Chapter 5: The American Revolution TIPS AND TIMING This chapter covers key concepts from Historical Time Period 3: 1754-1800. In this very important chapter, students should focus more on the causes of the American Revolution and the impact the war had on the United States than on the battles. There are not many questions about battles (if any) are on the AP U.S. History exam. Students will need to understand why the Americans produced the Articles of Confederation during the war as opposed to a stronger document like the U.S. Constitution. Students will need to identify the strengths and the appeal of the Articles from the perspective of the American Patriots and the members of the Second Continental Congress. Students should also understand the social impact of the American Revolution especially on the changing role of women and, most importantly, the changes that occurred with slavery, since several newly independent states brought slavery to an end. This would lead to increasing controversy between the states as the U.S. developed. critical period the period of time the U.S. was governed by the Articles of Confederation-- and analyze the events that led the founding fathers to recognize that a change was needed in how America was run. THEMES The AP instructional strategies discussed below for Chapter 5 of American History focus especially, but not exclusively, on the following themes developed by the AP U.S. History Development Committee: Identity, Peopling, Politics & Power, America in the World, Environment & Geography, and Ideas, Beliefs, & Culture. This chapter follows the Curriculum Framework key concepts 3.1.I.C, 3.1.II.B, 3.1.II.C, 3.2.I.B, 3.2.I.C, and 3.2.IIIA. See this chapt appendix for specific examples from American History of these thematic learning objectives.
CHAPTER OBJECTIVES At the end of their reading, students should be able to explain: The historical debate concerning the nature of the American Revolution and the reasons for disagreement. American war aims, the problems experienced by the Revolutionary The goals and influence of the Declaration of Independence. The impact of the Revolution on women, African Americans, and Native Americans. The types of governments created by the new states and the important features in their governments. The contribution of the Enlightenment to the American Revolution and the modern notion of revolution. ESSENTIAL TERMS Each of the terms on the next page contributes to a comprehensive understanding of the American Revolution and its aftermath. As your students define these terms, encourage them to demonstrate why each person, event, concept, or issue is important to a thorough understanding of this chapter. American Patriots Articles of Confederation Benedict Arnold Common Sense Daniel Shays George Washington John Burgoyne John Locke Joseph and Mary Brant Lord Cornwallis Loyalists (Tories) Nathanael Greene Saratoga Second Continental Congress Thomas Jefferson Thomas Paine William Howe Yorktown Teachers have the flexibility to use these Suggested Examples from the AP s: Iroquois Confederacy Abigail Adams Brinkley, American History: Connecting with the Past, 14 th Edition Chapter 5
ESSENTIAL QUESTIONS What were the different views concerning declaring independence? (Thomas Paine). Is this a valid statement? What were the roles of women, Africans, and Indians during the American Revolution and how did their lives change as a result of the war? Did the Articles of Confederation meet the needs of the nation? Why or why not? Why would the newly independent states reject the idea of a strong central government in 1776? WARM-UP Images from the text: The British Surrender [pg. 130] and Revolutionary Soldiers [pg. 137]. After looking at the prints, have students answer the following in class: What do these prints as a whole tell you about these battles? What similar themes do they share? Who do you think was the intended audience? For extra credit, urge some students to create a drawing or a political cartoon from the perspective of an English officer. FEATURED LESSONS AND ACTIVITIES 1. Have students read Common Sense by Thomas Paine. (Go to the Primary Source Investigator website at http://www.mhhe.com/psi and search Common Sense.) Discuss its role in pre-revolutionary America, and have students include their thoughts about the following: Compare Paine's criticism of England in this introduction with that of the Declaration of Independence. Do both make the same kinds of complaints? Is one more penetrating and sweeping than the other? How does Paine turn the local struggle of American colonists into a larger struggle for human liberty? Is he correct in his characterization of England and the American Independence movement? In his grievances against the King? What does Paine point to in the English system that violates human freedom, and, thus "common sense"? Do you think this argument for common sense is persuasive? Why or why not? 2. Ask them to examine the painting, Molly Pitcher at the Battle of Monmouth, June 1778, before conducting research about Molly and to provide evidence to support the legend. (Go to the Primary Source Investigator website at
http://www.mhhe.com/psi and search Molly Pitcher.) On the day the assignment is due, facilitate a discussion about why myths such as Molly Pitcher and her alleged actions during the Revolutionary War persist regardless of contradictory evidence. 3. Using language from the Northwest Ordinance of 1787 and drawing upon what you have learned about the Ordinances of 1784 and 1785, describe the most important aspects and primary accomplishments of each. Specifically, what were the accomplishments of and problems arising from the Ordinance of 1787? DISCUSSION QUESTIONS 1. 2. or lightly punished, but the man who dares to rebel against the laws of a 3. s. Rebellion reflect the attitudes and economic problems after the Revolution? 4. What were the British and American military strategies during the Revolutionary War? 5. What title is most appropriate: The American Revolution or the War for Independence? Why? SHORT-ANSWER QUESTIONS 1. A) Briefly describe ONE of the grassroots movements that fueled the independence movement, and why they wanted to go to war. Use ONE piece of historical evidence to support your explanation. B) Compare your answer to ONE of the colonial reasons for going to war for independence. Some things to look for in the student response: Thomas Paine wrote Common Sense, a pamphlet advocating for freedom from British rule that sold over 100,000 copies in its first few months and stirred up popular support for independence. Brinkley, American History: Connecting with the Past, 14 th Edition Chapter 5
Slaves were recruited by both British and Americans and were promised freedom for their efforts. In fact, the British helped many slaves escape the South during the war. Some native Americans joined the British side in an effort to stop the flow of white settlers into tribal lands but others supported the Americans. Many of the colonial elites supported the fight for independence often for economic reasons e.g., that closed the colonies to all overseas trade. Thomas Jefferson and other elites gave voice to lofty ideals about the the writing of the Declaration of Independence. Catholics were urged to support the independence effort by Maryland Catholic and statesman, Charles Carroll. Some women joined the independence effort, attacking occupying British soldiers when they were required to house and feed them. Others joined their male relatives at the camps of Patriot armies and helped in cooking, laundry and nursing. Some, like Molly Pitcher, even engaged in combat. 2. A) Describe ONE way the Articles of Confederation divided political power, and explain ONE reason why it was written that way. B) Briefly describe ONE result of the Articles of Confederation being written this way. Some things to look for in the student response: The articles attempted to balance state sovereignty with an effective national government. Because the articles were designed to protect states' rights, they set the following limits on congressional authority: Congress could not draft soldiers or regulate trade, and states, not Congress, had the power to tax Congress could only raise money by asking states for funds, borrowing from foreign governments, and selling western lands. The articles included no provisions for national courts and a chief executive, nor did they establish a republican government. Members of the Confederate Congress were selected not by the people but by state governments, and power was concentrated in a single assembly, rather than divided, as in the state governments, into separate houses and branches.
Distribution of Political Power: Pendleton notes specific weakness, especially that one state can prohibit the passage of something agreed upon by the other twelve, that the Confederate government cannot deal Economic Issues: Weaknesses are apparent especially in Article VIII only the states can raise taxes, not the national government; Article IX giving Congress important powers, but only with the consent of nine states; and Article XIII changes in the articles cannot be made without full consensus of every state. Foreign Policy: The national government could send one diplomat to represent all thirteen states but foreign countries could establish economic relations with each state individually. Countries did not have to negotiate with the U.S. for treaties as they could strike deals with different states. The national government could declare war on a foreign power but could not raise an army. LONG-ESSAY QUESTION 1) Analyze the extent to which the colonists were unified in their emerging conception of national identity just prior to the American Revolution. Some things to look for in the student response: On the eve of the Revolution, Americans were both united and divided. United: Americans agreed that the British had overstepped their authority, especially in terms of taxation without representation, forcing Americans to house British troops, and restricting their civil liberties. They agreed that colonial legislatures had created good and just laws and political structures that should be the primary governing bodies of colonial Americans. They largely agreed that all white men were equal in the eyes of the law and in the importance of a patriarchal society. Divided: Americans were divided between Loyalists to the Crown and Patriots for independence. At the beginning of the war, the Patriots were further divided about the purpose of the war one group led by John Adams, Samuel Adams, and Richard Henry Lee supported complete independence from Britain, while the other group led by John Dickinson hoped the Crown would address colonial grievances and Brinkley, American History: Connecting with the Past, 14 th Edition Chapter 5
support modest reforms that would, in turn, encourage an early reconciliation. The Patriots were further divided about the nature of their new government should it be centralized with power flowing from a strong national authority, or should the power be decentralized with ultimate authority held by the states? Despite the fact that at the beginning of the war Americans were largely divided among themselves Americans were able to unite long enough to win a war against the greatest world power and create a new and viable government. These divisions would, however, resurface by the late 1780s and contribute to the creation of a new constitutional form of government. HISTORICAL THINKING /ANALYSIS SKILLS ACTIVITIES Interpretation : The American Revolution [pgs. 134-135] and assess how historians have debated the origins of the American Revolution. How has the interpretation of the origins of the war changed over time? What might account for the different interpretations? How has history itself impacted the interpretation of American history? Comparison Have students compare and contrast the extent to which the Articles of Confederation were effective in the division of political authority between the national government and the states, economic issues, and foreign policy. Appropriate Use of Historical Evidence Have students read Common Sense by Thomas Paine. Discuss its role in pre-revolutionary America, and have students compare Paine's criticism of England in his introduction to that of the Declaration of Independence. Do both make the same kinds of complaints? Is one more penetrating and sweeping than the other? How does Paine turn the colonial struggle into a larger struggle for human liberty? Is he correct in his characterization of England and the American independence movement? In his grievances against the King? What does Paine point to in the English system that violates human freedom and, thus, "common sense"? Do you think this argument for common sense is persuasive? Explain. CONSIDER THE SOURCE Have students research articles on the role of women during the American Revolution. Analyze the contributions of women in battle such as Molly Pitcher and the ideals upheld by women such as Abigail Adams. How did women support the revolutionary cause? [A good video source would be Volume One of the PBS series Liberty! entitled Reluctant Revolutionaries where Abigail Adams shares her insight into the events leading to the American Revolution.]
RECOMMENDED MOVIES Ask your students to watch the movie, The Patriot (2000, rated R) or 1776 (1972, rated PG). Then, assign the following questions: What new information does this production tell you about the Revolutionary War? Do you think this film is a realistic portrayal of the historical event? Why or why not? Be specific. Extension/Extra Credit: Ask students to research using the Internet the historical accuracies and inaccuracies of the film. Have them write down at least three inaccuracies they were able to find. Ask: What did learning about these inaccuracies teach you about viewing soactive observers rather than passive observers of films? Brinkley, American History: Connecting with the Past, 14 th Edition Chapter 5
APPENDIX: SAMPLE EXCERPTS PERIOD 3: 1754 1800 KEY CONCEPTS 3.1 3.2 3.2 SUPPORTING CONCEPTS 3.1.II. 3.2.I. 3.2.I. THEMATIC LEARNING OBJECTIVES WOR-1 Explain how imperial competition and the exchange of commodities across both sides of the Atlantic Ocean influenced the origins and patterns of development of North American societies in the colonial period WOR-2 Explain how the exchange of ideas among different parts of the Atlantic World shaped belief systems and independence movements into the early 19th century CUL-4 Analyze how changing religious ideals, Enlightenment beliefs, and republican thought shaped the politics, culture, and society of the colonial era through the early Republic Sample excerpts from BRINKLEY'S AMERICAN HISTORY that support the THEMATIC LEARNING OBJECTIVES Central to this transformation of the war was American success in winning support from abroad indirectly from several European nations and directly from France. Even before the Declaration of Independence, Congress dispatched representatives to the capitals of Europe to negotiate commercial treaties with the governments there; if America was to leave the British Empire, it would need to cultivate new trading partners. (p. 142) But the growing support for independence remained to a large degree unspoken until January 1776, when an impassioned pamphlet appeared that galvanized many Americans. It was called, simply, Common Sense. Its author, unmentioned on the title page, was thirty-eight-year-old Thomas Paine, who had emigrated from England to America fifteen months before. (p. 132) Anglicanism survived in America, but the losses during the Revolution permanently weakened it. The Revolution weakened the Quakers in Pennsylvania and elsewhere. They incurred widespread unpopularity because of their pacifism, which destroyed much of the social and political prestige they had once enjoyed. While the war was weakening the Anglicans and the Quakers, it was strengthening the position of the Roman Catholic Church.... The French alliance brought Catholic troops and chaplains to the country, and the gratitude with which most Americans greeted them did much to erode old and bitter hostilities toward Catholics. (p. 147)
3.2 3.2.III. ID-4 Explain how conceptions of group identity and autonomy emerged out of cultural interactions between colonizing groups, Africans, and American Indians in the colonial era More difficult to resolve was the question of slavery. In areas where slavery was already weak in New England, where there had never been many slaves, and in Pennsylvania, where the Quakers opposed slavery it was abolished relatively early. Even in the South, there were some pressures to amend or even eliminate the institution; every state but South Carolina and Georgia prohibited further importation of slaves from abroad, and South Carolina banned the slave trade during the war. Virginia passed a law encouraging manumission (the freeing of slaves). 3.2 3.3 3.2.III. 3.3.I. WOR-2 Explain how the exchange of ideas among different parts of the Atlantic World shaped belief systems and independence movements into the early 19th century POL-1 Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period Nevertheless, slavery survived in all the southern and border states. There were several reasons: racist assumptions among whites about the inferiority of blacks; the enormous economic investments many white southerners had in their slaves; and the inability of even such men as Washington and Jefferson, who had moral misgivings about slavery, to envision any alternative to it. (p. 153) The Declaration's ringing endorsement a phrase borrowed from an earlier document by Jefferson's fellow Virginian George Mason later helped inspire movements of liberation and reform of many kinds in the United States and abroad, among them the French Revolution's own Declaration of the Rights of Man. (p. 133) In Boston, members of the legislature, including Samuel Adams, denounced Shays and his men as rebels and traitors. When winter came, the rebels advanced on Springfield, hoping to seize weapons from the arsenal there. An army of state militiamen, financed by a loan from wealthy merchants, set out from Boston to confront them. In January 1787, this army met Shays's band and dispersed his ragged troops. (p. 157) Brinkley, American History: Connecting with the Past, 14 th Edition Chapter 5
3.3 3.3 3.3.II. 3.3.II. POL-1 Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period PEO-4 Analyze the effects that migration, disease, and warfare had on the American Indian population after contact with Europeans On paper at least, the western land policies of the Confederation created a system that brought order and stability to the process of white settlement in the Northwest. But in reality, order and stability came slowly and at great cost, because much of the land the Confederation was neatly subdividing and offering for sale consisted of territory claimed by the Indians of the region. (p. 156) Violence between whites and Indians on the Northwest frontier reached a crescendo in the early 1790s. In 1790 and again in 1791, a group of tribes led by the famed Miami warrior Little Turtle defeated United States forces in two major battles near what is now the western border of Ohio; in the second of those battles, on November 4, 1791, 630 white Americans died in fighting at the Wabash River (the greatest military victory Indians had ever or would ever again achieve in their battles with whites). (p. 156)