Tuesday 8-23-14I can apply Gaddis’ theories and Zinn’s interpretations of history to my understanding of colonial America and the American Revolution.

Agenda Homework1. Prompt 15 (10 min)2. Zinn 4 Discuss/Quiz3. Trial of George III

1. Read Zinn 52. Study Sources and Quotes (1-8)3. Thursday 8/25: Test #2 A/B IDs, Sources, Quotes (1-8)

Prompt 15For the following source:

A. write 3 sentences that describe the Context.

B. write 3 sentences that explain the significance.

A Peoples History of the United States Chapter 4: TYRANNY IS TYRANNY

Thesis: Around 1776, certain important people in the English colonies made a discovery that would prove enormously useful for the next two hundred years. They found that by creating a nation, a symbol, a legal unity called the United States, they could take over land, profits, and political power from favorites of the British Empire. In the process, they could hold back a number of potential rebellions and create a consensus of popular support for the rule of a new, privileged leadership.

Not Cabal, but cobbled…By this time also, there emerged, according to Jack Greene, "stable, coherent, effective and acknowledged local political and social elites." And by the 1760s, this local leadership saw the possibility of directing much of the rebellious energy against England and her local officials. It was not a conscious conspiracy, but an accumulation of tactical responses.

French and Indian WarSo, the American leadership was less in need of English rule, the English more in need of the colonists' wealth. The elements were there for conflict.

Gap between the Rich and the PoorGary Nash's study of city tax lists shows that by the early 1770s, the top 5 percent of Boston's taxpayers controlled 49% of the city's taxable assets. In Philadelphia and New York too, wealth was more and more concentrated. Court-recorded wills showed that by 1750 the wealthiest people in the cities were leaving 20,000 pounds (equivalent to about $5 million today).

"Boston Caucus" (upper class, but not in power, using writing to organize and ignite the lower classes)

We have here a forecast of the long history of American politics, the mobilization of lower-class energy by upper-class politicians, for their own purposes. This was not purely deception; it involved, in part, a genuine recognition of lower-class grievances, which helps to account for its effectiveness as a tactic over the centuries.

Thomas Hutchinson: target for much of the lower class anger

It was one of those moments in which fury against the rich went further than leaders like Otis wanted. Could class hatred be focused against the pro-British elite, and deflected from the nationalist elite? In New York, that same year of the Boston house attacks, someone wrote to the New York Gazette, "Is it equitable that 99, rather 999, should suffer for the Extravagance or Grandeur of one, especially when it is considered that men frequently owe their Wealth to the impoverishment of their Neighbors?" The leaders of the Revolution would worry about keeping such sentiments within limits.

Pennsylvania constitution – Privates Committee drew up a bill of rights that called for the state to discourage wealth in the hands of the few

Discontent in the countrysideLand Riots in New Jersey and New York (1740s, 50s, 60s)

Regulators in North CarolinaThus were the people of Orange insulted by The sheriff, robbed and plundered . . . neglected and condemned by the Representatives and abused by the Magistracy; obliged to pay Fees regulated only by the Avarice of the officer; obliged to pay a TAX which they believed went to enrich and aggrandize a few, who lorded it over them continually; and from all these Evils they saw no way to escape; for the Men in Power, and Legislation, were the Men whose interest it was to oppress, and make gain of the Labourer.

The Battle of Alamance

The defeat of the regulators turned off many would-be supporters of the American Revolution, but fortunately for those fighting for the revolution, much of the action took place in the North, where the Mechanics could be turned to support the fighting

General Thomas Gage on the 1767 Stamp Act riots in Boston:The Boston Mob, raised first by the Instigation of Many of the Principal Inhabitants, Allured by Plunder, rose shortly after of their own Accord, attacked, robbed, and destroyed several Houses, and amongst others, mat of the Lieutenant Governor.... People then began to be terrified at the Spirit they had raised, to perceive that popular Fury was not to be guided, and each individual feared he might be the next Victim to their Rapacity. The same Fears spread thro' the other Provinces, and there has been as much Pains taken since, to prevent Insurrections, of the People, as before to excite them.

Dirk Hoerder, a student of Boston mob actions in the Revolutionary period, calls the Revolutionary leadership "the Sons of Liberty type drawn from the middling interest and well-to-do merchants ... a hesitant leadership," wanting to spur action against Great Britain, yet worrying about maintaining control over the crowds at home.

Loyal Nine

Is this the Boston Massacre we know? On March 5, 1770, grievances of ropemakers against British soldiers taking their jobs led to a fight. A crowd gathered in front of the customhouse and began provoking the soldiers, who fired and killed first Crispus Attucks, a mulatto worker, then others. This became known as the Boston Massacre. Feelings against the British mounted quickly. There was anger at the acquittal of six of the British soldiers (two were punished by having their thumbs branded and were discharged from the army). The crowd at the Massacre was described by John Adams, defense attorney for the British soldiers, as "a motley rabble of saucy boys, negroes, and mulattoes, Irish

teagues and outlandish jack tarrs." Perhaps ten thousand people marched in the funeral procession for the victims of the Massacre, out of a total Boston population of sixteen thousand. This led England to remove the troops from Boston and try to quiet the situation.

In the Boston Tea Party of December 1773, the Boston Committee of Correspondence, formed a year before to organize anti-British actions, "controlled crowd action against the tea from the start," Dirk Hoerder says. The Tea Party led to the Coercive Acts by Parliament, virtually establishing martial law in Massachusetts, dissolving the colonial government, closing the port in Boston, and sending in troops. Still, town meetings and mass meetings rose in opposition. The seizure of a powder store by the British led four thousand men from all around Boston to assemble in Cambridge, where some of the wealthy officials had their sumptuous homes. The crowd forced the officials to resign. The Committees of Correspondence of Boston and other towns welcomed this gathering, but warned against destroying private property.

"The officers and committee members of the Sons of Liberty were drawn almost entirely from the middle and upper classes of colonial society."

Patrick Henry: the man to manage the moment with his rhetoric

Patrick Henry's oratory in Virginia pointed a way to relieve class tension between upper and lower classes and form a bond against the British. This was to find language inspiring to all classes, specific enough in its listing of grievances to charge people with anger against the British, vague enough to avoid class conflict among the rebels, and stirring enough to build patriotic feeling for the resistance movement.

Thomas Paine’s Common Sense

Paine's pamphlet appealed to a wide range of colonial opinion angered by England. But it caused some tremors in aristocrats like John Adams, who were with the patriot cause hut wanted to make sure it didn't go too far in the direction of democracy. Paine had denounced the so-called balanced government of Lords and Commons as a deception, and called for single-chamber representative bodies where the people could be represented. Adams denounced Paine's plan as "so democratical, without any restraint or even an attempt at any equilibrium or counter-poise, that it must produce confusion and every evil work." Popular assemblies needed to be checked, Adams thought, because they were "productive of hasty results and absurd judgments."

Thomas Jefferson and the Declaration of Independence

To say that the Declaration of Independence, even by its own language, was limited to life, liberty, and happiness for white males is not to denounce the makers and signers of the Declaration for holding the ideas expected of privileged males of the eighteenth century. Reformers and radicals, looking discontentedly at history, are often accused of expecting too much from a past political epoch-and sometimes they do. But the point of noting those outside

the arc of human rights in the Declaration is not, centuries late and pointlessly, to lay impossible moral burdens on that time. It is to try to understand the way in which the Declaration functioned to mobilize certain groups of Americans, ignoring others. Surely, inspirational language to create a secure consensus is still used, in our time, to cover up serious conflicts of interest in that consensus, and to cover up, also, the omission of large parts of the human race.

John Locke: Natural Rights philosopher and investor

A general dissatisfaction unhappily prevailed among several of the lower orders of the people. This ill temper, which was partly occasioned by the high price of provisions, and partly proceeded from other causes, too frequently manifested itself in acts of tumult and riot, which were productive of the most melancholy consequences.

When the Declaration of Independence was read, with all its flaming radical language, from the town hall balcony in Boston, it was read by Thomas Crafts, a member of the Loyal Nine group, conservatives who had opposed militant action against the British. Four days after the reading, the Boston Committee of Correspondence ordered the townsmen to show up on the Common for a military draft. The rich, it turned out, could avoid the draft by paying for substitutes; the poor had to serve' This led to rioting, and shouting: "Tyranny is Tyranny let it come from whom it may."

Picturing and Hearing History

In teams of 3 to 4 students:

1. Review each claim.

2. Create a chart similar to the model below and that contains at least three sources and/or quotes (a minimum of one of each) related to the claim.

3. Write a paragraph long explanation of how the sources and quotes relate to the claim.

4. Assemble your work in a google doc and submit to Mr. Johnson by 8am Monday 8/22/16. Title your Work APUSH Claims for Topics 1&2. Make sure everyone’s name is at the beginning of the doc.

APUSH ClaimsTopic One Claims

A. As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.

B. Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure.

C. Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean.

D. European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition and changes within European societies.

E. The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes.

F. In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power.

Topic Two Claims

A. Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources.

B. Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations.

C. In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.

D. Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.

E. The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control.

F. Transatlantic commercial, religious, philosophical, and political exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another.

G. Like other European empires in the Americas that participated in the Atlantic slave trade, the English colonies developed a system of slavery that reflected the specific economic, demographic, and geographic characteristics of those colonies.

A. As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.

Doc 1.

Doc 2.

Doc 3. “I am Dekanawidah and with the Five Nations' Confederate Lords I plant the Tree of Great Peace.”

Explanation (How do these images and quotes relate to the APUSH claim?)

Mock Trial—People v King George III

Prosecution - People of the United Colonies of North America (see the indictment in the Declaration of Independence for charges against George III)

1. Attorney-in-Chief, Thomas Jefferson—main author of the Declaration of Independence and secured money for the Colonists cause from France; cross-examines the Defense Witnesses after Defense Attorneys question each in direct

2. Attorney for the People of Massachusetts, John Adams—defended the British soldiers after the Boston Massacre, but a total patriot will question Prosecution Witnesses

3. Attorney for the People of New York, Thomas Paine—author of Common Sense and a real revolutionary; questions Prosecution Witnesses

Potential Witnesses for the Prosecution - each witness must know what s/he stood for and how one’s testimony may be used to benefit the Colonial Cause, but also the weakness of its side to prepare for cross-examination by the Defense

4. Alexander Hamilton—aide to Washington during the Revolution as well as his confidante

5. Crispus Attucks—one of the first casualties of the Revolution (Boston Massacre), a run-away African American

6. Patrick Henry—famous for his “give me liberty or give me death” speech

7. Paul Revere—Boston silversmith best known as the rider who warned the Minutemen at Lexington and Concord

8. Daniel Boone—frontiersman angry with the Proclamation of 1763 prohibiting settlement across the Appalachians

9. Abigail Adams—wife of John Adams and representative of the “Republican Motherhood” holding down the fort as the “men-fold” fought

10. Samuel Adams—cousin of John Adams, but very radical; most likely organized the Boston Tea Party and a smuggler

11. George Washington—a colonel in the British army during the French and Indian War; appointed Commander-in-Chief of the Continental Army by the Congress

12. Samuel Thompson—Massachusetts Minuteman who fought in Lexington and Concord and may have fired the “shot heard around the world”

13. John Hancock—very wealthy merchant who became the president of the Continental Congress

14. Marquis de Lafayette—French nobleman who volunteered to train American colonists during the Revolution and stayed to fight along side them

15. Benjamin Franklin—Colonial thinker and scientist who helped to write both the Declaration and the Constitution; secured a great deal of money for the Revolution from the French and Russian monarchs

16. Baron Friedrich von Steuben—Prussian nobleman who came to the Colonies to train and drill Americans

17. Edmund Burke—Irish member of the British Parliament who supported the Colonists as they sought representation or independence

Defense —King George III of Britain has been charged with a long list of complaints or grievances by the People of the British North American Colonies

18.Attorney-in-Chief, Lord Frederick North—British Prime Minister and proponent of heavy taxes on the Colonies to pay for British expenses to defend the Colonies during the French and Indian War; will cross-examine Prosecution Witnesses after direct examination by the People’s attorney

19.Attorney William Pitt the Elder—British Prime Minister and personal friend of George III believes in liberty, but loyalty to Britain and George is his primary characteristic; asks direct examination of Defense Witnesses

20.Attorney Augustus FitzRoy—British Prime Minister who is given credit for overcoming challenges to the British Empire; he will ask direct questions of the King’s Witnesses

Potential Witnesses for the Defense —each must know what s/he stood for and how one’s testimony may be used to benefit the King’s Cause, but also the weakness of its side to prepare for cross-examination by the Prosecution

21.George III—King of Great Britain is the Defendant; he’s charged with crimes against humanity, tyranny, and violation of the civil rights of his Colonial subjects; he maintains his innocence and privilege of the Crown

22.George Townshend—British “treasurer” or Exchequer or authored the “intolerable acts” including the taxes on tea, sugar and stamps; he believed the Colonists should pay for the

French and Indian War, Royal-appointed governors and officials, and be restricted in trade with all goods going on British ships through British ports

23.Joseph Brant Thayendenegea—Mohawk leader who lead troops against the Colonists fearful of their intentions on the lands of his people

24.George Murray—4th Earl of Dunmore and Governor of Virginia who promised African American slaves freedom if they fought with the British; eventually 100,000 former slaves did so, fleeing to Canada after the Revolution

25.David George—African American Loyalist who fought in the Revolution on the British side; like many others, he fled first to Nova Scotia, Canada and then to Sierra Leone

26.Benjamin Thompson—Loyalist Colonel and military leader, a physicist who gave much “inside information” to the British and was rewarded by George III for his help against the Americans

27.William Franklin—son of Benjamin Franklin, last Royal Governor of New Jersey; exiled to Britain where he died

28.Peggy Shippen Arnold—second wife of Benedict Arnold, British spy as a Philadelphia socialite who carried secret information to the British Army; probably convinced Benedict Arnold to change sides

29.General William Howe—Commander-in-Chief of the British forces during the Revolution; captured New York City and Philadelphia

30.General John Burgoyne—a.k.a. Gentleman Johnny, lost Saratoga, turning the Revolution toward American victory, and assuring French monetary help; although disgraced, remains loyal to the Crown

31.William Legge—Secretary of State for the Colonies, appointed by George III to enforce all British policies

32.Philippe-Francois de Rastel de Rocheblave—commander of French, Spanish, and British troops; one of many French Canadians who sided with the British because of the Quebec Act giving preference to Catholic French people in Canada over British colonials in land grants after 1763

33.Eyre Coote—Anglo-Irish soldier taken prisoner at the end of the War during the Battle of Yorktown.

Our trial will focus on three main areas:

1. English Law and the Rights of Englishmen

2. Enlightenment Philosophy

3. Welfare of Others (Native Americans, African Americans, Women)

The charges will be incorporated into these three areas.

Order of the Trial

1. Charges read

2. Opening Arguments (Attorney-in-Chief)

3. Presenting Evidence and Questioning Witnesses

4. Cross-Examination and Redirect

5. Closing Statements (secondary attorneys)

6. Deliberation and Verdict

List of Documents, Terms, and People

Declaration of Independence

Common Law

Magna Carta

English Civil War

Glorious Revolution – English Bill of Rights

House of Burgesses -- Mayflower Compact

Albany Congress

Stamp Act Congress

First and Second Continental Congresses

Olive Branch Petition

Whigs v. Tories

Navigation Acts

Salutary Neglect

Colonial Charters

Virtual representation

Dominion of New England

Hobbes and the Enlightenment Philosophers

List of Primary Source online resources

New York Times Preparing for a Mock Trial

Reading Schedule for Turning Points / AP US History 2016-2017

Readings are due on the day they are listed. All pages are from the American Pageant unless otherwise noted.

8/22 - M Zinn Chapter 38/23 – T Zinn Chapter 48/24 – W Teacher Workday (Study and read Zinn 5)8/25 – Th Test #2 (1-8) A/B IDs, Quotes, Sources8/26 – F Introduction to Constitutional Convention8/29 - M Constitutional Convention Day 18/30 – T Constitutional Convention Day 28/31 - W Constitutional Convention Day 3