2004 Shaping the World: Conversation on Democracy
The Presidential Debate of 1804
Section II - Independence for the Colonies
Create a time line for the listed actions/incidents/events. Students will need to do research to determine
the date (month, day, year) of the event, action, or incident. Before creating the time line, the teacher
should have students group the actions/incidents/events by year.
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George III
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Articles of Confederation ratified
First Continental Congress
Congress creates a Navy
Quartering Act
George Washington named Commander in Chief
Cessation of Hostilities between United States of American
and the King of Great Britain
Stamp Act
Declaration of Independence approved
Second Continental Congress
Congress ratifies The Treaty of Alliance with France
George III declares colonies to be in state of rebellion
Washington establishes winter quarters at Valley Forge
Townshend Acts
Surrender of Cornwallis at Yorktown
Boston Massacre
Olive Branch Petition presented to George III
Washington and troops cross Delaware River for surprise
attack on British
Boston Tea Party
Treaty of Paris between Great Britain and the United States
Tea Act
Battle at Lexington and Concord
Sugar Act
Congress adopts a flag
Constitution adopted
Crossing the Delaware
Washington at Valley Forge
Battle at Lexington and Concord
2005 Shaping the World: Conversation on Democracy - Thomas Jefferson Talks With George Washington
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In order to maintain British troops in the colonies after the French and Indian War (1763) King George III
and the members of Parliament imposed taxes on the colonies. Starting with 1764 make a chart (similar
to the one below) of the taxes in chronological order. One has been done for you.
Name of Tax
Revenue Act of 1764
Date
4/5/1764
Provisions
Revised duties on sugar, tea, coffee, wine,
expanded jurisdiction
Colonist
Reactions
Protests about
taxation
The colonists were angry over the taxes being imposed on them by the King. Many cartoons portrayed
their angry at the injustice. Analyze the cartoons below to determine which tax and/or offenses are under
attack. Use the Cartoon Analysis Worksheet following to assist you.
The Declaration of Independence outlined the colonists’ grievances with the King and Parliament. List
those grievances on the board. Have students chose a grievance and create a cartoon to illustrate it.
2005 Shaping the World: Conversation on Democracy - Thomas Jefferson Talks With George Washington
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2005 Shaping the World: Conversation on Democracy - Thomas Jefferson Talks With George Washington
© Thomas Jefferson’s Poplar Forest
Satirized cartoons were used to ridicule and mock individuals in a way that got the message across. Try
analyzing these cartoons. Use the Cartoon Analysis Worksheet to assist you.
2005 Shaping the World: Conversation on Democracy - Thomas Jefferson Talks With George Washington
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2005 Shaping the World: Conversation on Democracy - Thomas Jefferson Talks With George Washington
© Thomas Jefferson’s Poplar Forest
Cartoon Analysis Worksheet
Level 1
Visuals
Words (not all cartoons include words)
1. Identify the cartoon caption and/or title.
1. List the objects or people you see in the cartoon.
2. Locate three words or phrases used by the
cartoonist to identify objects or people within
the cartoon.
3. Record any important dates or numbers that
appear in the cartoon.
Level 2
Visuals
2. Which of the objects on your list are symbols?
Words
4. Which words or phrases in the cartoon appear to
be the most significant? Why do you think so?
3. What do you think each symbol means?
5. List adjectives that describe the emotions
portrayed in the cartoon.
Level 3
A. Describe the action taking place in the cartoon.
B. Explain how the words in the cartoon clarify the symbols.
C. Explain the message of the cartoon.
D. What special interest groups would agree/disagree with the cartoon's message? Why?
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2005 Shaping the World: Conversation on Democracy - Thomas Jefferson Talks With George Washington
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Examine the biographies of Algernon Sydney, Aristotle, Cicero and John Locke. Use a chart like the one
below to record information on these men and the beliefs they wrote about that Jefferson would
incorporate into the Declaration of Independence.
Name
Birth/death
Beliefs/Writings
Life events
Demonstrating Beliefs
Incorporated in
Declaration of
Independence
Cicero
John Locke
Algernon
Sydney
Aristotle
Did these men know each other? Explain your answer.
2005 Shaping the World: Conversation on Democracy - Thomas Jefferson Talks With George Washington
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Examine the painting by Francis P. Stephanoff on
the Trial of Algernon Sydney. Locate Sydney in the
painting. Sydney contended that he did not receive
a fair trial and on the eve of his execution
commented: “I had from my youth endeavored to
uphold the common rights of mankind, the law of
this land, and the true Protestant religion, against all
principles, arbitrary power, and popery, and I do
now willingly lay down my life for the same.” Read
this excerpt by Diana Akers Rhoads, “Algernon
Sydney, Father of Modern Freedoms.” Based on
the information in this article, write a defense and
present it to the class, portraying Sydney defending
himself.
Click image for larger version.
What was the verdict/sentence issued at the conclusion of Sydney’s trial? How was it carried out?
Sydney’s father wrote in his diary about an incident in his son’s life:
The Generall Cromwell sayd to Harrison, Put him out. Harrison spake to Sydney to go
out, but he sayd he would not go out and sate still. The Generall sayd again, Put him
out. Then Harrison and Forstley put theyr hands upon Sydneys shoulders as if they vould
force him to go out. Then he rose and went to the door.
Rewrite that journal entry in our modern-day English.
2005 Shaping the World: Conversation on Democracy - Thomas Jefferson Talks With George Washington
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The colonists were angered at Britain’s trade
restrictions and taxes. In order to force England to
repeal the taxes, the colonists organized a boycott
of British trade goods.
Examine the Natural Resource list below of English
goods that the colonists were expected to purchase
from England. Great Britain needed natural
resources found in the colonies. Examine that list
below.
British Trade Goods
Natural Resources in the Colonies
Cloth
Glass
Tools
Molasses
China
Furniture
Tea
Sugar
Wine
Weapons
Lumber
Corn
Silk
Cotton
Naval Stores (tar, pitch)
Tobacco
Leather
Rice
Indigo
Divide the class into two groups, one representing Great Britain, the other the colonies. Prepare paper
disks labeled with the names of the goods and the natural resources. Give the natural resource disks to
the colonies and the English trade goods disks to Great Britain. Have the colonies decide what goods
they will boycott. Bring the two groups together to begin the exchange of goods (disks).
Have each group count their disks at the completion of the exchange. What happened to the balance of
trade when the colonists instituted a boycott? Do you think a boycott would be effective? Why or why
not?
Adapted from Teaching Economics in Georgia Studies Resource Guide, Georgia Council on Economic Education, 1995.
Research other boycotts in the United States. What results did these boycotts produce?
Current events articles:
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Margie Jumper
Rosa Parks (I)
Rosa Parks (II)
Women in Civil Rights Movement
2005 Shaping the World: Conversation on Democracy - Thomas Jefferson Talks With George Washington
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On the board have students list the weaknesses of the Articles of Confederation. Have each student
select a weakness and write a letter as a citizen of one of the colonies to the newspaper editor.
Have students list on the board the pros and cons of
Independence from Great Britain. Divide the class
into two groups. Have one group design posters
(broadsides), signs, leaflets, ads, cartoons and
notices for Independence. The other group should
design similar items for remaining under British rule.
If you had lived in one of the colonies during this
time, would you have supported the rebellion for
independence or would you have supported
reconciliation with England? Outline your reasons in
a brief paper.
Research one of the following American officers in the American Revolution and present an oral report.
Locate a primary source (letter, document, report from that era) and an image of the individual to include
in the report. Be sure to elaborate on their role in the war for independence.
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Anthony Wayne
Daniel Morgan
William Washington
Ethan Allen
William Maxwell
Philip Schuyler
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Lachlan McIntosh
Charles Lee
Otho Williams
Benjamin Lincoln
Nathanael Greene
Washington at Yorktown
Research one of the following British officers who fought in the American Revolution and present an
oral report. See if you can locate a primary source (letter, document, report from that era) and an
image of the individual to include in the presentation.
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Banastre Tarleton
Richard Howe
Thomas Gage
Henry Clinton
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Charles Cornwallis
John Burgoyne
William Howe
2005 Shaping the World: Conversation on Democracy - Thomas Jefferson Talks With George Washington
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Create a three dimensional model of one of the following events:
Boston Massacre
Battle scene
Winter Quarters at Valley
Forge
Scene dealing with
Declaration of
Independence
Farming scene
Continental Congress
scene
Military/troop scene
From the Collections of The Henry
Ford, Copy and Reuse Restrictions
Apply
2005 Shaping the World: Conversation on Democracy - Thomas Jefferson Talks With George Washington
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Who were the spies and traitors hampering the colonists bid for independence?
Use the following documents written by George Washington to determine the story of Dr. Benjamin
Church and the infamous Benedict Arnold. Convene a court and bring these traitors/spies to trial.
Students should take on the roles of judge, prosecutor, defense lawyer, jury, and witnesses for and
against.
Benedict Arnold
George Washington, General Orders, April 6, 1780
(transcription)
George Washington to Congress, George Washington
(transcription)
to Congress, September 26, 1780
George Washington to George Clinton, September 26,
(transcription)
1780
George Washington, General Orders, September 26,
1780
(transcription)
George Washington to Thomas Jefferson, October 10,
(transcription)
1780
Benedict Arnold
George Washington to John Laurens, October 13,
1780
(transcription)
What would cause Benedict Arnold to go from American hero to
American traitor?
Dr. Benjamin Church
George Washington to Congress, October 5, 1775
(no transcription)
Spy letter written by Dr. Church that was intercepted by American
forces (in code)
Transcription of Dr. Church's letter
Dr. Benjamin Church
Research American spies behind British lines and present your findings to the class.
2005 Shaping the World: Conversation on Democracy - Thomas Jefferson Talks With George Washington
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Discuss in class George Washington’s December 31, 1775 report on the state of the troops. What were
conditions like for the army?
On February 23, 1778 Baron Wilhelm Ludulf
Gerhard Augustin Steuben, a volunteer from
Germany, presented a Letter of
Introduction to George Washington
outlining Steuben's military experience.
Steuben’s military training manual was
translated and published by Congress.
Steuben began training American troops in
warfare at Valley Forge.
What warfare strategies and techniques do
you think Steuben imparted to the troops?
Write a Letter of Introduction for a classmate relating his or her skills.
Using a chart like the one below, compare early wars and later wars in the area of transportation,
soldiers, food, quarters (housing), weapons, war strategy and battlefields. What general conclusions can
you draw about the changing face of war?
Revolutionary War
Civil War
World War II
Transportation
Soldiers
Food
Quarters (housing)
Weapons
War Strategy
Battlefields
2005 Shaping the World: Conversation on Democracy - Thomas Jefferson Talks With George Washington
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Image Credits:
Library of Congress Rare Book and Special Collections Division LC-USZ62-45228 (George III)
Library of Congress Prints and Photographs Division LC-USZCN4-159 (Crossing Delaware)
Library of Congress Prints and Photographs Division LC-USZ62-818 (Valley Forge)
Library of Congress Prints and Photographs Division LC-USZ62-8623 (Lexington/Concord)
Library of Congress Prints and Photographs Division LC-USZ62-9487 (cartoon)
Hampden-Sydney College, Hampden-Sydney, Virginia 2005.15.01 (trial)
Hampden-Sydney College, Hampden-Sydney, Virginia 2002.25.01 (A. Sydney)
Free Library of Philadelphia (ship)
Library of Congress Prints and Photographs Division LC-USZ62-112159 (reading)
Maryland Historical Society, Baltimore, Maryland (Yorktown)
National Archives and Records Administration (Boston Massacre)
Library of Congress Prints and Photographs Division LC-USZ62-819 (Valley Forge)
National Archives and Records Administration (reading Declaration)
Library of Congress Prints and Photographs Division LC-USZC2-2244 (Continental Congress)
Library of Congress Prints and Photographs Division LC-USZ62-8623 (Lexington/Concord)
From the Collections of The Henry Ford, Copy and Reuse Restrictions Apply (flail)
Library of Congress Prints and Photographs Division LC-USZC4-2912 (battle scene)
Library of Congress Prints and Photographs Division LC-USZ62-68483 (B. Arnold)
Office of Medical History, United States Army (Dr. B. Church)
Library of Congress Prints and Photographs Division (Valley Forge)
Georgia Historical Society (Washington's prayer book)
2005 Shaping the World: Conversation on Democracy - Thomas Jefferson Talks With George Washington
© Thomas Jefferson’s Poplar Forest