CHAPTER 6 OBJECTIVE The student will understand the events that pushed Great Britain and the American colonies apart and ultimately led to the signing of the Declaration of Independence. The Road to Revolution 1763–1776 CHAPTER 6 Section 1 Tighter British Control HISTORY FROM VISUALS Interpreting the Illustration Ask students to study the engraving of British troops arriving in the colonies. Have them draw conclusions about the mood of the colonists and explain why they might feel that way. Possible Responses The colonists were angry because they saw the influx of British troops as a sign of Britain’s attempt to restrict their freedom. The colonists felt nervous and uneasy about living among so many armed British troops. Extension Have students write a descriptive paragraph about the scene in this painting. Section 2 Colonial Resistance Grows Section 3 The Road to Lexington and Concord Section 4 Declaring Independence CRITICAL THINKING ACTIVITY Making Inferences Have the students look at the titles of the sections in this chapter. Ask them how the images on these opening pages illustrate the ideas found in the section titles. Then ask them what images they would expect to see illustrate the rest of the chapter. Angry confrontations between colonial protestors and British Red Coats became common as the colonies moved towards independence. Class Time 10 minutes 1763 Proclamation of 1763 becomes law. USA World 1769 Spanish begin to establish military posts and missions in California. 1763 1763 Treaty of Paris ends Seven Years’ War in Europe. 156 1767 Townshend Acts are passed. 1765 Stamp Act is passed. 1765 Chinese forces invade Burma. 1769 Scotland’s James Watt patents a steam engine capable of running other machines. CHAPTER 6 RECOMMENDED RESOURCES BOOKS FOR THE TEACHER Maier, Pauline. American Scripture: Making the Declaration of Independence. New York: A. A. Knopf, 1997. A closer look at the creation of the nation’s cornerstone document. 156 CHAPTER 6 Miller, John C. Origins of the American Revolution. Stanford: SU Press, 1957. An examination of events that led to the Revolutionary War. Zobel, Hiller B. The Boston Massacre. New York: W. W. Norton, 1970. An examination of the famous prewar shooting incident. The American Revolution. A&E Home Video, 1994. See episodes one and two, “The Conflict Ignites” and “1776.” Morgan, Edmund S. and Helen M. The Stamp Act Crisis: Prologue to Revolution. Chapel Hill: The UNC Press, 1953. A look at one of the pivotal events leading up to the war. VIDEOS Liberty! The American Revolution. PBS Video, 1998. See episode one, “The Reluctant Revolutionaries.” For more about the American Revolution, visit . . . INTERNET classzone.com CHAPTER 6 • INTERACT Interact with History Interact with History OBJECTIVES The year is 1765. Your neighbors are enraged The bayonets, or blades, on the soldiers’ gun were very dangerous in close combat. by Britain’s demand that British troops be housed in American cities at American expense. Britain has never done this before. • To help students identify one reason for the growing tension between Britain and the colonies • To help students better understand the mood of the American colonists in the years before the Revolutionary War There are protests in many cities. You have What Do You Think? to decide what you would do. 1. Ask students how they would react if the government forced a policy upon them. 2. Have students consider why a large public rally is an effective way to protest an unpopular policy. 3. Ask students to think about the different ways the British could react to the colonists’ protest. Would you join the protest? What Do You Think? Would you join the protest? • What is the best way to show opposition to policies you consider unjust? • Is there anything to be gained by protesting? Anything to be lost? Encourage students to think about the bestand worst-case scenarios facing the protesters. Possible scenarios: best—Britain removes the troops; worst—British troops jail or beat the protesters. • Does government have the right to make demands without consent of the people? Why or why not? The fife and drum corps played music to keep soldiers at a steady march. During battle, the drummers beat out orders and the fifers carried messages and stretchers. MAKING PERSONAL CONNECTIONS CLASSZONE.COM Ask students to think about policies either in their homes or community that they considered unjust. What did they do to protest? Did their protest achieve anything? Why or why not? Visit the Chapter 6 links for more information about the American Revolution. 1773 Boston Tea Party 1770 Boston Massacre RESEARCH LINKS 1774 Intolerable Acts are passed; First Continental Congress meets. 1776 1775 Declaration of Battles of Lexington Independence is signed. and Concord 1776 1772 Captain Cook explores the South Pacific. 1774 Reign of Louis XVI begins in France. The Road to Revolution 157 TIME LINE DISCUSSION Explain to students that after the Seven Years’ War, Great Britain was the most powerful nation in Europe. Its colonial empire included North America, holdings in the Caribbean, and India. In light of Britain’s strength, the American colonists’ declaration of independence seemed all the more bold and daring. • Ask students how many years it was from Britain’s passage of the Stamp Act to the Intolerable Acts. Answer Nine years. • Ask students to hypothesize what colonists thought about these acts based on the events shown between 1774 and 1776. Possible Response The colonists opposed these acts, for what followed them were fighting and a declaration of independence from British rule. • Have students look at the time line and determine which world event and U.S. event are linked. Possible Response The two events in 1763 are linked. The end of the Seven Years’ War set up the need for the proclamation. Teacher’s Edition 157 CHAPTER 6 • READING STRATEGY CHAPTER 6 WHAT DO YOU KNOW? Reading Strategy: Sequencing Events What Do You Know? Students may know that Britain and the colonists clashed over the issue of taxes. Tell them that the increased taxation was just one example of Britain’s attempt to achieve greater control over the colonies after the French and Indian War. Remind them that Britain had long allowed the colonies to develop with a notable degree of independence. As Britain sought to reverse this policy, however, tensions grew. What do you already know about the time before the Revolution? What were the issues that caused the colonists to choose independence? Think About • what you have learned about this period from movies, television, or historical fiction • reasons people in history have chosen to fight for freedom from oppression • your responses to the Interact with History about joining the protest (see page 157) WHAT DO YOU WANT TO KNOW? What Do You Want to Know? Have students work in pairs to generate questions about what they want to know about the American Revolution. What questions do you have about the issues and events that pushed the American colonists toward rebellion? Record them in your notebook before you read the chapter. SEQUENCING EVENTS Sequencing Events Tell students that sequencing events, or arranging them in chronological order, will help them to better understand the relationship among those events. By sequencing events in a chart such as the one shown here, students can more clearly see the cause-and-effect relationship among historical events. Sequencing means putting events in the order in which they happen in time. In learning about how the American colonies moved toward independence, it would be helpful to list the important events. Place them in the order in which they occurred. You might record the event and its date in a graphic organizer such as the one below. Copy this organizer in your notebook. Fill it in as you read the chapter. See Skillbuilder Handbook, page R4. In-Depth Resources: Unit 2 • Setting the Stage: Reading Strategy, p. 1 Taking Notes Critical Thinking Transparency CT16 • Setting the Stage: Reading Strategy HISTORICAL THEME Proclamation of 1763 Stamp Act, 1765 Declaratory Act, 1766 Townshend Acts, 1767 Intolerable Acts, 1774 Boston Tea Party, 1773 Tea Act, 1773 Boston Massacre, 1770 First Continental Congress, 1774 Battles of Lexington and Concord, 1775 Second Continental Congress, 1775 Declaration of Independence, 1776 Impact of the Individual Ask students why strong and popular leaders would be so important to the colonists’ attempts to gain independence from Great Britain. Possible Response Strong and dynamic leaders are vital to such an effort because they inspire citizens and help them to maintain their courage and determination. In-Depth Resources: Unit 2 • Tracing Themes: Impact of the Individual, p. 2 158 CHAPTER 6 TEACHING STRATEGY READING THE CHAPTER This is a chronological chapter focusing on the chain of events that led to the colonists’ declaring their independence from Great Britain. Encourage students to look for the causes and effects of each event. Have them also consider how each event increased tensions between Britain and the colonies. Pause after each section to summarize the causes and effects of the main events described in the section. 158 CHAPTER 6 ALTERNATIVE ASSESSMENT The Chapter Assessment describes two activities for alternative assessment on page 187. You may wish to have students work on these activities during the course of the chapter and then present them at the end.