Transcript The Birth of a Nation

The Birth of a Nation
Chapter 2
Mrs. C Strickland and Ms. K Boring
Location and Standard
• Standard:
– USHC 1—The student will demonstrate an understanding of
the conflicts between regional and national interest in the
development of democracy in the United States.
• Indicators:
– USHC-1.2 (representative government, English impact)
– USHC-1.3 (Declaration of Independence, American Revolution)
– USHC-1.4 (Articles of Confederation, Constitution of 1787, Philadelphia
Convention, ratification of the US Constitution)
– USHC-1.5 (Constitution’s protections, Bill of Rights, federalism, separation
of powers, checks and balances)
– USHC-1.6 (two-party system, George Washington, Federalists)
– USHC-1.7 (John Marshall, Supreme Court, national government)
• EOC Book Location: pgs. 35-60
• Text Book Location: pgs. 83-199
The “Founding Fathers”
• political leaders/statesmen who were in
the American Revolution:
– signed the United States Declaration of
Independence
– In the American Revolutionary War
– Established the United States Constitution
• “Framer” (statesmen who created the
Constitution)
Are You a Loyalist or Patriot?
YOU DECIDE
There’s a New School In Town
Westside High School—
• All school rules will apply
PLUS:
• Any referral will result in a
$100.00 fine (tax).
• Any D or F gained in a class
will require Saturday school
AND summer school plus a
fine of $25 per D or F PER
semester.
• Paper fee/tax for papers
• Cell phones and iPods will
be confiscated and crushed.
• One fight will result in
immediate expulsion
Anderson Democratic
Charter High School—
• Student will vote on new
school policies.
• Students will not be fined
for Ds or Fs.
• There will be no AP or
honors courses.
• There will be no sports
programs.
ROLE
Athlete –
scholarship
potential
Top 10% of
Class
Average Student
– No
extracurricular
Good student –
Mom is on the
School Board
Rebel – many
referrals
Class President
Loyal
New
School
WHY??
Loyalist: colonist who
remained loyal to the
Crown (Great Britain)
I. Loyalist or Patriot?
Patriot: colonist who
wanted to break from
England
Loyalist or Patriot?
• “Gentlemen may cry, Peace, Peace-- but there is no
peace. The war is actually begun! The next gale that
sweeps from the north will bring to our ears the
clash of resounding arms! Our brethren are already
in the field! Why stand we here idle? What is it that
gentlemen wish? What would they have? Is life so
dear, or peace so sweet, as to be purchased at the
price of chains and slavery? Forbid it, Almighty
God! I know not what course others may take; but as
for me, give me liberty or give me death!”
(P. Henry)
Loyalist or Patriot?
• "If I must be enslaved, let it be by a
KING at least, and not by a parcel of
upstart, lawless Committeemen. If I must
be devoured, let me be devoured by the
jaws of a lion, and not gnawed to death by
rats and vermin". (S. Seabury)
ROLE
FARMER
ROYAL
GOVERNOR
MERCHANT
BLACKSMITH
TAX
COLLECTOR
SLAVE
PATRIOT? LOYALIST?
Early Colonial Circumstances (1600s-1700s)
• Colonists wanted democracy:
– Each colony established a representative assembly
with a right to levy taxes
• By the American Revolution, most colonies were changed to royal
colonies
• England’s Problems and a Change of Thinking:
– English Civil War (1642-1651)
– King James II was overthrown in the Glorious
Revolution, replaced by William and Mary (1688)
• Parliament gains rights
– After the GR, John Locke pushes natural rights, social
contract, authority of government in the hands of the
people
Join, or Die—Colonial Unity Needed
1660-England started the NAVIGATION ACTS:
British colonies could only sell certain goods Indian War:
to England. The few goods allowed to beBritain
sold fought against
to other countries were taxed. France and its Native
American allies for land in
the United States
1750
Late 1600s—
Europe = mercantilism.
England needed colonies for
favorable balance of trade.
Export MORE than import.
After 1720—
England allowed the colonies
to control themselves
(Salutary neglect)
--Colonies taxed themselves
(except Nav. Acts)
--Had their own governments
The War for Independence
Colonial and English Tensions
Build…
1754—The French and
1754—The French and Indian War:
• England Struggles at First:
– Guerrilla warfare VS. gentleman’s warfare.
• ACTIVITY: View this video clip. Create a T-Chart to
compare guerilla and gentleman’s warfare. You
will put THREE qualities on each side which
make the warfare's DIFFERENT. As you watch the
clip, you will decide the qualities of each
warfare. *The British use gentleman’s and the
Native Americans use guerrilla.
T-Chart Example
(Three different qualities)
Cats
Dogs
• Purr when happy
• Independent
• Like to sleep in high
places
• Growl when they
feel threatened
• enjoy chasing cars
• Bark to warn
VIDEO CLIP
• Last of the Mohicans:
– Time:
– 15:28-21:25
– 1:11:50-1:20:20
1754—The French and Indian War:
• 9 years of fighting = HUGE debt for England
• France finally gave up claims to Canada
and all land East of the Mississippi
• France’s defeat = England is the ONLY true
colonial power.
B/c of this huge debt,
England abandons salutary
neglect and starts to enforce
mercantilism and taxes on
the colonists.
1754—The French and Indian War:
Colonial and English Tensions Build…
1760—Writs of Assistance started being issued.
Supposed
to be
for the
Writs of Assistance: general search
warrants
allowing
goodthey
of the
people,
British authorities to search whatever
wanted
for
any reason. because the Native
Americans were attacking
Main use—board and search colonial ship to enforce
the settlers there.
the Navigation Acts. (Smuggling)
The War for Independence
1763—Proclamation of 1763 issued by King
George III.
(forbade colonists from settling west of the
Appalachian Mountains—MANY ignored this
request)
1750
King of England/Parliament:
YOU WILL PAY THESE TAXES!
1760s—Laws and Taxes Passed By Parliament (to
pay for the French and Indian War).
~The Quartering Act, The Stamp Act, The
Declaratory Act, Townshend Acts…etc.
The Colonists
The War for Independence
Colonial and English Tensions Build…
Activity: The Colonial English Law Book
• You are creating a
• Each page of your law booklet
Colonial English Law
will include:
Book.
• the name of the law
• You will need to include:
• its explanation of how
– the Sugar Act of 1764
colonists are required to
– the Quartering Act of
act because of the law.
1765
• One colored picture which
– the Stamp Act of 1765
will help the reader
– the Declaratory Act of
understand the law
1766
– The Townshend Acts of
1767
• *You will need your Chrome
Books or phone to look this
up.
The Sugar Act of 1764
• Importation duties placed on sugar, molasses,
wine, silk, cloth, tropical fruits (indirect tax)
The Quartering Act of 1765
• Colonists were required to supply and house
British soldiers in North America.
The Stamp Act of 1765
• Taxed nearly all printed material, by requiring
it to bear a government stamp. (DIRECT tax)
The Stamp Act of 1765
• The Stamp Act Congress
– Delegates met together after the
Stamp Act
– James Otis: “No taxation without
representation!”
• Colonists had no representation in
Parliament, and Parliament was taxing
them!
• Protest: Colonies imposed a boycott of
British goods.
– To refuse to use or buy certain
goods/services
Declaratory Act of 1766
• Stated that Parliament had the authority to
impose laws on the colonies.
– Ended the Stamp Act, but passed the Declaratory
Act on the SAME day.
• Underlying Tone: England was implying that it
expected the colonists to comply with Britain
and her laws
The Townshend Acts of 1767
• Taxed imported goods like glass and tea
– The colonial reaction to this was so violent, that
British troops were sent in mass to Boston.
The Sons of Liberty
(Also—Daughters of Liberty)
• Formed after Stamp Act, heavily involved
after the Townshend Acts
• Group of radical patriots formed to
protect the rights of the colonists,
“secret” society, headed by Samuel
Adams— “The Father of Independence”
• Enforced the boycotts by using violence
• Common Form of Violence: shop
smashing, house burning, tar and
feathering, hangings
• Video Clip: Tar & Feathers ohn Adams Tar and Feather Scene:
• http://www.youtube.com/watch?v=hFWZ925zK0A
Colonial and English Tensions Build…
1770—The Boston Massacre: British soldiers felt
threatened by a mob of angry protesters and fired
shots that left several colonists dead.
1750
Video Clip:
• The Boston Massacre Reenactment
Explanation—”Revolution in Boston”
5 Acts of Coercive Acts:
1. Boston Port Act—closed
down Boston Port
Boston
Tea Party: Sons of Liberty and other
2.1773—The
Massachusetts
Government
radicals
raidedthe
ships
and of
threw British tea overboard
Act—brought
control
the Massachusetts
government
into the hands
1750
of the British government
3. Administration of Justice
Act—allowed governor to
1773—The
move trials of royal officials
Coercive/Intolerable Acts:
to England
English Parliament
4. The Quartering Act—troops
response to Boston Tea
could be quartered in
Party, called “intolerable”
homes/buildings
by the colonists due to
5. The Quebec Act—took some
harshness
land away from the colonies.
The War for Independence
Colonial and English Tensions Build…
1774—First Continental Congress: every
colony EXCEPT
Declaration
of war
find a resolution with England, peace
instead of
Georgia sent representativesIndependence:
to deal with crisis.
Second
*Sent letter to king—stating
they had no
Continental
Congress
representation so should govern
themselves
– direct
declared
independence
result of the Intolerable from
acts! England
1750
1775—Lexington and Concord: British went to seize
1776 (January)—Common
colonial arms at Concord and were met by colonial
Sense: Thomas Paine publishes
militia at Lexington.
the famous pamphlet and the
“Shot heard round the world”
case for independence. Many
were swayed to the cause.
The War for Independence
Colonial
and English Tensions
Build…
July
4 1776—The
1775—Second Continental Congress:
meet
to discuss and
Video Clip:
• First Continental Congress—America The
Story of Us
• The Boston Tea Party—America the Story of
Us
360 Classroom
• Choose 10 events or terms from your notes
that you don’t know:
– Create a picture definition
– Write the word definition
– Put your names on the board!
The Declaration of Independence
• Author: Thomas Jefferson
– Egalitarianism—idea that all men are created equal
– Inalienable rights—natural rights that the government
could not take away
• “life, liberty and the pursuit of happiness”
– Included a list of complaints against the king
• Influenced By: John Locke and the Enlightenment
The Declaration of Independence
Problems and Contradictions
• Problem 1: Colonies became states and
made their OWN constitutions
The Declaration of Independence
Problems and Contradictions
• Activity: What is the second problem/great
contradiction?
• Using the Declaration of Independence, you
will on your own discover what the second
problem is…please follow directions.
The Declaration of Independence
Problems and Contradictions
• SO WHAT IS IT?
• WHAT’S THE GREAT CONTRADICTION OF THE
DECLARATION OF INDEPENDENCE?
The Declaration of Independence
Problems and Contradictions
• Problem 2: The Great Contradiction
• all men are created equal?
– Slaves?
– Natives?
– Women?
– Minorities?
• The DOI would spark debates that would
eventually lead to heated division and the Civil
War
US Advantages in the
War for Independence
• Drive and determination:
– Fighting for their homeland and the right to
govern themselves
– Knew if they lost, they’d be hung for treason
• Knowledge:
– Fighting on their own front, know the land
– Had fought alongside the British and were
familiar with their tactics
The Leaders of the Armies
George Washington
• Commander-in-Chief of the
Continental Army
Lord Charles Cornwallis
• A Colonel in the British Army
– Most famous leader and active
in the Southern Campaigns
The Northern War
• The Battle of Saratoga (New York):
– General Horatio Gates in charge of Continentals
– Key Victory: convinced the French the US could
possibly win
• Result: France and the US forged an alliance
The Northern War
• Valley Forge (Pennsylvania):
– Harsh winter
– No supplies or clothes
– Many men died, became too sick to serve
– After enduring VF: Washington’s men more
determined and better trained then ever
• Video Clip
• America the Story of Us
• 24:47-31:18, CD 1
(Episode 2, Revolution)
• Questions in packet
The Southern War
• The “Palmetto State”—South Carolina
– Name given after the attack on Fort Moultrie
– US victory, British retreat
– Fort made of palmetto trees, absorbed the blows of
British artillery
The Southern War
• Southern Colonial Leaders
– Practiced guerilla warfare
– More interested in inflicting
damage then winning
battles
Thomas Sumter
The Carolina Gamecock
Francis Marion The Swamp Fox
The Southern War
• “Bloody Ban” and the
Green Dragoons
– Green Dragoons: British
Light Calvary led by
Banastre Tarleton
– Known for cruelty and
“Tarleton’s Quarter”
• Refusal to accept surrenders,
killed all prisoners
– Banastre Tarleton—most
hated British soldier, used
for Colonial propaganda
The Southern War
• Tarleton about Francis Marion—
– “as for this damned old fox, the Devil
himself could not catch him.”
Yorktown
• Cornwallis originally hoped to gain supplies, but
instead became pinned between the US and the
Ocean
• French ships provided a blockade—keeping British
ships from reaching Cornwallis
• October 19,1781—Cornwallis surrendered to
Washington
The Treaty of Paris
• Signed in 1783,
officially ended
the war
• US
independence
recognized by
the British
government
Worldwide Impact of
the American Revolution
• US ideas spread abroad
• Helped ignite other movements:
– French Revolution
– The Declaration of the Rights of Man and of the
Citizen
Centuries
• How can you decided was century something
is?
• What years are the 15th century, 16th
century, 17th century, 18th century?
• What century do we live in?
Video Clip
• The Patriot
– 1:02:06-1:11:00 (Start at scene 12)
– Questions are in packet.
• Before film—discuss term “militia”
Review Video:
• America the Story of Us—The Boston
Massacre
Video Clip:
• John Adams—The Declaration of
Independence
Video Clip:
• America the Story of Us—Declaration of
Independence
Practice
• 2.1 Questions on pgs. 42-43