causes of the american revolution worksheet a€¦ · d. boston tea party e. boston massacre _____...

Name: ________________________________ Date: __________________

Sanatore/McGuire/Munson/Fernhoff Social Studies 7

Causes of the American Revolution Worksheet A

What does mercantilism mean?

A. Colonies exist for their own benefit.

B. Colonies exist for the benefit of the trade companies.

C. Colonies exist for the benefit of the home country.

D. Colonies exist for the benefit of their colonists.

What are the Navigation Acts?

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Define:

Triangular trade -

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Triangular Trade Routes

1. What three places made up the triangular trade route?

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2. Across what body of water did these triangular trade routes run?

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3. Based on the map, what was the shortest leg of the triangular trade routes?

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4. What was sent from the West Indies to the English colonies?

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5. What was illegal about triangular trade?

A. It took advantage of the Native-American population.

B. It violated the Navigation Acts.

C. It forced shippers to pay trade tariffs on all goods.

D. It only benefited the English colonies.

What were two problems the King of England faced after the French and Indian War?

1. __________________________________________________________________

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2. __________________________________________________________________

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Chief Pontiac led the Indian nations against the British because the British were

preventing Indian trade.

TRUE FALSE

The Proclamation of 1763 angered British colonists because it

A. stopped them from moving west.

B. removed British troops from the frontier.

C. gave land west of the Appalachians to the French.

D. caused many Indian nations to attack settlers.

Name: ________________________________ Date: __________________


Causes of the American Revolution Worksheet B

What was the main reason Britain excessively taxed the colonies?

E. To pay the British debt from the French and Indian War.

F. To demonstrate the heavy political control of the colonies.

G. To further develop the system of mercantilism.

H. To finance the development of British colonies on other continents.

What was the Sugar Act?

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What was the American viewpoint on British taxation of the colonies?

A. “taxation is the right of the British government”

B. “taxation of the colonies is a means to run the government”

C. “taxation is best for Britain and the colonies”

D. “taxation without representation is tyranny”

Define:

Sons and Daughters of Liberty -

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Define:

Boycott –

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Select the item from the list below which is best described by the given statement.

A. Stamp Act

B. Tea Act

C. Townshend Acts

D. Boston Tea Party

E. Boston Massacre

_____ 1. An incident in which British soldiers killed five Boston colonists in response to

harassment by the colonists.

_____ 2. A law levying taxes on basic imported items including glass, tea, paper, and

lead.

_____ 3. A law requiring colonists to pay for an official stamp when purchasing paper

items including newspapers, pamphlets, and licenses.

_____ 4. A law permitting only the British East India Company to sell tea to colonists.

_____ 5. An incident in which colonists disguised as Native Americans dumped British

tea into the Boston Harbor.

Important Historical Documents:

6. Who wrote “Common Sense” in order to inspire American Patriots to rebel

against British rule?

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7. What was the theme of “Common Sense”?

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8. Why was “Common Sense” a big success?

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9. Which colonial leader was the chief author of the Declaration of Independence?

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10. What are the three parts to the Declaration of Independence?

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11. Which is the main concept stated in the Declaration of Independence?

E. Life, liberty, and the pursuit of happiness.

F. Equal employment opportunity.

G. Right to a speedy trial.

H. Right to vote.

12. The Battle of Lexington marked the beginning of the American Revolution.

TRUE FALSE

Name: ________________________________ Date: __________________


Battles of the American Revolution Worksheet C

The Roles of Women, African Americans and Foreigners in the American Revolution DBQ

Historical Context: -1st Rhode Island Regiment at the Battle of Bloody Run Brook

Men and women from all walks of life were caught up in the American Revolution. Women served in a variety of ways, including a few who fought on the battlefield. African Americans, free and enslaved alike, served and became some of the war’s earliest heroes. Volunteers from Europe played important roles in the Continental Army, as well. General Directions: The following thesis question is based on the accompanying documents (1-8). As you analyze the documents, take into account both the source of each document and the author’s point of view. Be sure to:

1. Carefully read the document-based question. Consider what you already know about this topic. How would you answer the question if you had no documents to examine?

2. Now, read each document carefully, highlighting key phrases and words that address the document-based question. You may also wish to add comments or notes. Answer the questions that follow each document.

3. Based on your own knowledge and on the information found in the documents, formulate a thesis that directly answers the question.

4. Organize supportive and relevant information into a brief outline. 5. Write a well-organized essay proving your thesis. The essay should be

logically presented and should include information both from the documents and from your own knowledge outside of the documents.

Thesis Question: Compare/Contrast the roles played in the American Revolution by women, African Americans, and foreigners.

Directions Part A (48 points): The following documents address the question of whether the American colonists were really justified in waging war against England. Examine each document carefully, and answer the question or questions that follow.

Document #1 The Edenton Ladies' Patriotic Guild signed the following agreement on 25 October 1774. It was subsequently published in British newspapers:

-- Excerpt from "Edenton Ladies' Agreement," 27 October 1774, which appeared in the Morning Chronicle and London Advertiser, 16 January 1775

1A. According to the above document, how did the ladies of North Carolina plan to prove their patriotism? ________________________________________________________________ ________________________________________________________________

1B. Why do you think it was important to these women to sign this agreement? ________________________________________________________________ ________________________________________________________________

The provincial deputies of North Carolina having resolved [agreed] not to drink any more tea nor wear any more British cloth, etc., many ladies of this province have determined to give a memorable proof of their patriotism, and have accordingly entered into the following honorable and spirited association. I send it to you to show your fair countrywomen how zealously and faithfully American ladies follow the laudable example of their husbands, and what opposition your matchless ministers may expect to receive from a people, thus firmly united against them: Edenton, North Carolina, October 25 (1774). As we cannot be indifferent on any occasion that appears nearly to affect the peace and happiness of our country, and as it has been thought necessary, for the public good, to enter into several particular resolves by a meeting of members deputed from the whole province, it is a duty which we owe, not only to our near and dear connections, who have concurred in them, but to ourselves, who are essentially interested in their welfare, to do everything, as far as lies in our power, to testify our sincere adherence to the same. . . .

Document #2 2A. What kinds of jobs did women take over from men during the American Revolution? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

2B. How did Deborah Sampson manage to enlist as a solider in the army? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Despite their low positions in society, women did participate. On the home

front, they sewed uniforms and knitted stockings for soldiers. With their

husbands away fighting, some women had to take over as weavers, carpenters,

blacksmiths, or shipbuilders. Others transformed their homes into hospitals for

the wounded.

Both man and women fought on the battlefield. Hundreds of women

served as nurses, laundresses, cooks … there were some that actually engaged

in battle … Deborah Sampson put on men’s clothing and called herself Robert

Shirtliffe in order to enlist in the Army. “Robert Shirtliffe” fought

courageously; “his” company defeated marauding Indians north of

Ticonderoga. -Tina Ann Nguyen, “American Athenas: Women in the Revolution”

Document #3

-Molly Pitcher at the Battle on Monmouth

3A. According to legend, Molly Pitcher took over the cannon after her husband dropped from exhaustion. What seems to be the reaction of the other soldiers? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 3B. How is Molly Pitcher represented in this engraving? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Document #4 The following paragraph was part of an obituary for a leader of the Ladies' Association of Philadelphia.

-- Excerpt from Esther Reed Obituary, Pennsylvania Gazette, 27 September 1780.

4A. In what two ways did women contribute to the American Revolution? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

4B. Why was it important to the women to actually make the shirts themselves? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

We hear from Maryland, that the most liberal contributions have been made by the women of that State, for the assistance of the army, -- That some individuals have presented 15 guineas -- that in one of the smallest and most remote counties, have been collected upwards of 60,000 dollars -- that a considerable part of the sums collected has been laid out in the purchase of linen, and a thousand shirts are already made up; no woman of whatever quality neglecting the honour of assisting with her own hands to make them up. The women of this city [Philadelphia] have been employed in like manner, which, when it is related in Europe, will be a signal honour to our cause. Those disposed to lessen [hurt] the reputation of female patriotism might have said that what our women have contributed, must, in the first instance, have come from the pockets of their husbands; but, where their own labour is bestowed, the most delicate fingers being employed in the workmanship, it must be acknowledged an effort of virtue, the praise of which must peculiarly belong to themselves.

Document #5

5A. What group of people did the Militia Act of 1775 affect? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 5B. How did runaway slaves manage to serve in the army despite the ban on slaves? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

The Militia Act of the summer of 1775 had required that “all free male

persons, hired servants, and apprentices between the ages of 16 and 50 years

… be enrolled or forced into companies.” This excluded slaves by definition,

but free blacks were registered, though “without arms.”

… Many a runaway told the nearest recruiter that he was a freeman,

anxious to fight. More often than not, he was accepted without too many

questions; the army was short of men.

During the winter of 1777-78, dozens of black Virginians served in

every one of the state regiments, freezing, starving and dying at Valley Forge.

By February 1778, the survivors were marching with white comrades through

the snow, practicing Baron von Steuben’s … drill. Eight weeks later, an army

report listed 755 blacks in the Continental Army, including 138 Blacks in the

Virginia Line. -Robert Selig

“The Revolution’s Black Soldiers,” 1997

Document #6

Source: www.americanrevolution.com/AfricanAmericansInTheRevolution.htm

6A. Why did so many slaves join the American cause in the Revolutionary War? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

6B. What do you think blacks hoped to gain by fighting in the war? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

6C. How did Peter Salem help to win the Battle of Bunker Hill?

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Blacks, who understood the literal meaning of patriot rhetoric, eagerly

took up the cause of American freedom, fighting bravely in the early

confrontations with the British….

Blacks served at the battles of Lexington and Concord. Peter Salem, a

freed slave, stood on the green at Lexington facing the British when the first

battle broke out with the shot that was heard around the world.

At least 20 blacks, including Peter Salem, were in the ranks two

months later when the British attacked an American position outside Boston in

the Battle of Bunker Hill. Salem has been honored for firing the shot that

killed Major John Pitcairn, the British officer who led the Redcoats when they

had attacked his small unit at Lexington.

Document #7

7A. Why were foreign officers welcomed into the Continental Army? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 7B. What specific contributions did foreign volunteers make to the Continental Army? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

With the first foreign material aid in 1777, the influx of foreign officers into

the American Army began … Most were adventurers in search of fortune…

Few were willing to accept anything but the highest ranks. Nevertheless, they

brought with them the professional military knowledge and competence that

the Continental Army sorely needed…Louis DuPortail, a Frenchmen, and

Thaddeus Kosciuszko, a Pole, did much to advance the art of engineering in

the Continental Army…Johann de Kalb and Fredrich Wilhelm von Steuben,

both Germans, and the Marquis de Lafayette, an influential French nobleman,

who financed his own way, were all able to make valuable contributions as

trainers and leaders.

-“The Winning of Independence, 1777-1783”

American Military History, 1989

Center of Military History, United States Army

Document #8

-Count de Rochambeau, French General of the Land Forces in America Reviewing the French Troops, British cartoon, 1780

8A. This cartoon was drawn by a British artist. In it he shows the French troops in America. Why would the British care if there were French troops in America? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 8B. How can you tell that the artist was trying to make fun of the French troops. What effect would this have on the British troops? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Directions Part B (52 points):

Essay

Directions: Write a well-organized essay that includes an introduction, several

paragraphs, and a conclusion. Use evidence from at least five documents in the

body of the essay. Support your response with relevant facts, examples, and

details. Include additional outside information.

Historical Context: Men and women from all walks of life were caught up in the American Revolution. Women served in a variety of ways, including a few who fought on the battlefield. African Americans, free and enslaved alike, served and became some of the war’s earliest heroes. Volunteers from Europe played important roles in the Continental Army, as well.

Task:

Using information from the documents and your knowledge of social studies,

write an essay in which you:

In your essay, be sure to:

• address all aspects of the Task by accurately analyzing and interpreting at least five documents.

• incorporate information from the documents in the body of the essay.

• incorporate relevant outside information.

• support the theme with relevant facts, examples, and details.

• use a logical and clear pattern of organization.

• introduce the theme by establishing a framework that is beyond a simple restatement of the Task or Historical Context and conclude with a summation of the theme.

Compare the roles of the following groups during the American

Revolutionary War:

• Women

• African Americans

• Foreigners

Graphic Organizer- American Revolution DBQ Now that you have reviewed the documents, fill in the chart below with details to assist

you with your essay.

Describe the role of Women during the American Revolutionary War

DOCUMENT #

Describe the role of African Americans American Revolutionary War

DOCUMENT #

Describe the role of Foreigners American Revolutionary War

DOCUMENT #

Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion. Use evidence from at least five documents to support your essay. Support your response with relevant facts, examples, and details. Include additional outside information. Historical Context: Men and women from all walks of life were caught up in the American Revolution. Women served in a variety of ways, including a few who fought on the battlefield. African Americans, free and enslaved alike, served and became some of the war’s earliest heroes. Volunteers from Europe played important roles in the Continental Army, as well. Task: Using information from the documents and your knowledge of social studies, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B essay in which you will be asked to

Suggested Outline

Paragraph 1 Introduction - Restate the Historical Context. Do not cite or mention any material from the documents Paragraph 2 First body paragraph - Answer the first bullet from the ‘Task’: Describe various roles of WOMEN during the American Revolutionary War ** Be sure to include a topic sentence** Which documents discuss the role WOMEN played during American Revolutionary War?_____________________

➢ Use these documents to support your answer! ➢ Also, include outside information to support your answer! ➢ Cite the documents that you used - As seen in Document 2 or (Doc 3).

Paragraph 3 Second body paragraph - Answer the Second bullet from the ‘Task’: Describe the various roles of African Americans during the American Revolutionary War. ** Be sure to include a topic sentence** Which documents discuss the role AFRICAN AMERICANS played during American Revolutionary War ? ___________________


Paragraph 4 Third body paragraph - Answer the Third bullet from the ‘Task’: Describe the various roles of FOREIGNER during the American Revolutionary War. ** Be sure to include a topic sentence** Which documents discuss the role FOREIGNERS played during American Revolutionary War?________________________


Paragraph 5 Conclusion - Summarize the essay you have written. Information from the documents is not necessary!

Compare the roles of the following groups during the American Revolutionary War:

• Women

• African Americans

• Foreigners

Name: ________________________________ Date: __________________


The American Revolution Web quest

Events Leading to the American Revolution

Use the Internet information linked below and/or your knowledge of the America

Revolution to answer these questions specifically related to Events Leading to The

American Revolution:

1. How and when did the Boston Massacre begin?

2. Who was the first person hit by the British and became known as the 'first hero of the

American Revolution?'

3. How was the Boston Massacre a turning point in the American Revolution?

4. How were the colonists warned that danger was coming?

5. When and why did the Boston Tea Party occur?

6. Describe George Hewes's involvement in the Boston Tea Party.

7. What was the Stamp Act?

8. What were the Intolerable Acts?

• http://www.americaslibrary.gov/jb/revolut/jb_revolut_boston_1.html

• http://www.americaslibrary.gov/jb/revolut/jb_revolut_revoltn_1.html

• http://www.historyplace.com/unitedstates/revolution/teaparty.htm

• http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/AmerRevolutio

n.htm#Timeline

• http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/Quest.htm

• http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/IntolerableActs.

htm

http://www.americaslibrary.gov/jb/revolut/jb_revolut_boston_1.html

http://www.americaslibrary.gov/jb/revolut/jb_revolut_revoltn_1.html

http://www.historyplace.com/unitedstates/revolution/teaparty.htm

http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/AmerRevolution.htm#Timeline

http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/AmerRevolution.htm#Timeline

http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/Quest.htm

http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/IntolerableActs.htm

http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/IntolerableActs.htm

Famous Americans: Revere, Washington, Hale, & Jefferson

Use the Internet information linked below to answer these questions specifically related

to Famous Americans: Revere, Washington, Hale, & Jefferson:

1. Who said, 'I regret that I have but one life to lose for my county.'? When and why was

it said?

2. What can we learn about George Washington from the letters he wrote to the

Continental Congress?

3. Find five facts about Thomas Jefferson.

• http://www.americaslibrary.gov/jb/revolut/jb_revolut_hale_1.html

• http://www.americaslibrary.gov/jb/revolut/jb_revolut_wletter_1.ht

ml

• http://www.americaslibrary.gov/aa/jefferson/aa_jefferson_subj.htm

l

http://www.americaslibrary.gov/jb/revolut/jb_revolut_hale_1.html

http://www.americaslibrary.gov/jb/revolut/jb_revolut_wletter_1.html

http://www.americaslibrary.gov/jb/revolut/jb_revolut_wletter_1.html

http://www.americaslibrary.gov/aa/jefferson/aa_jefferson_subj.html

http://www.americaslibrary.gov/aa/jefferson/aa_jefferson_subj.html

Battles


to Battles:

1. What were fortifications?

2. Why was the building of fortifications important for the colonists?

3. What is the importance of the Battle of Lexington and Concord?

4. What happened at the Battle of Lexington and Concord? Who was involved? Who

won?

5. Where did General George Washington and the Continental army spend the winter of

1777-1778? Describe the conditions they faced. What did they do there?

6. Why was the Battle of Saratoga a major victory for the American forces and a key

turning point in the war?

• http://www.americaslibrary.gov/jb/revolut/jb_revolut_fortific_1.ht

ml

• http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/

ValleyForge.htm


Saratoga.htm


Battles.htm#Major%20Battles

http://www.americaslibrary.gov/jb/revolut/jb_revolut_fortific_1.html

http://www.americaslibrary.gov/jb/revolut/jb_revolut_fortific_1.html

http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/ValleyForge.htm

http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/ValleyForge.htm

http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/Saratoga.htm

http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/Saratoga.htm

http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/Battles.htm#Major%20Battles

http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/Battles.htm#Major%20Battles

The Revolution Ends


to The Revolution Ends:

1. Who wrote the Declaration of Independence? Why was he chosen for this task?

2. What does the Declaration of Independence explain?

3. Explain how the American Revolution officially came to an end. Explain the terms of

the agreement that was reached between the British and the colonists.

4. What are the Articles of Confederation?

• http://www.americaslibrary.gov/aa/jefferson/aa_jefferson_declar_1

.html

• http://www.americaslibrary.gov/jb/revolut/jb_revolut_treaty_1.htm

l


ArticlesConfed.htm


TreatyParis.htm -


Constitution.htm -

http://www.americaslibrary.gov/aa/jefferson/aa_jefferson_declar_1.html

http://www.americaslibrary.gov/aa/jefferson/aa_jefferson_declar_1.html

http://www.americaslibrary.gov/jb/revolut/jb_revolut_treaty_1.html

http://www.americaslibrary.gov/jb/revolut/jb_revolut_treaty_1.html

http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/ArticlesConfed.htm

http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/ArticlesConfed.htm

http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/TreatyParis.htm

http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/TreatyParis.htm

http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/Constitution.htm

http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/Constitution.htm