declaration was oneof his greatest achievements?

C. SummarizingWhen does theDeclaration say it is right to overthrow anestablishedgovernment?C. PossibleAnswer Peoplecan abolish a governmentwhen it disre-gards their rights.

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166

1. endowed: provided.

2. unalienable: unable tobe taken away.

3. usurpations: unjustseizures of power.

4. Despotism: rule by atyrant with absolutepower.

5. candid: fair, impartial.

[Preamble]When in the Course of human events, it becomes necessary for one peopleto dissolve the political bands which have connected them with another, andto assume among the powers of the earth, the separate and equal station towhich the Laws of Nature and of Nature’s God entitle them, a decent respectto the opinions of mankind requires that they should declare the causeswhich impel them to the separation.

[The Right of the People to Control Their Government]We hold these truths to be self-evident, that all men are created equal, that theyare endowed1 by their Creator with certain unalienable2 Rights, that amongthese are Life, Liberty and the pursuit of Happiness; that, to secure these rights,Governments are instituted among Men, deriving their just powers from theconsent of the governed; that whenever any Form of Government becomesdestructive 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 andorganizing its powers in such form, as to them shall seem most likely to effecttheir Safety and Happiness. Prudence, indeed, will dictate that Governmentslong established should not be changed for light and transient causes; andaccordingly all experience hath shewn that mankind are more disposed to suf-fer, while evils are sufferable, than to right themselves by abolishing the formsto which they are accustomed. But when a long train of abuses and usurpations,3 pursuing invariably the same Object, evinces a design to reducethem under absolute Despotism,4 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 ofGovernment. The history of the present King of Great Britain is a history ofrepeated injuries and usurpations, all having in direct object the establish-ment of an absolute Tyranny over these States. To prove this, let facts besubmitted to a candid5 world.

The Declaration of IndependenceSetting the Stage On July 4, 1776, the Second Continental Congress adoptedwhat became one of America’s most cherished documents. Written by ThomasJefferson, the Declaration of Independence voiced the reasons for separatingfrom Britain and provided the principles of government upon which the United States would be built. See Primary Source Explorer

A CLOSER LOOK

RIGHTS OF THE PEOPLE

The ideas in this passage reflectthe views of John Locke, an Englishphilosopher. His belief that a gov-ernment’s power comes from theconsent of the governed is thefoundation of modern democracy.

1. In what way can Americanvoters bring about changes intheir government?

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167

[Tyrannical Acts of the British King]He has refused his Assent to Laws, the most wholesome and necessary forthe public good.

He has forbidden his Governors to pass Laws of immediate and pressingimportance, unless suspended in their operation till his assent should beobtained; and, when so suspended, he has utterly neglected to attend to them.

He has refused to pass other Laws for the accommodation of large districtsof people, unless those people would relinquish6 the right of Representationin the Legislature, a right inestimable 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 purposeof fatiguing them into compliance with his measures.

He has dissolved Representative Houses repeatedly, for opposing withmanly firmness his invasions on the rights of the people.

He has refused for a long time, after such dissolutions, to cause others to beelected; whereby the Legislative powers, incapable of Annihilation, havereturned to the people at large for their exercise; the State remaining in themean time exposed to all the dangers of invasions from without, and convulsions7 within.

He has endeavoured to prevent the population of these States; for that pur-pose obstructing the Laws for Naturalization8 of Foreigners; refusing to passothers to encourage their migration hither, and raising the conditions of newAppropriations of Lands.

He has obstructed the Administration of Justice, by refusing his Assent toLaws for establishing Judiciary powers.

He has made Judges dependent on his Will alone, for the tenure9 of theiroffices, and the amount and payment of their salaries.

He has erected a multitude of New Offices, and sent hither swarms ofOfficers to harass our people and eat out their substance.10

He has kept among us, in times of peace, Standing Armies, without theConsent of our legislatures.

He has affected to render the Military independent of and superior to theCivil power. He has combined with others to subject us to a jurisdiction for-eign to our constitution and unacknowledged by our laws; giving his Assentto their Acts of pretended Legislation:

For quartering11 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;

6. relinquish: give up.

7. convulsions: violentdisturbances.

8. Naturalization: processof becoming a citizen.

9. tenure: term.

10. eat out their substance:drain their resources.

11. quartering: housing orgiving lodging to.

A CLOSER LOOK

GRIEVANCES AGAINST BRITAIN

The list contains 27 offenses by the British king and others againstthe colonies. It helps explain why it became necessary to seekindependence.

2. Which offense do you thinkwas the worst? Why?

A CLOSER LOOK

LOSS OF REPRESENTATIVEGOVERNMENT

One of the Intolerable Acts of 1774 stripped the MassachusettsLegislature of many powers and gave them to the colony’sBritish governor.

3. Why was this action so “intolerable”?

A CLOSER LOOK

QUARTERING TROOPS WITHOUT CONSENT

The Quartering Act of 1765required colonists to provide housing and supplies for Britishtroops in America.

4. Why did colonists object tothis act?


168

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 offenses;For abolishing the free System of English Laws in a neighboring Province,

establishing therein an Arbitrary12 government, and enlarging its Boundariesso as to render it at once an example and fit instrument for introducing thesame absolute rule into these Colonies;

For taking away our Charters, abolishing our most valuable laws, and alter-ing fundamentally the Forms of our Governments;

For suspending our own Legislatures, and declaring themselves investedwith power to legislate for us in all cases whatsoever.

He has abdicated13 Government here, by declaring us out of his Protectionand waging War against us.

He has plundered our seas, ravaged our Coasts, burnt our towns, anddestroyed the lives of our people.

He is at this time transporting large Armies of foreign Mercenaries14 tocompleat the works of death, desolation, and tyranny, already begun with cir-cumstances of Cruelty & perfidy15 scarcely paralleled in the most barbarousages, and totally unworthy the Head of a civilized nation.

He has constrained our fellow Citizens, taken Captive on the high Seas, tobear Arms against their Country, to become the executioners of their friendsand Brethren, or to fall themselves by their Hands.

He has excited domestic insurrections16 amongst us, and has endeavouredto 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.

[Efforts of the Colonies to Avoid Separation]In every stage of these Oppressions We have Petitioned for Redress17 in themost humble terms; Our repeated Petitions have been answered only byrepeated injury. A Prince, whose character is thus marked by every act whichmay 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 havewarned them from time to time of attempts by their legislature to extend anunwarrantable jurisdiction over us. We have reminded them of the circum-stances of our emigration and settlement here. We have appealed to theirnative justice and magnanimity,18 and we have conjured them by the ties ofour common kindred, to disavow these usurpations, which would inevitablyinterrupt our connections and correspondence. They too have been deaf to

12. Arbitrary: not limitedby law.

13. abdicated: given up.

14. foreign Mercenaries:professional soldiershired to serve in a foreign army.

15. perfidy: dishonesty,disloyalty.

16. domestic insurrections:rebellions at home.

17. Petitioned for Redress:asked for the correctionof wrongs.

18. magnanimity:generosity, forgiveness.

A CLOSER LOOK

TAXATION WITHOUTREPRESENTATION

The colonists believed in the long-standing British tradition that Parliament could tax onlythose citizens it represented—and the colonists claimed to haveno representation in Parliament.

5. How do persons today giveconsent to taxation?

A CLOSER LOOK

PETITIONING THE KING

The colonists sent many petitions toKing George III. In the Olive BranchPetition of 1775, the colonistsexpressed their desire to achieve “ahappy and permanent reconcilia-tion.” The king rejected the petition.

6. Why did the colonists at firstattempt to solve the disputeand remain loyal?


169

the voice of justice and of consanguinity.19 We must, therefore, acquiesce20

in the necessity, which denounces our Separation, and hold them, as we holdthe rest of mankind, Enemies in War, in Peace Friends.

[The Colonies Are Declared Free and Independent]We, therefore, the Representatives of the United States of America, in GeneralCongress, Assembled, appealing to the Supreme Judge of the world for therectitude21 of our intentions, do, in the name, and by the Authority of the goodPeople of these Colonies solemnly publish and declare, That these UnitedColonies are, and of Right ought to be, Free and Independent States; that theyare Absolved from all Allegiance to the British Crown, and that all politicalconnection 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 Powerto levy War, conclude Peace, contract Alliances, establish Commerce, and doall other Acts and Things which Independent States may of right do.

And for the support of this Declaration, with a firm reliance on the protec-tion of divine Providence, we mutually pledge to each other our Lives, ourFortunes, and our sacred Honor. [Signed by]

19. consanguinity:relationship by a common ancestor; close connection.

20. acquiesce: acceptwithout protest.

21. rectitude: moraluprightness.

1. Main Ideasa. What is the purpose of the Declaration ofIndependence as stated in the Preamble?

b. What are the five main parts of the Declaration?

c. What are three rights that all people have?

2. Critical ThinkingDrawing Conclusions Why did the colonies feel thatthey had to declare their independence?

THINK ABOUT• colonial grievances against Britain• Britain’s response to these grievances

Interactive Primary Source Assessment

John Hancock President, from Massachusetts[Georgia] Button Gwinnett; Lyman Hall;George Walton[Rhode Island] Stephen Hopkins;William Ellery[Connecticut] Roger Sherman;Samuel Huntington; William Williams;Oliver Wolcott[North Carolina] William Hooper;Joseph Hewes; John Penn[South Carolina] Edward Rutledge;Thomas Heyward, Jr.; Thomas Lynch, Jr.;Arthur Middleton[Maryland] Samuel Chase; William Paca;Thomas Stone; Charles Carroll[Virginia] George Wythe;Richard Henry Lee; Thomas Jefferson;

Benjamin Harrison; Thomas Nelson, Jr.;Francis Lightfoot Lee; Carter Braxton[Pennsylvania] Robert Morris;Benjamin Rush; Benjamin Franklin;John Morton; George Clymer; James Smith;George Taylor; James Wilson; George Ross[Delaware] Caesar Rodney; George Read;Thomas McKean[New York] William Floyd; Philip Livingston;Francis Lewis; Lewis Morris [New Jersey] Richard Stockton; JohnWitherspoon; Francis Hopkinson; JohnHart; Abraham Clark [New Hampshire] Josiah Bartlett; WilliamWhipple; Matthew Thornton[Massachusetts] Samuel Adams; JohnAdams; Robert Treat Paine; Elbridge Gerry

A CLOSER LOOK

POWERS OF AN INDEPENDENT GOVERNMENT

The colonists identified the abilityto wage war and agree to peace;to make alliances with othernations; and to set up an economicsystem as powers of a free andindependent government.

7. What other powers are heldby an independent government?

A CLOSER LOOK

DECLARATION SIGNERS

The Declaration was signed by 56 representatives from the 13 original states.

8. Which signers do you recognize? Write one line about each of those signers.


Documents

The Road to - · PDF fileThe Road to Revolution ... Then write a one-act play using the suggestions below. ... STEP BY STEP Do research on the 13 colonies