Takenfromamerica Sstory Fromamerica Slibrary,Library of Congress

Takenfromamerica Sstory Fromamerica Slibrary,Library of Congress

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UnitOneAssessmentRevolutionDBQ

By the mid-eighteenthcenturythethirteenAmericancolonies,whichwerelatertobecomethe UnitedStates,containedwellover one millioninhabitants.ThevastnumberofcolonialAmericansmadetheirlivings asfarmers.DefendingtheColoniesagainstattackby the Frenchand otherscostthe Britisha greatdealofmoney.As aresult,theBritishhadveryhightaxesintheircountry.Theydecidedtoshiftsomeoftheirfinancialburdentothecolonists.TheStampActof1765,whichtaxedalllegaldocuments,newspapersandotherdocuments,wasmetwith a greatuproarinthe Colonies.In1766, thistaxwasrepealed, butitwasjustthe beginningofthe problemsbetweenthecolonists andtheBritish.TheBostonTeaPartyin 1773wasan actof revoltagainsttheBritishand theirtaxon teaintheColonies. TensionssuchastheseeventuallyledtothewritingoftheDeclaration ofIndependencein 1776. Ayearearlier,theAmericanRevolution,began.When theBritishfinallysurrendered on October 19,1781, AmericanswereofficiallyindependentofBritainandsetaboutestablishingtheirowngovernment.

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TakenfromAmerica’sStory fromAmerica’sLibrary,Library of Congress

Directionstothestudent

Thetaskis designedto assessyourabilitytocombineyourknowledge oftheRevolutionaryera,analyzehistoricaldocumentsandpresentyourthinking, in responseto aprompt,ina well-organizedessay.Thetaskisbased onattacheddocuments 1–10.A rubricfollows.

Completethegraphicorganizeras yougatheryourideasfortheessay. Youmayuse theorganizerprovidedorchooseone youprefersuchas aweb,outline, orlist.

Aftercompletingan organizer,answerthequestionpresentedbelowin a well-developed,thoughtfulessay. Youressayshouldinclude anintroductionclearlystatinga position ontheprompt,well-developedparagraphswithstrongdetails andevidencefroma minimumoffourdocuments tosupportyourposition anda conclusion.

DBQ PROMPT:

WereAmericancolonists justified

infightingawartobreakawayfrom Britain?

8thGradeSocial StudiesUnit1–RevolutionDBQRubric
ScoringElements / Advanced / MeetsExpectations / ScoringElements / Not Yet
10 to 9.5 / 9 / 8.5 to 7.5 / 7 / 6.5 to 6 / 5 / 4 to 0
Focus / Addressesallaspectsof promptappropriatelywith a consistentlystrongfocusand convincingposition. / Addressesprompt appropriatelyandmaintains a clear,steadyfocus.Providea generallyconvincingposition. / Addressesprompt appropriatelyandestablishes a position, butfocusisuneven. / Attemptsto addressprompt,but lacksfocusorisoff-task.
ControllingIdea / Establishesandmaintains a substantiveand credibleclaimorproposal. Developsclaimsand counterclaimsfairlyand thoroughly. / Establishes a credibleclaim.Developsclaimand counterclaimsfairly. / Establishes aclaim. Makesnoteofcounterclaims. / Attemptsto establish a claim,but lacks a clearpurpose. Makes nomention of counterclaims.
Reading/Research / Accuratelyandeffectivelypresentsimportant detailsfromreadingmaterialsto develop argument orclaim. / Accuratelypresentsdetailsfromreadingmaterialsrelevant to thepurposeof theprompt to developargument orclaim. / Presentsinformation fromreadingmaterialsrelevant to thepurposeoftheprompt withminorlapsesinaccuracyorcompleteness. / Attemptsto referencereadingmaterialsto develop response,but lacksconnectionsorrelevanceto thepurposeoftheprompt.
Development / Presentsthorough and detailedinformation to effectivelysupport anddevelop thefocus, controllingidea,orclaim. / Presentsappropriateand sufficientdetailsto support and develop thefocus, controllingidea, orclaim. / Presentsappropriatedetailstosupport and develop thefocus,controllingidea, orclaim, with minorlapsesin thereasoning, examples, orexplanations. / Attemptsto providedetailsinresponseto theprompt, butlackssufficient developmentorrelevanceto thepurposeoftheprompt.
Organization / Structureenhancesdevelopment ofthereasoningand logic of theargument. / Structurerevealsthereasoningandlogic of theargument. / Usesan appropriatestructurefordevelopment of reasoningand logic,with minorlapsesin structureand/orcoherence. / Attemptsto organizeideas,but lackscontrolof structure.
Conventions / Demonstratesandmaintains awell-developed commandof standard Englishconventionsand cohesion, with fewerrors.Responseincludeslanguageandtoneconsistentlyappropriateto theaudience, purpose, andspecificrequirementsof theprompt.Consistentlycitessourcesusingappropriateformat. / Demonstrates a command ofstandardEnglish conventionsand cohesion,with fewerrors.Responseincludeslanguageand toneappropriateto theaudience, purpose, andspecificrequirementsof theprompt.Citessourcesusingappropriateformatwithonlyminorerrors. / Demonstratesan uneven commandofstandardEnglish conventionsandcohesion.Useslanguageand tonewith someinaccurate, inappropriate,oruneven features.Inconsistentlycitessources. / Attemptsto demonstratestandardEnglish conventions,but lackscohesion and controlof grammar, usage, andmechanics.Sourcesareusedwithout citation.
Content:Effective UseofEvidencefromDocuments / Usesinformation fromthedocumentsinthebodyof theessay, paraphrasedorusingquotations;clearlyreferencesalldocumentsincluded. / Includesrelevant facts, examples, anddetails, but discussion may bemoredescriptivethan analytical;referencesmostdocuments / Presentsfewfacts, examples, anddetails;simplyrestatescontentsofthedocuments;showssomeattemptto referencedocuments. / Useslittleor no accurateorrelevant facts, details, orexamples; littleor noreferenceto documents.

Scoring: ______/ 70 X 2 = ______/ 140

Part 1

Document1

This excerptisfrom “Considerations…,”a pamphletwrittenbyThomasWhatley. WhatleywastheauthoroftheStampAct. Inhispamphlet,WhatleyexplainedwhytheBritishwerejustifiedin taxingAmericancolonists.

“We arenotyetrecoveredfroma War[FrenchandIndian War][fought]fortheir[theAmericancolonists’]protection . . .a War undertakenfor theirdefenseonly . . .theyshould contributetothePreservation oftheAdvantagestheyhavereceived. . .”

Protesting theStampAct,1765Angrycolonistsburn the hatedstampsina bonfire.

Document2

Document3

MyDearCountrymen,

AWAKE! Awake,myCountrymen and defeatthosewhowantto enslaveus.Donotbecowards.Youwerebornin Britain,the Landof Light, and youwereraisedin America,theLandofLiberty.Itis yourdutytofightthistax.Futuregenerationswillblessyourefforts and honorthe memoryofthe saviorsoftheircountry.

Iurge you to tellyourrepresentativesthatyou do notsupportthisterrible andburdensomelaw.Letthemknow whatyouthink.Theyshouldactasguardiansof thelibertyoftheircountry. Ilookforward tocongratulatingyou on deliveringusfromtheenemiesoftruthandliberty.

Source:ThisletterappearedintheBoston-GazettenewspaperonOctober7,1765(modified)

Document4

PaulRevere,“The BloodyMassacre inKing-Street,March 5, 1770.” Boston, 1770. (GilderLehrman Collection)

Document5

Wheninthe Course ofhumanevents,it becomesnecessary for one people to dissolve thepoliticalbandswhichhave connectedthem withanother,andto assumeamong the powers ofthe earth,the separate andequalstationtowhichthe Laws ofNature and ofNature'sGodentitlethem,adecent respect totheopinionsofmankindrequiresthattheyshould declare the causeswhichimpel themtothe separation.

We holdthese truths tobe self-evident,that all menare createdequal,that theyare endowed bytheir Creatorwithcertainunalienable Rights,thatamong these areLife,Libertyandthe pursuitofHappiness.--That tosecurethese rights,Governmentsareinstitutedamong Men,deriving their justpowers fromtheconsent ofthe governed,--Thatwhenever anyFormofGovernmentbecomesdestructive ofthese ends,it is the RightofthePeople toalter or toabolish it,andtoinstitute new Government,laying itsfoundation on such principles and organizing itspowers insuchform,as tothemshallseem most likelytoeffect their Safety andHappiness…

…The historyofthe present KingofGreatBritainis a historyofrepeatedinjuriesandusurpations,allhaving in directobjecttheestablishment ofanabsolute Tyrannyoverthese States…

…Ineverystage ofthese OppressionsWe have PetitionedforRedress inthe mosthumble terms; Our repeated Petitionshave beenansweredonlybyrepeatedinjury. APrince,whose character is thusmarked byevery actwhichmay define a Tyrant,is unfit tobetheruleofa free people.

Source:DeclarationofIndependence,1776

Document6

“Itismyopinion,thatthis kingdomhasnorighttolayataxuponthecolonies...theCommonsofAmerica[thecolonialassemblies]haveeverbeeninpossessionof...theirconstitutionalrights,ofgivingandgrantingtheirownmoney... Atthesametime,thiskingdom. ..hasalwaysbound thecoloniesbyherlaws,herregulations...ineverythingexceptthatoftakingtheir moneyoutoftheirpocketswithouttheirconsent.HereIwoulddrawtheline.”

Source:WilliamPitt,speechtothe HouseofCommons (inEngland)

January14,1766

Document7

Source: Dawe,Philip (ca.1750-1785)The Bostonian’sPayingtheExcise-man,or TarringFeathering

Document8

GeorgeHeweswasamemberofthebandof"Indians"thatboardedtheteashipsthatevening.Hisrecollectionfollows:

"Itwas nowevening,andIimmediatelydressed myselfinthecostumeofanIndian,equippedwithasmallhatchet,whichIandmyassociatesdenominatedthetomahawk,withwhich,andaclub,afterhavingpainted myfaceandhandswithcoaldustintheshopofablacksmith,IrepairedtoGriffin'swharf, wheretheshipslaythatcontainedthetea.WhenIfirstappearedinthestreetafterbeingthusdisguised,Ifellinwithmanywhoweredressed,equippedandpaintedasIwas, and whofellinwithmeandmarchedinordertotheplaceofourdestination.

Whenwearrivedatthe wharf,there werethreeofournumber…Wewereimmediatelyordered…toboardalltheshipsatthesametime,whichwepromptlyobeyed….Wethenwereorderedbyourcommandertoopenthehatchesandtakeoutallthechestsofteaandthrowthemoverboard,andweimmediatelyproceededtoexecutehisorders,firstcuttingandsplittingthechestswithourtomahawks, soasthoroughlytoexposethemtotheeffectsofthe water. Inaboutthreehoursfromthetime wewentonboard, wehadthusbrokenandthrownoverboardeveryteachesttobefoundintheship, whilethose intheothershipsweredisposingoftheteainthe sameway,atthesametime.Weweresurrounded byBritisharmedships,but noattemptwasmadetoresistus.

...Thenextmorning,after we hadclearedtheshipsofthetea,it wasdiscoveredthatveryconsiderablequantitiesofitwerefloatinguponthe surfaceofthe water;andtopreventthepossibilityofanyofitsbeingsavedforuse,anumberofsmallboatsweremannedbysailorsandcitizens, whorowedthemintothosepartsoftheharbor wherevertheteawasvisible,andbybeatingitwithoarsandpaddlessothoroughlydrencheditastorenderitsentiredestructioninevitable."

Source: "TheBostonTea Party, 1773,"EyeWitness toHistory,

Document9

Thisexcerptisfrom“DeclarationoftheCausesandNecessityofTakingup Arms,”issuedbytheSecond ContinentalCongressonJuly5,1775.ThewarhadbrokenoutinApril, whenBritishforceshadmarchedtoLexingtonandConcord,twovillagesjustoutsideofBoston.

(TheBritishdeclare)thatparliamentcan“ofrightmakelawsto bindusinallcaseswhatsoever.”What is todefendus againstso enormous, so unlimiteda power?...Wearereducedto thealternative ofchoosingan unconditionalsubmissiontothetyrannyofirritated(Britishofficials),orresistancebyforce.

– Thelatterisourchoice.

Document10

TheseexcerptsarefromLettersfrom a Farmer in Pennsylvania,(1767-1768)byJohn Dickinson. Dickinsonwas aPennsylvaniapoliticalleaderwhoservedintheStampActCongressof1765. Laterinhiscareer,heservedin theContinentalCongress,andlaterstill,inthe ConstitutionalConvention.In the followingstatement,Dickinsoncondemnedsome ofthenew taxesbeingimposed byParliament.

Thereisanotherlateactofparliament,whichappearstome to be unconstitutional,and…destructivetothelibertyofthesecolonies…Theparliamentunquestionablypossesses alegalauthorityofregulatethetrade ofGreatBritain,andallhercolonies. Ihavelookedovereverystatute(law)relatingto thesecolonies,fromtheirfirstsettlementofthistime;and Ifind everyone ofthemfounded on thisprinciple, tillthe StampActadministration…Allbefore,arecalculatedtoregulatetrade…Theraisingofrevenues…wasneverintended…NeverdidtheBritishparliament,(untilthepassage oftheStampAct)thinkofimposingdutiesinAmericaforthepurpose ofraisinga revenue.(TheTownshendActsclaimthe authority)toimposeduties onthesecolonies,notfortheregulationoftrade…butforthe singlepurposeoflevyingmoneyupon us.

Part 2

Youmayuse the graphicorganizerbelow orone ofyourowntocollectyourthoughtsaboutthedocumentsanalyzed inPart1.Combinewhatyouanalyzed with yourknowledge oftheRevolutionaryera to constructyouressay.

WereAmericancolonists justified
infightingawartobreakawayfrom Britain?
Evidenceforcolonistsgoingtowar / Evidenceagainstcolonistsgoingtowar

Youmayuse the graphicorganizerbelow orone ofyourowntocollectyourthoughtsaboutthedocumentsanalyzed inPart1.Combinewhatyouanalyzed with yourknowledge oftheRevolutionaryera to constructyouressay.

WereAmericancolonistsjustified
infightingawartobreakawayfrom Britain?
Myposition &thesis
Document # / Evidence thatsupportsmyposition:
Document # / Evidence thatsupportsmyposition:
Document # / Evidence thatsupportsmyposition:
Document # / Evidence thatsupportsmyposition:
ConcludingThoughts