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7 Grade Social Studies
th
Mexico & U.S. History from the Revolution to Reconstruction
Class 39—French and Indian War
October 21, 2013
Focus: Clear everything off of your desk except for your, outline, map of the 13 colonies, and a writing utensil.
1.
2.
3.
--------------------------------------------------------------------------------Student Objectives:
1. I will identify the American colonists as loyal British subjects.
2. I will determine how the French and Indian War affected the Thirteen Colonies.
Homework:
-Current Events due 10/28
-Read and outline Chapter 3, Section 5 pgs. 98-100 (due 10/23)
-Read and outline Chapter 3, Section 5 pgs. 101-103 (due 10/24)
-Read and outline Chapter 4, Section 1 pgs. 112-114 (due 10/28)
-Read and outline Chapter 4, Section 1 pgs. 115-116 (due 10/30)
-Chapter 3.4, 3.5, and 4.1 Test Tuesday 11/5
Handouts:
none
I. Rivalry
A. Great Britain vs. France
II. French and Indian War
A. Battle of Quebec
1. Wolfe vs. Montcalm
Key terms/ideas/ people/places:
Great Britain
King George III
France
Les Marseilles
Atlantic Ocean
Fort Necessity
Plains of Abraham
General Wolfe
General Montcalm
Appalachian Mountains
Proclamation of 1763
13 Colonies
Fort Duquesne/Pitt
Mississippi River
By the end of class today, I will be able to answer the following:
Who was the leader of the British army at Quebec? Who led the French army at Quebec?
What did the Proclamation of 1763 prevent Americans from doing?
Where are the Appalachian Mountains?
Why did Fort Duquesne get its name changed to Fort Pitt?
How did the British capture Quebec?
Fleur de lis
Quebec
Notes
Class 39—French and Indian War
October 21, 2013


The 13 Colonies are part of the British Empire under the rule of George III-the colonists like George and being
British
France and British-world rivalry
o French and Indian War in the colonies-(French/Indians vs. British)
 Local sites
 Fort Necessity
 Fort Duquesne/Pitt
o 7 Year’s War in Europe
o Battle of Quebec
 General Wolfe (G.B.) vs. General Montcalm (France)
 Meet on The Plains of Abraham
 Wolfe sneaks up side of the mountain
 Wolfe killed during battle
 Montcalm wounded and dies a few hours later
 Brings end to French and Indian War-British took capital of New France
 What were the results of the British victory?
o Britain gained all of Canada and all the French lands east of the Mississippi River.
o Britain issues the Proclamation of 1763 stopping British subjects from settling in
the Indian frontier.
o No English colonists may settle west of the Appalachian Mountains
Who is going to have to pay for the war just won?
- Britain is already saddled with tremendous debt from the war in Europe, so they pass
legislation requiring the colonists to pay their fair share.
- In addition, colonists are expected to house the British soldiers stationed in North
America.
____________________________________
7 Grade Social Studies
th
Mexico & U.S. History from the Revolution to Reconstruction
Class 40—EarlyAmerican Culture/Society
October 22, 2013
Focus: Number the back of your focus sheet 1-13.
--------------------------------------------------------------------------------Student Objectives:
1. I will describe the social classes of early American society.
2. I will explain the impact of the Great Awakening.
3. I will identify the contributions of the Enlightenment on American political thought.
Homework:
-Current Events due 10/28
-Read and outline Chapter 3, Section 5 pgs. 98-100 (due 10/23)
-Read and outline Chapter 3, Section 5 pgs. 101-103 (due 10/24)
-Read and outline Chapter 4, Section 1 pgs. 112-114 (due 10/28)
-Read and outline Chapter 4, Section 1 pgs. 115-116 (due 10/30)
-Chapter 3.4, 3.5, and 4.1 Test Tuesday 11/5
Handouts:
None
I. Four social classes
A. Highest
B. Upper-Middle
C. Lower-Middle
D. Lowest
II. The Great Awakening
A. Jonathon Edwards
B. George Whitefield
III. Enlightenment
A. John Locke
B. Galileo
C. Isaac Newton
D. Benjamin Franklin
Key terms/ideas/ people/places:
Planter
Artisan
Slave
Merchants
Jonathon Edwards
George Whitefield
Benjamin Franklin
Great Awakening
John Locke
Galileo
By the end of class today, I will be able to answer the following:
Who were the two leaders of the Great Awakening?
What are the four different social classes of Early America?
Why was Benjamin Franklin so famous around the world?
How did the Great Awakening allow people to believe everyone was created equal?
What three things did John Locke believe government was to protect?
The Enlightenment
Isaac Newton
Notes
Class 40—EarlyAmerican Culture/Society
October 22, 2013
The four social classes of colonial society:
 Highest class: The gentry – church officials, wealthy landowners and planters, and successful merchants.
 Middle Class: Skilled artisans (craftsmen like silversmiths, coopers, glassworkers, furniture makers), shop
keepers, doctors and lawyers.
 Lower Middle Class: Poor farmers, free servants, and unskilled laborers.
 Lowest Class: Indentured servants and slaves.
The Great Awakening:
 People came to colonies for religious freedom
 A renewed interest in religion is called a revival
 People’s views of religion, themselves, and society changed
 People of all four social classes stood next to one another during the revival meetings
 People began to think to themselves, “All men are created equal”
 Leaders
o George Whitefield
o Jonathon Edwards
Enlightenment:
 “Reason” takes precedence over faith
 Science
 People of the Enlightenment
o John Locke- states that the purpose of government is to protect people’s natural rights – life, liberty, and
ownership of property
o Galileo
o Sir Isaac Newton
o Benjamin Franklin
 Fire department
 post office,
 public libraries
 lightning rods
 Daylight Savings Time
 bifocal glasses
 city hospitals
 University of Pennsylvania
 Franklin stove
 Poor Richard’s Almanac
____________________________________
7 Grade Social Studies
th
Mexico & U.S. History from the Revolution to Reconstruction
Class 41—British Authority
October 23, 2012
Focus: The colonists often used the phrase “No taxation without representation!”

What does the phrase mean?

Why were the British raising taxes? What items did the British tax?

In what way did the colonists feel they were not being represented properly?
--------------------------------------------------------------------------------Student Objectives:
1. I will explain how Britain increased control over the 13 Colonies through the:
 Proclamation of 1763
 Navigation Acts
 Sugar Act of 1764
 Stamp Acts of 1765
Homework:
-Current Events due 10/28
-Read and outline Chapter 3, Section 5 pgs. 101-103 (due 10/24)
-Read and outline Chapter 4, Section 1 pgs. 112-114 (due 10/28)
-Read and outline Chapter 4, Section 1 pgs. 115-116 (due 10/30)
-Chapter 3.4, 3.5, and 4.1 Test Tuesday 11/5
Handouts:
none
I. Britain shows its Authority
A. Proclamation of 1763
B. Navigation Acts
C. Triangle Trade
D. Sugar Act
E. Stamp Act
1. Stamp Act Congress
Key terms/ideas/ people/places:
Proclamation of 1763
Navigation Acts
Stamp Act Congress
Boycott
Molasses
Triangle Trade
Sugar Act
“No taxation without representation!”
By the end of class today, I will be able to answer the following:
What items were taxed under the Stamp Act?
Where did Americans ship their goods as part of the Triangle Trade?
Why did Great Britain expect the colonies to pay taxes after the French and Indian War?
How could Great Britain have made the colonists feel like they had more say in Parliament?
Stamp Act
Appalachian Mountains
Notes
Class 41—British Authority
October 23, 2012

Proclamation of 1763
o Colonists are not allowed to settle west of the Appalachian Mountains

The Navigation Acts
o British trade must be conducted on British ships
 (Reinforces mercantalism-designed to benefit the mother country-colony produces raw materials
and England creates the finished product to sell)
 Triangular trade (see page 92)
o Trade between Africa, Great Britain, the West Indies, and the 13 Colonies
o See pg. 92 in the textbook

Sugar Act of 1764 (see page 100)
o Taxes sugar and molasses

Stamp Act of 1765 (see page 100)
o Tax on legal documents, licenses, newspapers, pamphlets, and playing cards
o Stamp Act Congress
o Stamp Act is repealed

Townshend Acts (see page 100)
o Tax on glass, paper, paint, lead, tea
o Even though the tax was minimal, the colonists still objected to the idea that Parliament would tax them
____________________________________
7 Grade Social Studies
th
Mexico & U.S. History from the Revolution to Reconstruction
Class 42—Boston Massacre
October 24, 2013
Focus: Clear everything off of your desk except for your focus sheet, outline, and writing utensil.
1.
2.
3.
------------------------------------------------------------------------------------------------------------------------------------------------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:
-Current Events due 10/28
-Read and outline Chapter 4, Section 1 pgs. 112-114 (due 10/28)
-Read and outline Chapter 4, Section 1 pgs. 115-116 (due 10/30)
-Chapter 3.4, 3.5, and 4.1 Test Tuesday 11/5
Handouts:
None
I. Resistance to British Authority
A. Sons of Liberty
B. Daughters of Liberty
II. Boston Massacre
A. Was it really a “Massacre?”
Key terms/ideas/ people/places:
Sam Adams
John Adams
Sons of Liberty
Daughters of Liberty
Patrick 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/Mob
Governor Thomas Hutchinson
Hillsborough Paint
Ebenezer Richardson
Christopher Seider
Boston Massacre
Crispus 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 42—Boston Massacre
October 24, 2013
Daughters of Liberty
 refuse to drink tea
 refuse to buy British cloth
o Instead they meet at spinning clubs to spin, weave, and knit their own cloth
o 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
o “If this be treason, make the most of it!”
 Patrick Henry proposes several resolutions against the Stamp Act.
o 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
o “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.
o Boy howls for help-crowd gathers
o 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.
____________________________________
7 Grade Social Studies
th
Mexico & U.S. History from the Revolution to Reconstruction
Class 43—Boston Tea Party
October 25, 2013
Focus: Explain the meaning of the following monologue:
A tax on my Tea?
Then why not a tax on my breath?
May daylight? My smoke? My everything?
------------------------------------------------------------------------------------------------------------------------------------------------Student Objectives:
1. I will identify the impact of the Boston Tea Party.
Homework:
-Current Events due 10/28
-Read and outline Chapter 4, Section 1 pgs. 112-114 (due 10/28)
-Boston Tea Party Signature Sheet (due 10/29)
-Read and outline Chapter 4, Section 1 pgs. 115-116 (due 10/30)
-Chapter 3.4, 3.5, and 4.1 Test Tuesday 11/5
Handouts:
Boston Tea Party Signature Sheet (See Below)
I. Communication
A. Committees of Correspondence
II. Tea Act
A. East India Company
III. Boston Tea Party
A. Sons of Liberty
B. Mohawk Indians
C. Coercive Acts
Key terms/ideas/ people/places:
Committees of Correspondence
Dr. Joseph Warren
Paul Revere
Tea Act
East India Company
Sam Adams
Sons of Liberty
Mohawk 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 43—Boston Tea Party
October 25, 2013
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.
o 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.
Name:__________________________________________________
Period:____________
Listener’s Signature:__________________________________________________________
The Boston Tea Party
Directions: You are to tell an adult listener the story of the Boston Tea Party. That story is summarized below. You are
not to “read” this paragraph to the listener. Instead, “tell” the story from memory. Obtain the listener’s signature as
proof that you completed your assignment.
The American colonists were very unhappy with Parliament’s Tea Act of 1773. It gave
exclusive rights to the British East India Company to ship and sell tea to the colonists.
This Act cut out business for colonial sea captains and merchants. So, on the night of
December 16, 1773, a band of citizens, disguised as Mohawk Indians, silently ran down
the docks of the Boston Harbor and boarded British ships carrying a half-a-million pounds
of East India Tea. They threw the contents of more than 300 chests of tea into Boston
Harbor, even though it was the favorite drink of many of the colonists. These “Mohawks”
were really the Sons of Liberty.