Chapter Introduction Section 1 Taxation Without Representation Section

Chapter Introduction Section 1 Taxation Without Representation Section 2 Building Colonial Unity Section 3 A Call to Arms Section 4 Moving Toward Independence Chapter Summary Chapter Assessment Click on a hyperlink to view the corresponding slides.

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Chapter Objectives Section 1: Taxation Without Representation • Describe why the British had problems in North America after the French and Indian War. • Explain how the colonists responded to unpopular British laws. Click the mouse button or press the Space Bar to display the information.

Chapter Objectives Section 2: Building Colonial Unity • Identify the causes of the Boston Massacre. • Explain how Britain tried to maintain its control over the colonies. Click the mouse button or press the Space Bar to display the information.

Chapter Objectives Section 3: A Call to Arms • Identify the events that took place at the Continental Congress. • Describe the early skirmishes of the American Revolution. Click the mouse button or press the Space Bar to display the information.

Chapter Objectives Section 4: Moving Toward Independence • Understand what happened at the Second Continental Congress. • Explore why the Declaration of Independence was drafted. Click the mouse button or press the Space Bar to display the information.

Why It Matters A spirit of independence became evident early in the history of the American people. Far from the established rules and restrictions they had faced in their home countries, the new settlers began to make their own laws and develop their own way of doing things.

The Impact Today The ideals of revolutionary America still play a major role in shaping the society we live in. For example: • Americans still exercise their right to protest laws they view as unfair. • Citizens have the right to present their views freely. Click the mouse button or press the Space Bar to display the information.

Guide to Reading Main Idea The British government’s actions after winning the French and Indian War angered American colonists. Key Terms • revenue • boycott • writs of assistance • nonimportation • resolution • repeal • effigy Click the mouse button or press the Space Bar to display the information.

Guide to Reading (cont. ) Reading Strategy Classifying Information British actions created colonial unrest. As you read Section 1, re-create the diagram on page 132 of your textbook and describe why the colonists disliked these policies. Read to Learn • why the British faced problems in North America after the French and Indian War. • why the American colonists objected to new British laws. Click the mouse button or press the Space Bar to display the information.

Guide to Reading (cont. ) Section Theme Civic Rights and Responsibilities The American colonists believed that new British laws denied their civic rights.

St. Edward’s crown, worn by George III Click the Speaker button to replay the audio.

Relations With Britain • A feeling of distrust between the colonists and Britain grew due to: - British soldiers stationed in the colonies and on the frontier - the Proclamation of 1763 - the passing of trade laws and the Sugar Act • Colonists feared that British soldiers might interfere with their liberties, and they saw the proclamation as limiting their freedom. (pages 132– 134) Click the mouse button or press the Space Bar to display the information.

Relations With Britain (cont. ) • George Grenville, the British finance minister, began to watch colonial trading more closely in order to catch colonists who were involved in smuggling. • In 1767, customs officials were able to obtain writs of assistance to search homes and warehouses for smuggled goods. Colonists were outraged by this intrusion without warning. (pages 132– 134) Click the mouse button or press the Space Bar to display the information.

Relations With Britain (cont. ) • Parliament passed the Sugar Act in 1764 to stop the molasses smuggling between the colonies and the French West Indies. - The act lowered the tax on imported molasses. - The British hoped that by lowering the tax, the colonists would be encouraged to pay the duty on foreign molasses. When Britain collected the taxes, its revenues would increase. - The Sugar Act also allowed special courts that had judges, not juries, to hear smuggling cases. The colonists were outraged again because this took away their basic right of trial by jury. (pages 132– 134) Click the mouse button or press the Space Bar to display the information.

Relations With Britain (cont. ) As a colonist would you have been upset with the laws that Britain passed? (pages 132– 134)

The Stamp Act • The Stamp Act taxed almost all printed materials in the colonies. • Colonists opposed the act because Parliament had taxed the colonists directly, and it had passed the act without their consent. • The British further angered American colonists with the Quartering Act, which required the colonies to provide barracks and supplies to British troops. (page 134) Click the mouse button or press the Space Bar to display the information.

The Stamp Act (cont. ) • Colonists began organized protests. - In Virginia, Patrick Henry, although accused of treason by his opponents, persuaded the burgesses to take action against the Stamp Act. They passed a resolution saying that they had the “sole exclusive right” to tax their citizens. - The Sons of Liberty, originally organized in Boston by Samuel Adams, protested by burning effigies, raiding and destroying houses of British officials, and marching along the streets to protest Britain’s taxing of Americans. (page 134) Click the mouse button or press the Space Bar to display the information.

The Stamp Act (cont. ) - Boycotts against importing British and European goods occurred. Nonimportation agreements signed by merchants, artisans, and farmers hurt British merchants. • In October, the Stamp Act Congress petitioned the king and Parliament saying that only their own assemblies could tax the colonies. In March 1766, Parliament repealed the Stamp Act. (page 134) Click the mouse button or press the Space Bar to display the information.

The Stamp Act (cont. ) • Parliament passed another act, the Declaratory Act of 1766, on the same day it repealed the Stamp Act. The act allowed Parliament the right to tax and to make decisions for the British colonies “in all cases. ” (page 134)

The Stamp Act (cont. ) Why did the British Parliament pass the Declaratory Act of 1766? Britain wanted to maintain control of its colonies, and it also did not want to give up the revenue that it received from the colonies. (page 134) Click the mouse button or press the Space Bar to display the answer.

New Taxes • Parliament passed the Townshend Acts in 1767, which taxed imported goods at the port of entry. • It taxed basic items such as glass, tea, paper, and lead–items that the colonists did not produce and therefore had to import. • Another boycott occurred in hopes of showing Britain that only the colonies’ representatives had the right to tax them. • The Daughters of Liberty, an active group in the protest, urged Americans to wear homemade fabrics and produce other goods so as not to buy British products. (page 135) Click the mouse button or press the Space Bar to display the information.

New Taxes (cont. ) What were the effects of the Townshend Acts of 1767? Colonists were outraged that Britain was taxing them. An effective boycott against British goods took place as Americans began to use products that they produced. (page 135) Click the mouse button or press the Space Bar to display the answer.

Checking for Understanding Define Match the terms on the right with their definitions on the left. __ E 1. to refuse to buy items from a particular country __ B 2. legal documents that enabled officers to search homes and warehouses for goods that might be smuggled __ C 3. a formal expression of opinion __ A 4. incoming money __ D 5. rag figure representing an unpopular individual Click the mouse button or press the Space Bar to display the answers. A. revenue B. writs of assistance C. resolution D. effigy E. boycott

Checking for Understanding Reviewing Facts State two reasons for the deterioration of relations between the British and the colonists. Possible answers: Colonists felt the Proclamation of 1763 restricted freedom, did not want to pay for the French and Indian War, did not believe in taxation without representation, and were alarmed by British troops stationed in the colonies. Click the mouse button or press the Space Bar to display the answer.

Reviewing Themes Civic Rights and Responsibilities Why did the colonists think the writs of assistance violated their rights? Colonists were horrified that government officials could enter their homes without warning. Click the mouse button or press the Space Bar to display the answer.

Critical Thinking Identifying Central Issues Why did British policies following the French and Indian War lead to increased tensions with American colonists? Colonists thought British policies would curtail their freedoms and were angered by Britain’s series of taxes. Click the mouse button or press the Space Bar to display the answer.

Analyzing Visuals Geography Skills Review the map on page 133 of your textbook. The Proclamation of 1763 banned colonists from settling west of the Appalachian Mountains. Why did the British government want to halt western movement? Western movement was halted to minimize conflict with Native American groups. Click the mouse button or press the Space Bar to display the answer.

Persuasive Writing Write a letter to the editor of a colonial newspaper in which you attempt to persuade fellow colonists to boycott British goods. Use standard grammar, spelling, sentence structure, and punctuation.

Guide to Reading Main Idea As tensions between colonists and the British government increased, protests grew stronger. Key Terms • propaganda • committee of correspondence Click the mouse button or press the Space Bar to display the information.

Guide to Reading (cont. ) Reading Strategy Organizing Information As you read this section, re-create the diagram shown on page 136 of your textbook and describe how the Intolerable Acts changed life for colonists. Read to Learn • why Boston colonists and British soldiers clashed, resulting in the Boston Massacre. • how the British government tried to maintain its control over the colonies. Click the mouse button or press the Space Bar to display the information.

Guide to Reading (cont. ) Section Theme Groups and Institutions Colonists banded together to protest British laws.

American protest banner Click the Speaker button to replay the audio.

Trouble in Boston • Parliament sent two regiments of troops (often referred to as redcoats) to Boston. • They set up camp in the heart of the city. • These soldiers were in some cases rude and violent toward the colonists. • Because Boston resented the presence of the soldiers, fighting broke out between the redcoats and Bostonians and continued throughout the next year. (pages 136– 137) Click the mouse button or press the Space Bar to display the information.

Trouble in Boston (cont. ) • The Boston Massacre on March 5, 1770, was a result of the heated tension between the redcoats and the Bostonians. • Townspeople wielding weapons marched through the streets toward the customhouse. • The redcoats fired, killing five colonists. • Among the dead was Crispus Attucks, an African American dockworker. (pages 136– 137) Click the mouse button or press the Space Bar to display the information.

Trouble in Boston (cont. ) • The Boston Massacre led colonists to call for stronger boycotts of British goods. • Colonial leaders used the killings as propaganda against the British. • Parliament repealed the Townshend Acts except the tax on tea. (pages 136– 137) Click the mouse button or press the Space Bar to display the information.

Trouble in Boston (cont. ) • Some colonial leaders still called for resistance to British rule. • In 1772 Samuel Adams revived the committee of correspondence in Boston to circulate colonists’ grievances against Britain. • Other colonies began committees of correspondence that brought together protesters opposed to British measures. (pages 136– 137) Click the mouse button or press the Space Bar to display the information.

Trouble in Boston (cont. ) Why did Britain repeal the Townshend Acts? Britain hoped that repealing these acts would encourage the colonists to again trade with Britain. This increased trade would bring in more revenue for Britain. (pages 136– 137) Click the mouse button or press the Space Bar to display the answer.

A Crisis Over Tea • Parliament passed the Tea Act of 1773 to save the British East India Company from going under. • This act gave the East India Company a favorable advantage over colonial merchants because it was able to ship its extra tea to the colonies without paying most of the tea taxes. (pages 138– 139) Click the mouse button or press the Space Bar to display the information.

A Crisis Over Tea (cont. ) • Because its tea was sold directly to the shopkeepers at a low price and bypassed colonial merchants, the tea from the East India Company was cheaper than any other tea. • The colonists again boycotted British goods to denounce the British monopoly. (pages 138– 139) Click the mouse button or press the Space Bar to display the information.

A Crisis Over Tea (cont. ) • The Daughters of Liberty marched through town and burned the East India Company’s tea. • Colonists in Boston and Philadelphia planned to stop the company’s ships from unloading. • In all colonial ports except Boston, colonists forced the company’s ships to return to Britain. (pages 138– 139) Click the mouse button or press the Space Bar to display the information.

A Crisis Over Tea (cont. ) • In Boston Harbor in December 1773, the royal governor ordered the tea unloaded. • At midnight on December 16, the Boston Sons of Liberty disguised as Mohawks boarded the ships and threw 342 chests of tea overboard. • This became known as the Boston Tea Party. • The king and Parliament vowed to punish Boston and the people of Massachusetts for using the Boston Tea Party to resist British rule. (pages 138– 139) Click the mouse button or press the Space Bar to display the information.

A Crisis Over Tea (cont. ) • They passed the Coercive Acts. • These acts closed Boston Harbor until the colonists paid for the ruined tea. • Closing the harbor prevented Bostonians from receiving food and other supplies. • The laws also banned town meetings and forced Bostonians to house British soldiers in their homes. • The colonists renamed these acts the Intolerable Acts. (pages 138– 139) Click the mouse button or press the Space Bar to display the information.

A Crisis Over Tea (cont. ) How did the Boston Tea Party challenge British rule? Colonists defied the order to unload the tea by throwing it overboard so that it could not be unloaded. (pages 138– 139) Click the mouse button or press the Space Bar to display the answer.

Checking for Understanding Define Match the terms on the right with their definitions on the left. __ A 1. ideas or information designed and spread to influence opinion __ B 2. an organization that spread political ideas through the colonies Click the mouse button or press the Space Bar to display the answers. A. propaganda B. committee of correspondence

Checking for Understanding Reviewing Facts How did colonial leaders use the Boston Massacre to their advantage? The event was used as propaganda to drum up support against the British. Click the mouse button or press the Space Bar to display the answer.

Reviewing Themes Groups and Institutions Why were the committees of correspondence powerful organizations? They spread political ideas and united opposition to British rule. Click the mouse button or press the Space Bar to display the answer.

Critical Thinking Drawing Conclusions Do you think the Boston Tea Party was a turning point in the relationship between the British and the colonists? Explain. Possible answer: It was the most dramatic act of defiance by the colonists up until that time. Click the mouse button or press the Space Bar to display the answer.

Analyzing Visuals Picturing History Examine the material about the Boston Tea Party on page 138 of your textbook. What artifacts are shown? When did the “tea party” take place? A chest and glass container of tea are shown. The “tea party” took place on December 16, 1773. Click the mouse button or press the Space Bar to display the answer.

Art Draw a cartoon strip showing the story of the Boston Tea Party. Use at least four cartoon frames to present the sequence of events from your point of view. Compare your cartoon to a classmate’s and describe his or her point of view.

Guide to Reading Main Idea Colonial leaders met at Philadelphia in 1774 to discuss a united response to British policies. Seven months later American and British troops met in battle for the first time. Key Terms • militia • Loyalist • minutemen • Patriot Click the mouse button or press the Space Bar to display the information.

Guide to Reading (cont. ) Reading Strategy Sequencing Information As you read the section, re-create the diagram on page 141 of your textbook and list six events leading to the Battle of Bunker Hill. Read to Learn • what happened at the Continental Congress in Philadelphia. • how the colonists met British soldiers in the first battle. Click the mouse button or press the Space Bar to display the information.

Guide to Reading (cont. ) Section Theme Groups and Institutions With the establishment of the Continental Congress, the colonies continued to protest.

Revolutionary War drum and fife Click the Speaker button to replay the audio.

The Continental Congress • The Continental Congress was a group of prominent colonial leaders who met in September 1774 to establish a political group that would fight for American interests and challenge British rule. • Among the delegates who attended were Samuel Adams, John Jay, Richard Henry Lee, Patrick Henry, and George Washington. (pages 141– 142) Click the mouse button or press the Space Bar to display the information.

The Continental Congress (cont. ) • The delegates worked together to draft a statement of grievances. • They called for the repeal of the 13 acts of Parliament. • They voted to boycott all British goods and trade. • They also passed a resolution to form militias, or groups of citizen soldiers, so that the colonies would have their own armed forces. (pages 141– 142) Click the mouse button or press the Space Bar to display the information.

The Continental Congress (cont. ) How did the Continental Congress represent political leadership and achieve its goals? Representatives from all the colonies attended the Continental Congress. They worked together even though they differed on how to achieve their goal of standing against British rule. Their list of grievances, the boycott against British goods, and the formation of militias all helped to show Britain that the colonies had put up with enough and were willing to take steps to protect their rights. (pages 141– 142) Click the mouse button or press the Space Bar to display the answer.

The First Battles • The British also prepared themselves for battle. • British General Sir Thomas Gage had several thousand soldiers in and around Boston. • In April 1775, his orders were to take away weapons and arrest the militia leaders. • Paul Revere and William Dawes rode to Lexington, a town near Concord, to warn Samuel Adams and John Hancock that the British were coming. (pages 142– 144) Click the mouse button or press the Space Bar to display the information.

The First Battles (cont. ) • The redcoats approached Lexington and continued to Concord. • They found that the gunpowder was removed, but they destroyed the remaining supplies. • The minutemen were waiting all along the British return trail from Concord to Boston. (pages 142– 144) Click the mouse button or press the Space Bar to display the information.

The First Battles (cont. ) • They ambushed the British. More than 200 British were wounded, and 73 of them were killed. • The battles of Lexington and Concord began the struggle for independence from Britain. (pages 142– 144) Click the mouse button or press the Space Bar to display the information.

The First Battles (cont. ) How did the minutemen prepare so well to attack the British soldiers? The militia sent men to warn nearby troops and spread word of British movements. Because they moved so quickly and trained as marksmen, they were able to defeat the British. (pages 142– 144) Click the mouse button or press the Space Bar to display the answer.

More Military Action • Ethan Allen and the Green Mountain boys captured Fort Ticonderoga on Lake Champlain on May 10, 1775. • The colonial militia grew to about 20, 000 after committees of correspondence enlisted more volunteers. • The Battle of Bunker Hill took place on June 16, 1775. • Although the British won the battle, they suffered heavy losses and learned that defeating the Americans would not be easy. (pages 144– 145) Click the mouse button or press the Space Bar to display the information.

More Military Action (cont. ) • Americans chose sides. • Those who wanted to fight the British until they won their independence were called Patriots. • Loyalists wanted to remain with Britain. (pages 144– 145) Click the mouse button or press the Space Bar to display the information.

More Military Action (cont. ) Why would some American colonists have wanted to support Britain despite the harsh policies Britain invoked? Possible answer: These colonists may not have felt Britain was being unfair. Additionally they had strong ties with Britain and perhaps did not want to engage in any military actions. (pages 144– 145) Click the mouse button or press the Space Bar to display the answer.

Checking for Understanding Define Match the terms on the right with their definitions on the left. __ B 1. companies of civilian soldiers who boasted that they were ready to fight on a minute’s notice __ D 2. American colonists who were determined to fight the British until American independence was won __ A 3. a group of civilians trained to fight in emergencies __ C 4. American colonists who remained loyal to Britain and opposed the war for independence Click the mouse button or press the Space Bar to display the answers. A. militia B. minutemen C. Loyalists D. Patriots

Checking for Understanding Reviewing Facts What decisions were made by the First Continental Congress? The First Continental Congress called for the repeal of several laws, called for a boycott of British goods, and voted to form a militia. Click the mouse button or press the Space Bar to display the answer.

Reviewing Themes Groups and Institutions Why did the Continental Congress pass a resolution to form militias? Militias were formed so that the colonies would be ready if fighting broke out. Click the mouse button or press the Space Bar to display the answer.

Critical Thinking Making Inferences What reasons might Loyalists have had to support Great Britain? Loyalists did not think the colonists could win a struggle with Britain; they thought that a Patriot victory would mean upheaval; they did not see good cause for rebellion. Click the mouse button or press the Space Bar to display the answer.

Analyzing Visuals Chart Skills Review the cause-and-effect chart on page 142 of your textbook. What event in 1763 was significant to the independence movement? The Proclamation of 1763 was significant to the independence movement. Click the mouse button or press the Space Bar to display the answer.

Expressive Writing Write a one-act play in which a small group of ordinary men, women, and children in a small town react to news of the Battle of Lexington. Remember that reactions varied from colony to colony and that not all colonists wanted independence from Great Britain.

Guide to Reading Main Idea The Second Continental Congress voted to approve the Declaration of Independence. Key Terms • petition • preamble Click the mouse button or press the Space Bar to display the information.

Guide to Reading (cont. ) Reading Strategy Organizing Information As you read the section, re-create the diagram on page 147 of your textbook and describe the parts of the Declaration of Independence. Read to Learn • what happened at the Second Continental Congress. • why the colonists drafted the Declaration of Independence. Click the mouse button or press the Space Bar to display the information.

Guide to Reading (cont. ) Section Theme Government and Democracy The Declaration of Independence declared the colonies free and independent.

Adams and Jefferson Click the Speaker button to replay the audio.

Colonial Leaders Emerge • The Second Continental Congress met for the first time on May 10, 1775. • In addition to the delegates from the First Continental Congress, Benjamin Franklin, John Hancock, and Thomas Jefferson were new delegates. • The Congress governed the colonies. It: - authorized the printing of money. - set up a post office. - established a Continental Army with George Washington as the commander. (pages 147– 150) Click the mouse button or press the Space Bar to display the information.

Colonial Leaders Emerge (cont. ) - sent a formal request to King George III asking for peace and for the king to protect the colonists’ rights. King George III refused this Olive Branch Petition and prepared for war. • Washington trained the army, and on March 17, 1776, led his troops into Boston after surrounding the city and forcing the redcoats to withdraw. • The British sailed to Halifax, Nova Scotia. (pages 147– 150) Click the mouse button or press the Space Bar to display the information.

Colonial Leaders Emerge (cont. ) • After an attack on New York by the British in Canada, the American troops at Fort Ticonderoga struck and captured Montreal in November. • American troops failed to capture Quebec but stayed outside the city through the winter and returned to Fort Ticonderoga in 1776. (pages 147– 150) Click the mouse button or press the Space Bar to display the information.

Colonial Leaders Emerge (cont. ) What traits did George Washington have to be able to lead his troops with success? Possible answer: His traits included organization, strong leadership, good communication skills, the ability to get people to work together, and perhaps a way to convince the British of the strength of his army. (pages 147– 150) Click the mouse button or press the Space Bar to display the answer.

The Colonies Declare Independence • The Second Continental Congress debated a resolution to support independence. • Some delegates thought the colonies were not ready to separate, and others felt that a large part of the population wanted to separate from Britain. • The Congress formed a committee to draft a Declaration of Independence. • Members included Jefferson, Franklin, John Adams, Roger Sherman of Connecticut, and Robert Livingston of New York. (pages 150– 151) Click the mouse button or press the Space Bar to display the information.

The Colonies Declare Independence (cont. ) • On July 2, 1776, twelve colonies voted for the resolution for independence. • On July 4, they approved the Declaration with some changes. • John Hancock was the first to sign it. • His signature was large so that the king would have no trouble reading it. (pages 150– 151) Click the mouse button or press the Space Bar to display the information.

The Colonies Declare Independence • The Declaration has four main sections: (cont. ) - the preamble, or introduction - a list of the rights of the colonists - a list of the grievances against Britain - a proclamation claiming the emergence of a new nation (pages 150– 151) Click the mouse button or press the Space Bar to display the information.

The Colonies Declare Independence (cont. ) What did the Declaration of Independence do for the American colonists? It explained the founding principles of the new nation. It served as the first formal document in the move toward independence. It professed the rights of the colonists and listed the grievances against Britain so that they would not be repeated. (pages 150– 151) Click the mouse button or press the Space Bar to display the answer.

Checking for Understanding Define Match the terms on the right with their definitions on the left. __ B 1. the introduction to a formal document, especially the Constitution __ A 2. a formal request Click the mouse button or press the Space Bar to display the answers. A. petition B. preamble

Checking for Understanding Reviewing Facts What was King George III’s response to the Olive Branch Petition? He refused to consider it and prepared for war. Click the mouse button or press the Space Bar to display the answer.

Reviewing Themes Government and Democracy Why was the Second Continental Congress more like a government than the First Continental Congress? It authorized the printing of money, set up a post office, and created the Continental Army. Click the mouse button or press the Space Bar to display the answer.

Critical Thinking Analyzing Primary Sources Based on the quote from the Declaration of Independence on page 151 of your textbook, what are the “unalienable Rights” to which Jefferson referred? Give examples. The “unalienable Rights” are life, liberty, and the pursuit of happiness. Click the mouse button or press the Space Bar to display the answer.

Analyzing Visuals Picturing History Compare the flag on page 148 with the flag on page 128 of your textbook. How are the two flags similar? How are they different? Which of the flags more closely resembles the American flag of today? The flags are similar in that they both have stripes. They are different because one has 13 stars while the other has crosses representing the British flag. Click the mouse button or press the Space Bar to display the answer.

Expository Writing Prepare a help-wanted ad to locate a person qualified to write the Declaration of Independence. Describe the responsibilities of the job as well as the experience and character traits that are needed.

Reviewing Key Terms Define Match the terms on the right with their definitions on the left. __ A. revenue F 1. companies of civilian soldiers who boasted that B. boycott they were ready to fight on a C. repeal minute’s notice D. propaganda __ C 2. to cancel an act or law __ A 3. incoming money __ G 4. American colonists who were determined to fight the British until American independence was won __ B 5. to refuse to buy items from a particular country Click the mouse button or press the Space Bar to display the answers. E. militia F. minutemen G. Patriots H. preamble

Reviewing Key Terms Define Match the terms on the right with their definitions on the left. __ E 6. a group of civilians trained to fight in emergencies A. revenue __ D 7. ideas or information designed and spread to influence opinion C. repeal __ H 8. the introduction to a formal document, especially the Constitution B. boycott D. propaganda E. militia F. minutemen G. Patriots H. preamble Click the mouse button or press the Space Bar to display the answers.

Reviewing Key Facts What did the British do to keep colonists from moving westward? The British issued the Proclamation of 1763 to keep the colonists from moving westward. Click the mouse button or press the Space Bar to display the answer.

Reviewing Key Facts What was the purpose of the First Continental Congress? Its purpose was to unite all the American colonies in protest of British taxes. Click the mouse button or press the Space Bar to display the answer.

Reviewing Key Facts How did the events of 1776 move the colonists closer to self-government? The Declaration of Independence was approved and the struggle for American independence had begun. Click the mouse button or press the Space Bar to display the answer.

Reviewing Key Facts According to the Declaration of Independence, if a government does not protect the basic rights of the people it governs, what do people have the right to do? The people have the right to alter or abolish the government and create a new government. Click the mouse button or press the Space Bar to display the answer.

Reviewing Key Facts Identify the four sections of the Declaration of Independence. The four sections are: the preamble, the list of rights American citizens felt they should have, the list of grievances against the king, and the announcement that the United States would be formed as a new and selfgoverning nation. Click the mouse button or press the Space Bar to display the answer.

Critical Thinking Drawing Conclusions Why did the colonists think that the Stamp Act ignored the colonial tradition of self-government? British Parliament taxed the colonies directly without their consent. Click the mouse button or press the Space Bar to display the answer.

Critical Thinking Analyzing Information According to the Declaration of Independence, what are three basic freedoms to which every person is entitled? The three basic freedoms are life, liberty, and the pursuit of happiness. Click the mouse button or press the Space Bar to display the answer.

Geography and History Activity Study the map below and answer the questions on the following slides.

Geography and History Activity What bodies of water did the Proclamation of 1763 prevent colonists from reaching? Colonists could not reach the Great Lakes, the Ohio River, and the Mississippi River. Click the mouse button or press the Space Bar to display the answer.

Geography and History Activity What nation claimed the land west of the Mississippi River? Spain claimed this land. Click the mouse button or press the Space Bar to display the answer.

Geography and History Activity The land west of the Appalachian Mountains became part of what province? It became part of the Province of Quebec. Click the mouse button or press the Space Bar to display the answer.

Geography and History Activity What natural feature was cited in the Proclamation of 1763 as an approximate boundary? The Appalachian Mountains were an approximate boundary. Click the mouse button or press the Space Bar to display the answer.

Standardized Test Practice Directions: Read the following passage and choose the best answer to the question that follows. An English philosopher named John Locke wrote about his belief that people had natural rights. These included the right to life, liberty, and property. In Two Treatises of Government, Locke wrote that people created government to protect natural rights. If a government failed in its basic duty of protecting natural rights, people had the right to overthrow the government. Click the mouse button or press the Space Bar to display the information.

Standardized Test Practice Locke’s ideas contributed to the A Proclamation of 1763. B Intolerable Acts. C Declaration of Independence. D Articles of Confederation. Test-Taking Tip Look for clues in the passage to support your answer. For example, the passage refers to life, liberty, and property. It also states that people had the right to overthrow the government. Which answer does this information best support? Click the mouse button or press the Space Bar to display the answer.

Why did Britain fight to keep the American colonies? Possible answer: Britain had an economic interest in keeping the colonies. Click the mouse button or press the Space Bar to display the answer.

Language Arts As Jefferson drafted the Declaration of Independence, he was greatly influenced by other literary works. Six months earlier Thomas Paine, in Common Sense, had outlined the steps needed to declare independence. Jefferson also drew many ideas from John Locke’s Two Treatises of Government.

The route of the Boston Marathon generally follows the route taken by the British in their retreat from Concord.

David Lamson, an African American who had fought in the French and Indian War, commanded the forces defending Concord. After the warning at Boston, all the young men of Concord had been pressed into service as minutemen, so the defense of the town fell to older citizens.

British Soldiers Redcoats was the name the Patriots used to describe British soldiers. The patriots also called the British bloodybacks and lobsters to ridicule their bright red uniforms.

Militia From the Latin miles, which means “soldier, ” comes militia. During the Revolutionary War, the term referred to all able-bodied men between the ages of 16 and 60 (who were potential soldiers).

Distinguishing Fact From Opinion Why Learn This Skill? Suppose a friend says, “Our school’s basketball team is awesome. That’s a fact. ” Actually, it is not a fact; it is an opinion. Knowing how to tell the difference between a fact and an opinion can help you analyze the accuracy of political claims, advertisements, and many other kinds of statements. This feature can be found on page 146 of your textbook. Click the Speaker button to replay the audio.

Distinguishing Fact From Opinion Learning the Skill A fact answers a specific question such as: What happened? Who did it? When and where did it happen? Why did it happen? Statements of fact can be checked for accuracy and proven. An opinion, on the other hand, expresses beliefs, feelings, and judgments. Although it may reflect someone’s thoughts, we cannot prove or disprove it. This feature can be found on page 146 of your textbook. Click the mouse button or press the Space Bar to display the information.

Distinguishing Fact From Opinion Learning the Skill An opinion often begins with phrases such as I believe, I think, probably, it seems to me, or in my opinion. It often contains words such as might, could, should, and ought and superlatives such as best, worst, and greatest. Judgment words that express approval or disapproval–such as good, bad, poor, and satisfactory–also usually indicate an opinion. To distinguish between facts and opinions, ask yourself these questions: • Does this statement give specific information about an event? This feature can be found on page 146 of your textbook. Click the mouse button or press the Space Bar to display the information.

Distinguishing Fact From Opinion Learning the Skill • Can I check the accuracy of this statement? • Does this statement express someone’s feelings, beliefs, or judgment? • Does it include phrases such as I believe, superlatives, or judgment words? This feature can be found on page 146 of your textbook. Click the mouse button or press the Space Bar to display the information.

Distinguishing Fact From Opinion Practicing the Skill Read each numbered statement on the following slides. Tell whether each is a fact or an opinion, and explain how you arrived at your answer. This feature can be found on page 146 of your textbook.

Distinguishing Fact From Opinion Practicing the Skill 1. Paul Revere rode to Lexington with the news that the British redcoats were coming. Fact; this is a statement of fact about an event that can be verified. 2. The redcoats were the most feared soldiers in the world at that time. Opinion; this is a belief or judgment that includes superlatives and cannot be verified. This feature can be found on page 146 of your textbook. Click the mouse button or press the Space Bar to display the answers.

Distinguishing Fact From Opinion Practicing the Skill 3. The Daughters of Liberty opposed the Tea Act of 1773. Fact; this is a statement of fact about the political position of a group that can be verified. 4. The Boston Tea Party raiders should have sunk the tea ships. Opinion; the expression should have indicates someone’s feeling. This feature can be found on page 146 of your textbook. Click the mouse button or press the Space Bar to display the answers.

Distinguishing Fact From Opinion Practicing the Skill 5. George III was a foolish king. Opinion; the idea that George III was foolish reflects a personal belief. This feature can be found on page 146 of your textbook. Click the mouse button or press the Space Bar to display the answer.

No; the Boston Tea Party occurred three years after the repeal of the Townshend Acts. Click the mouse button or press the Space Bar to display the answer.

Click the mouse button or press the Space Bar to display the answer.

Click the mouse button or press the Space Bar to display the answer.

Click the mouse button or press the Space Bar to display the answer.

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