Georgia Economic History
REVOLUTION IN GEORGIA
Lesson 3
“For Imposing Taxes without our Consent”
The Revolutionary War in Georgia
Enduring Understanding
Wars for independence are not the result of a single event but the culmination of a series of
events in which failure to compromise results in conflict.
Lesson Essential Question
How did the economic acts and pre-Revolutionary War events lead some
Georgia colonists to support rebellion?
Introduction
There were many causes of the American Revolution and many ways in which these issues
affected Georgia. In this lesson, students will learn about the economic acts and the events that
led some colonists to rebellion. With the school “tax” hoax, students will gain emotional ties
and have a better understanding of why these colonists chose to rebel against Great Britain. In
addition, because many colonists joined the Revolution due to works of “propaganda” (the
Boston Massacre, the Boston Tea Party, the “Intolerable” Acts, Liberty Trees, etc.), students
will gain a better understanding of the concept of economic propaganda, how it was used in the
past, and how it affects them today.
GPS Standards –
SS8E2 The student will explain the benefits of free trade.
a. Describe how Georgians have engaged in trade in different historical time
periods.
SS8H3 The student will analyze the role of Georgia in the American Revolution.
a. Explain the immediate and long-term causes of the American Revolution and
their impact on Georgia: include the French and Indian War (i.e. Seven Years
War), Proclamation of 1763, Stamp Act, Intolerable Acts, and the Declaration
of Independence.
Economic Concepts
free trade, opportunity cost, government revenues, government expenditures
Knowledge
The student will know that:
 “unfair” taxes and acts were a major
cause of the American Revolution.
 these taxes and acts affected Georgia in
many ways.
 propaganda campaigns based on
economics have been used throughout
history to support both positive and
Core Skills
The student will be able to:
 read for information.
 draw conclusions.
 interpret a chart.
 distinguish fact from opinion.
 identify and use primary sources.
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Georgia Economic History
REVOLUTION IN GEORGIA

negative causes.
there was a debate on which side to join
and economics was a major factor in the
side people choose.
Materials Needed
 White Paper
 Colored Pencils/Markers
 tape
1 copy/student:
 New Classroom Fees Handout
 The Economic Causes of the American
Revolution Handout
 Acts and Taxes Worksheet
 New Class Rules/Acts and Taxes
Comparison Worksheet
 Revolutionary War Propaganda (Patriot
and Loyalist) Handout
 To Fight or Not to Fight Worksheet
One copy to display on overhead or LCD
projector:
 Historic Propaganda Images (Boston
Massacre, Join or Die, The Gadsden
Flag, The Repeal or Funeral of Miss
Ame-Stamp; Bloody Butchery of British
Troops) Transparency Masters
Time Required
2 to 3 class periods
Procedures
1. Begin the class by using the tax hoax to introduce the topic of study. Start the class by
writing “Take out a pencil or pen” as the essential question. As sternly and seriously as
you can muster tell the students that the “Department of Education has cut funding for
all Social Studies classes in the state and that there are new fees that students are
required to pay”. Distribute the “New Classroom Fees” Handout. Read the new rules
to the students. Tell students that they must sign the document to show that they were
given these rules and they need to bring it home to their parents. Tell students that if
they refuse, they will not do well in your class. After students get upset, complain,
protest…explain that this was a hoax. Tell them to remember the feeling they had about
this simulation in mind as you discuss the economic causes of the American Revolution.
2. Distribute copies of The Economic Causes of the American Revolution Handout and
have students complete the Acts and Taxes Worksheet.
3. Explain to students that individuals had to choose what they thought was the best option
for their situation. What was their opportunity cost (the next best alternative given up
when they made their decision)? Remind students that the British chose to tax the
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Georgia Economic History
REVOLUTION IN GEORGIA
colonists in order to pay off debt acquired fighting the French and Indian War
(government expenditures). Instead of choosing other options, such as not taxing the
colonists or allowing them to send representatives to Parliament, the British chose to
forcefully create new taxes (government revenues) in order to pay the military defense
costs of protecting the colonists.
4. Explain to students that British taxation of the colonists and British implementation of
policies like the Navigation Act hindered colonists from participating in free trade.
These factors led many colonists to rebel against Great Britain.
5. Explain to students that the Tea Act of 1773 was an example of a price incentive, and
the tea actually cost less under this act. However, contrary to most price incentives
(price goes down and quantity demanded goes up) the colonists chose to protest the Tea
Act and instead quantity demanded went down. Ask students why colonists purchased
less tea even after prices were lowered. (Some colonists did not want to support the
British because they did not have political representation in the British Parliament.)
6. Tell students to complete the New Class Rules/Acts and Taxes Comparison Worksheet
and answer the discussion questions.
7. Display the historical propaganda images for students to examine. Explain to students
that propaganda can be used to persuade people to behave in both positive and negative
ways. Explain that much of the advertising that students see today can be considered
forms of propaganda. Ask students to give some examples of modern day advertising
that may be considered propaganda.
8. Distribute the Revolutionary War Propaganda (Patriot) Handout to one half of the class
and Revolutionary War Propaganda (Loyalist) Handout to the other half of the class.
Tell students to create a propaganda drawing that is sympathetic to the side listed on
their handout.
9. Hang all student propaganda drawings somewhere in the classroom. Give students the
opportunity to walk around and look at all of the drawings.
10. Discuss common themes and images found in the propaganda drawings. Encourage the
students to discuss their drawings.
11. Give each student a copy of the “To Fight or Not to Fight” Worksheet. Have the
students complete the two decision grids and answer the questions. Discuss the
different decision making processes of each man.
12. Once students have completed the activity, review the answers and discuss why so many
people would be against the American Revolution in Georgia (question #4).
Conclude the lesson with a recap of the costs of “unfair” taxes and the reasons for colonists’
displeasure with the British.
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Georgia Economic History
REVOLUTION IN GEORGIA
The New Georgia Encyclopedia
For more background information to support this lesson, read these entries:
Battle of Kettle Creek
Revolutionary War in Georgia
Thomas Brown (1750-1825)
Elijah Clarke (1742-1799)
Trans-Oconee Republic
EconEdLink Online Lessons
For more student activities on economic history in a U.S. context, use these lessons:
Taxation Without Representation
http://www.econedlink.org/lessons/index.php?lesson=EM356&page=teacher
Taxation Without Representation Matching Game
Http://www.econedlink.org/lessons/popup.php?lesson_number=356&&flash_name=356_popup
Activity.swf
Assessment
1. Which economic concept was not limited by the Navigation Act of 1763?
A. free trade
B. competition
C. mercantilism*
D. voluntary exchange
2. The collection of taxes is a major source of
A. competition.
B. opportunity cost.
C. government revenue.*
D. government expenditure.
3. The Tea Act of 1773, which resulted in the Boston Tea Party, was an example of
A. scarcity.
B. free trade.
C. a price incentive.*
D. voluntary exchange.
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Georgia Economic History
REVOLUTION IN GEORGIA
New Classroom Fees
Handout
1. Class and Homework Assignments: All assignments will cost 10
cents. No assignment will be handed out unless it is paid for in advance.
Please bring $1.00 in advance to cover the first 10 assignments.
2. Lost Assignments: If a student loses an assignment, it will cost 20 cents to cover
the cost of a makeup assignment. This fee must be paid in advance.
3. Tardy Policy: 10 cents for every minute a student is late for class.
4. Pencils and Pens: If a student borrows a pencil or pen from the teacher, he or she
will pay the teacher 25 cents for the use of the pen or pencil. This fee will cover
the loss of pens and pencils and any other damage incurred by chewing on the
pencil.
5. Late Assignments and Misconduct in the Classroom: Janitorial duty will be
assigned to those students who turn in late assignments or who cause problems in
the classroom. Check with the teacher or principal for these assignments.
(Assignments may include cleaning the restrooms, gym area, gardening, etc.)
6. Hall Pass Use: Students will be charged $1.00 each time they need to use a hall
pass, regardless of the reason.
7. Books: If a student fails to bring a book to class, there will be a $1.00 rental
charge to acquire a new book.
8. Desk Use Fee: Students will be required to pay a $10.00 yearly fee for the use of
their desk. This fee will cover the cost of removing gum and other substances
from the bottom of desks, and any writing on the top of desks that may have been
done by students. This fee must be paid immediately.
9. Pencil Sharpener Fee: A fee of $1.00 per year will be charged for the use of the
pencil sharpener. District costs have skyrocketed, and they can no longer provide
such services without charging.
I understand all of the above classroom rules and regulations and will abide by them:
Student Signature ________________________________________
Parent or Guardian Signature ________________________________
Date ____________________________________________________
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The Economic Causes of the American Revolution
Handout
Because of discontent in the colonies, the French and Indian War cost the British a lot of money,
In order to help pay for it, they decided to tax the colonists.
The Navigation Act of 1763: the colonists could only use British vessels to ship their goods.
Georgia Connection
• This act was not a problem for Georgia because all of its goods were shipped
to England.
The Stamp Act of 1765: Was passed to raise money to pay for the War.
• Placed a tax on all newspapers, legal documents, and licenses.
• The reaction in the Colonies was violent.
Georgia Connection
• A Stamp Act Congress met in Boston, but no representative from Georgia
attended.
• On November 6, 1765, a group of Georgians came together to oppose the
Stamp Act. The group was called the Liberty Boys. This group was part of
the Sons of Liberty.
• Georgia was the only colony to sell the stamps, but they did not sell many.
The Proclamation of 1763:
 Issued by King George II after the end of the French & Indian War.
 The purpose of the proclamation was to establish Britain's vast new North American
empire and to stabilize relations with Native Americans by regulating trade, settlement,
land purchases.
 Forbid colonists of the thirteen colonies from settling or buying land west of the
Appalachian Mountains.
Georgia Connection
• Georgia gained land and water access from the Creek and Cherokee near
Augusta.
• Provided good farmland, timber, and naval stores resources.
Intolerable Acts: Parliament punished Massachusetts for the Boston Tea Party by passing these
acts.
• The acts were made up of 4 laws:
• The British closed the Port of Boston until payment for tea was received.
• Could not have any town meetings unless authorized by the Governor.
• Any British officials that committed capital crimes would be tried in England.
• Quartering Act: Citizens had to house and feed British Soldiers at their own
expense.
Georgia Connection
• Because of these acts, 12 out of the 13 colonies sent representatives to the 1st
Continental Congress in 1774 (Georgia did not send anyone).
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Acts and Taxes
Worksheet
Act:
Act:
Date:
Date:
What it did:
What it did:
GA’s Reaction:
GA’s Reaction:
Act:
Act:
Act:
Date:
Date:
Date:
What it did:
What it did:
What it did:
GA’s Reaction:
GA’s Reaction:
GA’s Reaction:
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Acts and Taxes
Worksheet KEY
Act: Navigation
Act: Stamp
Date: 1763
Date: 1765
What it did:
Colonist could only
use British vessels
to ship goods
What it did: tax on
newspapers,
licenses, and legal
documents
GA’s Reaction:
None. GA only used
British ships.
GA’s Reaction:
Liberty Boys
GA only colony to
sell
Act: Proclamation
Act: Intolerable
Act: Quartering
Date: 1763
Date: 1773
Date: 1773
What it did:
regulate interaction
with Native
Americans &
stopped westward
movement
What it did: Five
acts punishing the
Mass colonists for
the Boston Tea
Party
What it did: Part of
the Intolerable Acts.
Citizens had to feed
and house British
soldiers at their own
expense.
GA’s Reaction:
None: GA gained
land and resources.
GA’s Reaction: Did
not send anyone to
1st Continental
Congress
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GA’s Reaction: N/A
New Class Rules/Acts and Taxes Comparison
Types of
Acts/Taxes
Reactions to
Acts/Taxes?
Punishments
for Disobeying
Acts/Taxes
Worksheet
Avoidable?
New Class
Rules
American
Revolution
Discussion Questions
1. In what ways were the New Class Rules fines and the American Revolution taxes similar?
2. What was the opportunity cost for colonists in their decisions to rebel against the British?
3. Assume for a moment that you refuse to pay the class fees listed on the New Classroom Rules
sheet. What is your opportunity cost in this decision?
4. Were your own reactions to the New Classroom Rules more like the acts of the colony of
Massachusetts or the colony of Georgia? Explain?
5. Why do you think taxes were such a major issue during the American Revolution? Are taxes
still an important issue today? Explain?
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New Class Rules/Acts and Taxes Comparison
New Class
Rules
American
Revolution
Types of
Acts/Taxes
Reactions to
Acts/Taxes?
Pencil sharpener
Desk
Pencil or pen
Copies
Tardy
Hall pass
Books
Assignments
Answers will vary
Navigation: Only
use British Ships
Stamp:
newspapers, legal
documents,
licenses
Proclamation:
cannot settle west
of Appalachian
Mountains
Boston Tea Party
Boycotts
Protest
Continental
Congress
Punishments
for disobeying
Acts/Taxes
ISS
Referrals
Custodial Duty
Fines
Jail
Banning Assembly
Intolerable Acts
Worksheet KEY
Avoidable?
Yes and no…
Some students are
(they bring books,
don’t use pencil
sharpener, they
aren’t tardy);
Some students are
not (must pay for
assignments or you
do not pass, almost
need to use a desk
daily)
Yes and no…
Some are (do not
drink tea or paint
your house)
Some are not (had
to use British
vessels, legal
documents are
needed and used
often).
Discussion Questions
1. In what ways were the New Class Rules fines and the American Revolution taxes similar?
Answers will vary.
2. What was the opportunity cost for colonists in their decision to rebel against the British?
Answers will vary.
3. Assume for a moment that you refuse to pay the class fees listed on the New Classroom Rules
sheet. What is your opportunity cost in this decision?
Answers will vary.
4. Were your own reactions to the New Classroom Rules more like the acts of the colony of
Massachusetts or the colony of Georgia? Explain. Answers will vary.
5. Why do you think taxes were such a major issue during the American Revolution? Are taxes
still an important issue today? Explain. Answers will vary.
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Boston Massacre
Transparency
Source: Archiving Early America: http://www.earlyamerica.com/review/winter96/enlargement.html
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Join or Die
Transparency
Source: Archiving Early America: http://www.earlyamerica.com/review/winter96/enlargement.html
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The Gadsden Flag
Transparency
Source: Wikipedia: http://en.wikipedia.org/wiki/Image:Gadsden_flag.svg
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The Repeal or Funeral of Miss Ame-Stamp (1766)
Source: Library of Congress: http://www.loc.gov/exhibits/british/brit-2.html
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Transparency
Bloody Butchery of British Troops
Source: Library of Congress: http://www.loc.gov/exhibits/british/brit-2.html
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Transparency
Revolutionary War Propaganda (Loyalist)
Handout
You have been selected by Governor James Wright to create a work of propaganda illustrating
how British taxation is good for the entire British Empire. Your work should show that the
colony of Georgia should be willing to contribute based on love of country, obligation to the
King, and in payment for colonial defense. Chose one of the acts discussed in class (Navigation
Act, Stamp Act, Proclamation Act, Tea Act, or Intolerable Acts) and create a poster explaining to
the colonists in Georgia why they should accept these acts and pay their taxes.
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Revolutionary War Propaganda (Patriot)
Handout
You have been selected by Samuel Adams to create a work of propaganda illustrating how bad
British taxation is for the colony of Georgia. Choose one of the acts discussed in class
(Navigation Act, Stamp Act, Proclamation of 1763, Tea Act, or Intolerable Acts) and create a
poster explaining to the colonists of Georgia why they should protest against these acts.
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To Fight or Not to Fight?
Worksheet, page 1
Directions: On the following pages are the stories of two Georgians who are not sure whether
they support the British or the Colonists. After each story is a decision grid. Read their stories
and then complete the decision grid and the questions indicating how they should respond to the
events occurring around them. After you complete both of the decision charts, answer the
questions below.
What Do You Think?
Answer the following questions about the Revolutionary War in Georgia.
1. Why would Georgians like Thomas Brown support the British?
________________________________________________________________________
________________________________________________________________________
2. Georgia was still a young colony in 1776 and had many settlers who had been born in
Great Britain. How might this influence which side they choose in the war?
________________________________________________________________________
________________________________________________________________________
3. Why would a colonist like Elijah Clarke support the rebels?
________________________________________________________________________
________________________________________________________________________
4. How did economic incentives play a role in which side people selected in the
Revolutionary War?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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To Fight or Not to Fight?
Worksheet, page 2
Thomas Brown (1750-1825)
Born in 1750 in Whitby on the North Sea coast of England, Brown was the son of a
wealthy merchant and alum manufacturer. When he was twenty-four, his father outfitted a ship
for him, and he recruited more than 70 indentured servants in Yorkshire and the Orkney Islands
for a voyage to Georgia. Brown and his servants established Brownsborough in St. Paul Parish,
near Augusta, Georgia, in November, 1774. Governor James Wright appointed him a magistrate
in that region. Brown enjoyed a strong relationship with the British government and began to
build a successful plantation.
Brown’s arrival coincided with the increase of Revolutionary sentiment in Georgia. He
strongly opposed the efforts of the Sons of Liberty to enforce the boycott against trade with
Britain. As a result, the “Liberty Boys” made an example of him, almost killing him.
Evaluate each alternative as:
+ = Greater benefit than cost
? = Equal or questionable benefit and cost
- = Greater cost than benefit
Criteria Effect on
freedom to live
his life how he
wants
Alternative
Effect on ability To maintain
to earn money
family loyalties
Effect on future
opportunities
for his children
Join British
Join Colonists
Remain Neutral
Using the decision grid, rank each alternative in order of preference.
1. ___________________
2. ___________________
3. ___________________
What is the opportunity cost of your decision (remember the opportunity cost is your
second best option given up when a decision is made)? _________________________________
Explain why this is the best decision for Thomas Brown. ________________________________
______________________________________________________________________________
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To Fight or Not to Fight?
Worksheet, page 3
Elijah Clarke (1742 – 1799)
Elijah was born in 1742, the son of John Clarke of Anson County, North Carolina. He
was an impoverished, illiterate frontiersman and in 1773 settled on ceded lands on what was then
the northwestern frontier of Georgia. He lived with other frontier families very close to local
Native Americans and often engaged in fights with the Native Americans. Elijah and other
frontiersmen did not love the British as they were discouraging settlements in lands beyond the
Appalachian Mountains.
Elijah’s name does appear on a petition supporting the king’s government in 1774, but he
also joined the rebels and fought the Cherokees in 1776.
Evaluate each alternative as:
+ = Greater benefit than cost
? = Equal or questionable benefit and cost
- = Greater cost than benefit
Criteria Effect on
freedom to live
his life how he
wants
Alternative
Effect on ability To maintain
to earn money
family loyalties
Effect on future
opportunities
for his children
Join British
Join Colonists
Remain Neutral
Using the decision grid, rank each alternative in order of preference.
1 ___________________
2 ___________________
3 ___________________
What is the opportunity cost of your decision (remember the opportunity cost is your
second best option given up when a decision is made)? _________________________________
Explain why this is the best decision for Elijah Clarke. ________________________________
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What do you Think?
Worksheet KEY
Answer the following questions about the Revolutionary War in Georgia.
1 Why would Georgians like Thomas Brown support the British? Answers can vary, but
can include: They had received their jobs from the government and enjoyed economic
benefits from trading with Great Britain.
2 Georgia was still a young colony in 1776 and had many settlers who had been born in
Great Britain. How might this influence which side they choose in the war? Their
relatives and business partners were in Great Britain, and they would not support
separating from family and friends.
3 Why would colonist like Elijah Clarke support the rebels? The government was not
much help in the frontier; and, with the Proclamation of 1763, it looked like the British
would be more supportive of the Native Americans in conflicts with colonists.
4 How did economic incentives play a role in which side people selected in the
Revolutionary War? Economic incentives played a big role in which side people choose
in the war. With many Georgians tied to Great Britain, there was less support for the
revolution.
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