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7th Grade Social Studies

U.S. History from Colonization to Reconstruction

Class 24—Boston Massacre

October 2, 2017

Focus: Read the following quote and then answer the questions below: “…a scene the most Tragical, of any that ever the Eyes of Americans beheld…to see the blood of our fellow Citizens flowing down the gutters like water.”

-Henry Prentiss

  • What event is Prentiss talking about?
  • What kind of response do you think Americans will have from this image?

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Student Objectives:

1. I will describe the roles played by the Sons and Daughters of the Liberty in America’s push towards independence.

2. I will assess the impact of the Boston Massacre.

Homework:

-13 Colonies Map Quiz Thursday 10/5

-Chapter 3 Note Check Quiz Thursday 10/5

-Chapter 3 Test Friday 10/6

Handouts:

none

I. Resistance to British Authority

A. Sons of Liberty

B. Daughters of Liberty

II. Boston Massacre

  1. Was it really a “Massacre?”

Key terms/ideas/ people/places:

Sam AdamsJohn AdamsSons of LibertyDaughters of LibertyPatrick Henry

“If this be treason, make the most of it!”

“I know not course what others may take, but as for me, give me liberty or give me death!

The Crowd/MobGovernor Thomas HutchinsonHillsborough Paint

Ebenezer RichardsonChristopher SeiderBoston MassacreCrispus Attucks

By the end of class today, I will be able to answer the following:

Who was Crispus Attucks?

What was the Boston Massacre?

Where did men find Hillsborough paint?

Why did Patrick Henry say, “I know not course what others may take, but as for me, give me liberty or give me death!”

How did the crowd react to the British soldiers in Boston?

Notes

Class 24—Boston Massacre

October 2, 2017

Daughters of Liberty

  • refuse to drink tea
  • refuse to buy British cloth
  • Instead they meet at spinning clubs to spin, weave, and knit their own cloth
  • Wearing homespun fabric becomes an important American symbol against tyranny
  • Some women even served as spies

Sons of Liberty-Boston, MA

  • Leaders
  • Sam Adams – organized protests, stirred public sentiment against the British
  • John Adams – cautious and skilled lawyer, well respected
  • Dr.Joseph Warren
  • Paul Revere

Leaders of independence movement from other colonies

  • Patrick Henry-Virginia
  • “If this be treason, make the most of it!”
  • Patrick Henry proposes several resolutions against the Stamp Act.
  • One such resolution declared that the power to tax lay solely in his state's legislature-the House of Burgesses
  • “I know not course what others may take, but as for me, give me liberty or give me death!”

The “Crowd”/mob

  • Modern police fire departments did not exist
  • form posses to enforce the laws and put out fires
  • Mob-considered the prime social weapon of the ordinary people
  • Colonial crowds drew from all classes of social life
  • Mob rule
  • Governor Thomas Hutchinson of Massachusetts, ironically once stated that “mobs, a sort of them at least, are constitutional.” It was ironic because he often faced mob violence.
  • One thing mobs often did was “paint” houses
  • “Hillsborough Paint” This was nothing more than raw sewage drawn in buckets from outside “necessary houses.” It was named for the Earl of Hillborough who was the secretary of colonial affairs.
  • Mobs often would resort to tar and feathering

Events leading up to the Boston Massacre-Tipping Point.

  • Military bands would march past them while they were in church
  • Soldiers would take the work of Bostonians
  • Ebenezer Richardson shoots into a crowd and kills an 11 year old boy-Christopher Seider
  • Brawls in the streets with soldiers

Boston Massacre.

  • March 5, 1770
  • A young apprentice mocks a soldier. The soldier hits him with the butt of his rifle.
  • Boy howls for help-crowd gathers
  • Someone rings church bell-more people gather-400 total
  • Soldier stands his ground and calls for help-7 more soldiers show up
  • Bostonian youth and dock-workers begin insulting and throwing snowballs at a

British guard on duty.

  • Someone in the crowd struck a soldier with a club. The soldier sprang to his feet but was hit with another club that was thrown.
  • He fires into the crowd, the other soldiers follow by firing
  • The mob fled
  • Five people lay dead, including Crispus Attucks, an African American sailor, and member of the Sons of Liberty, was killed.
  • Sam Adams, speaking for the colonists, calls the incident the Boston Massacre.

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7th Grade Social Studies

U.S. History from Colonization to Reconstruction

Class 25—Boston Tea Party

October 3, 2017

Focus: Explain the meaning of the following monologue:

A tax on my Tea?

Then why not a tax on my breath?

My daylight? My smoke? My everything?

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Student Objectives:

1. I will identify the impact of the Boston Tea Party.

Homework:

-13 Colonies Map Quiz Thursday 10/5

-Chapter 3 Note Check Quiz Thursday 10/5

-Chapter 3 Test Friday 10/6

Handouts:

Boston Tea Party Signature Sheet

I. Communication

A. Committees of Correspondence

II. Tea Act

A. East India Company

III. Boston Tea Party

  1. Sons of Liberty
  2. Mohawk Indians
  3. Coercive Acts

Key terms/ideas/ people/places:

Committees of CorrespondenceTea ActEast India CompanySam Adams

Dr. Joseph WarrenPaul RevereSons of LibertyMohawk Indians

By the end of class today, I will be able to answer the following:

Who were the leaders of the Sons of Liberty?

What was the purpose of the Committees of Correspondence?

Why did the Sons of Liberty dump the tea into the harbor?

How did the British respond to the tea being dumped into the harbor?

Notes

Class 25—Boston Tea Party

October 3, 2017

Committees of Correspondence- in the towns of Massachusetts, a network for passing along news. The concept spreads to other colonies as well.

In 1773, Parliament passes the Tea Act.

  • Actual tax on Americans- threepence a pound, a fourth of what the tax was in England
  • The East India Company gains exclusive rights to sell tea directly to the American colonists without paying the British import tax.
  • East India Company-trading organization and instrument of imperial supremacy that maintained an army
  • They expect the colonists to be pleased with the low prices.
  • Instead, the colonists regard this as a move to entice them to succumb to British tactics.
  • Merchants and shippers join Sam Adams in protesting the Act.
  • Drinking tea is frowned upon as a symbol of giving in to Parliament's laws.

The Boston Tea Party.

  • In 1773, the East India Company ships 500,000 lbs. of tea to American ports.
  • In Boston, the Sons of Liberty, dressed as Mohawk Indians and covering their faces with black and red, silently run down the docks and board the ships (the Indian is a sign of American Freedom)
  • They dump more than 300 chests of tea into Boston Harbor.
  • Parliament is enraged and expects full payment.
  • The destruction of the tea was a most serious even, and the people of Boston knew it. It didn’t get the fun, jolly name Boston Tea Party till decades later.
  • Boston not the only place of a tea party. A few weeks later New Yorkers dump tea in their harbor. The “crowd” doesn’t bother to dress up, they just go on board, throw the tea over, parade through the streets with the empty chests, and then burn them.

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7th Grade Social Studies

U.S. History from Colonization to Reconstruction

Class 26—Preparing for Conflict

October 4, 2017

Focus: Read the following quote and answer the questions: “The destruction of the tea is so bold, so daring, so firm, so intrepid and inflexible, it must have…important consequences.”

  • What are the consequences John Adams is talking about? Be sure to list them all.
  • If the tea tax was so small, why did the colonists react the way they did?

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Student Objectives:

1. I will identify the four main points of the Intolerable Acts.

2. I will analyze and discuss a portion of Patrick Henry’s speech from March 23, 1775.

Homework:

-13 Colonies Map Quiz Thursday 10/5

-Chapter 3 Note Check Quiz Thursday 10/5

-Chapter 3 Test Friday 10/6

Handouts:

none

I. Intolerable Acts/Coercive Acts

Key terms/ideas/ people/places:

Intolerable/Coercive ActsPatrick Henry

By the end of class today, I will be able to answer the following:

What was the colonists’ response to the Intolerable Acts?

Please read, “Give me Liberty of Give Me Death.” Use the following questions to guide your reading:

  • What’s this speech about? What’s the issue?
  • What did you learn about Patrick Henry from this speech?
  • What moments do you find difficult or confusing?

When you’re finished reading, please jot a quick response to the following questions:

  • What’s Henry’s argument? How do you know?
  • Who is Henry speaking to? What makes you say so?

They tell us, sir, that we are weak; unable to cope with so formidable an adversary. But when shall we be stronger? Will it be the next week, or the next year? Will it be when we are totally disarmed, and when a British guard shall be stationed in every house? Shall we gather strength by irresolution and inaction? Shall we acquire the means of effectual resistance by lying supinely on our backs and hugging the delusive phantom of hope, until our enemies shall have bound us hand and foot? Sir, we are not weak if we make a proper use of those means which the God of nature hath placed in our power. The millions of people, armed in the holy cause of liberty, and in such a country as that which we possess, are invincible by any force which our enemy can send against us. Besides, sir, we shall not fight our battles alone. There is a just God who presides over the destinies of nations, and who will raise up friends to fight our battles for us. The battle, sir, is not to the strong alone; it is to the vigilant, the active, the brave. Besides, sir, we have no election. If we were base enough to desire it, it is now too late to retire from the contest. There is no retreat but in submission and slavery! Our chains are forged! Their clanking may be heard on the plains of Boston! The war is inevitable--and let it come! I repeat it, sir, let it come.

It is in vain, sir, to extenuate the matter. 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!

Notes

Class 26—Preparing for Conflict

October 4, 2017

The Coercive Acts, or the Intolerable Acts to Colonists

  • Closed the port of Boston, until they paid for tea
  • MA charter was cancelled-governor decided when and where could meet-reduced self-gov’t
  • British officials accused of crimes will be tried in an English court, not an American

one=more friendly judges

  • Quartering Act-British troops can be quartered in any town in Massachusetts, including private homes.
  • Quebec Act-gave land to the colony of Quebec
  • General Thomas Gage-Governor of MA
  • George Washington responds with "the cause of Boston now is and ever will be the

cause of America."

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7th Grade Social Studies

U.S. History from Colonization to Reconstruction

Class 27—Note-check & Map Quiz

October 5, 2017

Focus: Review your map.

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Student Objectives:

1. I will Complete my note check quiz with 100% accuracy.

2. I will complete my map quiz to the best of my ability

Homework:

-Chapter 3 Test Friday 10/6

Handouts:

none

I. Note-check Quiz

II. 13 Colonies Quiz

Key terms/ideas/ people/places:

13 Colonies

By the end of class today, I will be able to answer the following:

Everything on the overview

Braddock's Defeat

by George Washington

July 18, 1755

This letter, written by 23-year-old George Washington to his mother, Mary Washington, describes the battle near Pittsburgh in the French and Indian War in which the British and British Colonial forces under General Braddock were defeated.

HONORED MADAM: As I doubt not but you have heard of our defeat, and, perhaps, had it represented in a worse light, if possible, than it deserves, I have taken this earliest opportunity to give you some account of the engagement as it happened, within ten miles of the French fort, on Wednesday the 9th instant.

We marched to that place, without any considerable loss, having only now and then a straggler picked up by the French and scouting Indians. When we came there, we were attacked by a party of French and Indians, whose number, I am persuaded, did not exceed three hundred men; while ours consisted of about one thousand three hundred well-armed troops, chiefly regular soldiers, who were struck with such a panic that they behaved with more cowardice than it is possible to conceive. The officers behaved gallantly, in order to encourage their men, for which they suffered greatly, there being near sixty killed and wounded; a large proportion of the number we had.

The Virginia troops showed a good deal of bravery, and were nearly all killed; for I believe, out of three companies that were there, scarcely thirty men are left alive. Captain Peyrouny, and all his officers down to a corporal, were killed. Captain Polson had nearly as hard a fate, for only one of his was left. In short, the dastardly behavior of those they call regulars exposed all others, that were inclined to do their duty, to almost certain death; and, at last, in despite of all the efforts of the officers to the contrary, they ran, as sheep pursued by dogs, and it was impossible to rally them.

The General was wounded, of which he died three days after. Sir Peter Halket was killed in the field, where died many other brave officers. I luckily escaped without a wound, though I had four bullets through my coat, and two horses shot under me. Captains Orme and Morris, two of the aids-de-camp, were wounded early in the engagement, which rendered the duty harder upon me, as I was the only person then left to distribute the General's orders, which I was scarcely able to do, as I was not half recovered from a violent illness, that had confined me to my bed and a wagon for above ten days. I am still in a weak and feeble condition, which induces me to halt here two or three days in the hope of recovering a little strength, to enable me to proceed homewards; from whence, I fear, I shall not be able to stir till toward September; so that I shall not have the pleasure of seeing you till then, unless it be in Fairfax... I am, honored Madam, your most dutiful son.

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7th Grade Social Studies

U.S. History from Colonization to Reconstruction

Class 28—Chapter 3 Test

October 6, 2017

Homework:

-Read & Take Notes on Chapter 4, Section 1 pgs. 112-114 (due 10/9)

-Read & Take Notes on Chapter 4, Section 1 pgs. 115-116 (due 10/11)

-Read & Take Notes on Chapter 4, Section 2 pgs. 118 (due 10/12)

-Read & Take Notes on Chapter 4, Section 2 pgs. 119-121 (due 10/13)

-Read & Take Notes on Chapter 4, Section 3 pgs. 126-128; Stop @ New Jersey (due 10/16)

-Read & Take Notes on Chapter 4, Section 3 pgs. 128-131; Start @ New Jersey (due 10/17)

-Read & Take Notes on Chapter 4, Section 3 pgs. 132-134 (due 10/20)

-Read & Take Notes on Chapter 4, Section 4 pgs. 135-139 (due 10/25)

-Chapter 4 Note-Check Quiz Thursday 10/26

-Chapter 4 Test Friday 10/27