Documents from the Continental Congress and Constitutional Convention

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Image, "The. . . Colonies Declared. . . ," William Hamilton, 1783, LoC
Annotation

These 274 sources focus on the work of the Continental Congress and the drafting and ratification of the Constitution, including manuscript annotations. The collection includes extracts of the journals of Congress, resolutions, proclamations, committee reports, and treaties. In addition, there are documents relating to the Constitutional Convention of 1787, extracts of proceedings of state assemblies and conventions relating to the ratification of the Constitution, several essays on the ratification of the Constitution, and early printed versions of the U.S. Constitution and the Declaration of Independence.

There are 253 titles dating from 1774 to 1788 relating to the Constitutional Congress and 21 dating from 1786 to 1789 relating to the Constitutional Convention. Two timelines cover the period 1764 to 1789 and an essay entitled "To Form a More Perfect Union" provides historical context for the documents through an overview of the main events of the era of the Revolution.

Coming of the American Revolution, 1764-1776

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Detail, The Boston-Gazette, and Country Journal, Number 779
Annotation

A well-designed introduction to the major political events in Massachusetts that preceded and coincided with the beginning of the American Revolution. This website provides a series of 15 essays on the Sugar Act, the Stamp Act, the Sons of Liberty, the Townshend Acts, boycotts, the Boston Massacre, the Committees of Correspondence, the Tea Party, the Coercive Acts, the First Continental Congress, Lexington and Concord, the Second Continental Congress, the Battle of Bunker Hill, George Washington, and the Declaration of Independence.

Each of these essays is keyed to a selection of the site's more than 150 primary documents—letters, newspaper articles, government acts, broadsides and more—that are available in high-resolution scanned versions on the site. The essay on the Declaration of Independence, for example, links to images of the various drafts of the document, as well as letters between John and Abigail Adams exalting over the Declaration.

The website also has brief biographies of the political actors in the historical drama that was unfolding. In addition, the website has a section that approaches the same material with lesson plans and curriculum objectives appropriate for the use of American history teachers. A short orientation for students is also included.

Charters of Freedom

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Declaration of Independence, NARA
Annotation

Featuring the Declaration of Independence, the Constitution, and the Bill of Rights, this exhibit presents these three founding documents and several interactive tools for exploring them and their historical context. A transcription of the Declaration of Independence, for example, is accompanied by images of the original document and the 1823 William J. Stone engraving on this site. Three related documents—the Virginia Declaration of Rights and two scholarly articles—(approximately 8,000 words each) provide further context. One article details the history of the Declaration and includes a bibliography of eight titles while the other examines its language and "stylistic artistry."

Examine documents and events related to the making of the charters and then explore the larger impact of these documents from the 18th century to the present.

Why Was the Boston Tea Party Not Stopped by British Troops?

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Destruction of Tea at Boston Harbor, lithograph N. Currier, 1846
Question

Why were the Sons of Liberty not stopped by British troops as they boarded three ships in Boston Harbor on Dec. 16, 1773 (Boston Tea Party)? Were there no Redcoats patrolling the area? How long did the Boston Tea Party last? An hour, two hours? Why weren't they apprehended?

Answer

The tea was on three privately owned merchant ships. One hundred and fourteen chests were on board the Dartmouth, the first ship to arrive in port. The other two ships, the Eleanor and the brig Beaver carried 228 chests between them, along with other cargo. As the ships sailed into Boston Harbor, they each passed by Castle William to the south, which was under the command of a British officer and had upwards of a hundred cannon. When the ships came into the harbor, but before they docked, port officials boarded them. That meant that they had officially reached port and that their movements were now under the command of port officials instead of their captains.

Behind the tea-laden ships, British Admiral John Montagu brought a squadron of warships to prevent the colonists from forcing the ships back out to sea before they were unloaded. This put the captains (and the ships' owners) in a bind. If the tea wasn't unloaded, customs weren't paid. And if the ships tried to sail back out of port, Montagu would stop them and charge them with failing to pay customs on their cargo that was due, according to him, because they had already entered port.

After a few days, the colonists had the ships come in close to Griffin's Wharf. The Sons of Liberty organized a continuous watch of the vessels. Twenty-five men on each shift ensured that the ships were not unloaded under the cover of darkness, or at least to sound an alarm if there was an attempt. The ships' captains came ashore and left the mates on board. The situation remained the same for more than two weeks.

Inside Castle William

Thomas Hutchinson, the royal governor of colonial Massachusetts, clearly understood that the colonists were angry, but he did not anticipate that they would damage the cargo. He was counting on the fact that after 20 days without having paid customs, the customs authorities—with the assistance of British sailors and soldiers—could legally impound the tea from the ships, and then, from Castle William, disburse it in small amounts to a few merchants who could resell it. This would circumvent the colonists' effort to make sure that the tea did not enter Massachusetts. Hutchinson and the apprehensive merchants who were willing to receive the tea had holed up with the troops in Castle William.

Boston was not under martial law, so soldiers were not policing the city, although Hutchinson could have brought a detachment of soldiers in, had he known beforehand the particulars of a threat. He did not post a military guard at the wharf, however, perhaps to avoid provoking a confrontation with the crowds keeping watch there.

On December 14th, when the 20 days of waiting were almost up, Hutchinson wrote his brother Elisha about the excited Bostonians, "I hardly think they will attempt sending the tea back, but am more sure it will not go many leagues: it seems probable they will wait to hear from the southward, and much may depend on what is done there." (Hutchinson, 96) Yet Hutchinson also believed the colonists might take some form of direct action if an attempt was made to land the tea onto the wharf.

Down at the Wharf

Just after six o'clock on the night of December 16, 1773, a group of about 60 men daubed their faces with burnt cork, coal dust, or donned other makeshift disguises, armed themselves with hatchets, and formed a raiding party. Some of them styled themselves "Indians."

They made their way to the wharf. The Sons of Liberty's watch was already there, and still others joined them, either to assist or simply to see what was happening. The raiding party formed three groups of 50 each, and boarded all of the nearly deserted ships at about the same time. They met no resistance.

Lendall Pitts, the commander of the group that boarded the brig Beaver, "sent a man to the mate, who was on board, in his cabin, with a message, politely requesting the use of a few lights, and the brig's keys—so that as little damage as possible might be done to the vessel;—and such was the case. The mate acted the part of a gentleman altogether. He handed over the keys without hesitation, and without saying a single word, and sent his cabin-boy for a bunch of candles, to be immediately put in use." (Thatcher, 181–2).

The moon shone brightly too, so their work was well lit. The night was very quiet and neither the crowd on the wharf nor the raiding party spoke much. Onlookers at the wharf, as well as the men on some of the closer British ships, however, quite distinctly heard the sounds of the chests being staved in.

The party quickly brought the 342 chests of tea (a total of 90,000 lbs.) onto the deck. They split them open and threw the tea and the chests overboard into the harbor. The party took care that no other property on board the ships was harmed, and that none of the raiders took away any of the tea. They even swept the decks clean of loose tea when they were done. They worked quickly, apprehensive of a possible attack from Admiral Montagu's squadron, part of which was only a quarter of a mile away.

Montagu watched the affair from the fleet, but he took no action because of the cargo ships' position next to the wharf. "I could easily have prevented the Execution of this Plan," he wrote the following day in a report, "but must have endangered the Lives of many innocent People by firing upon the Town." (Labardee, 145) Instead, he rowed ashore and watched from a building nearby, even briefly exchanging taunts with the Indians.

The tea party lasted three hours, finishing around nine o'clock. The raiding party then formed in rank and file by the wharf, and, shouldering their hatchets, marched, accompanied by a fifer, back into town, dispersed, and went home.

The next morning a large, winding mound of loose tea still floated in the harbor, and a party of colonists rowed out in boats and sank it down into the waters with their oars. The British fleet witnessed this, too, but did not interfere.

The disguised men's identities were kept secret by their fellow Bostonians, and Governor Hutchinson was unable to charge the members of the raiding party, but Parliament responded five months later (news traveled back and forth across the ocean very slowly then) with a series of measures meant to force Boston to heel.

Bibliography

Benjamin Bussey Thatcher ("A Bostonian") et al, Traits of the Tea Party; being a memoir of George R. T. Hewes, one of the last of its survivors; with a history of that transaction; reminiscences of the massacre, and the siege, and other stories of old times (New York: Harper & Brothers, 1835).

Peter Orlando Hutchinson, The Diary and Letters of His Excellency Thomas Hutchinson, Esq. (Boston: Houghton, Mifflin, & Co., 1884). Benjamin Woods Labaree, The Boston Tea Party (New York: Oxford University Press, 1964).

Founding Documents

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Signature of George Mason
Question

In trying to set up a lesson describing the Four Major Founding Documents of the United States of America, there was debate as to the fourth. The U.S. Constitution, the Declaration of Independence, and the Articles of Confederation are typically considered the founding documents, but what is widely believed to be the fourth document?

Answer

I have not found a commonly agreed upon list of precisely four documents. History lessons that focus on the founding documents, however, invariably include the Declaration of Independence and the Constitution. They also include the Bill of Rights, but because these are amendments to the Constitution, sometimes they are folded into the Constitution, along with the other amendments.

The Meanings of "Founding"

From there, filling out a short list of four—or a few more—documents largely depends on how we construe the meaning of the word "founding."

Filling out a list depends on how we construe the meaning of the word "founding."

If it means foundational for the initial establishment of the U.S., that is, what got the country up and running, we could consider adding the Federalist (and perhaps the Anti-Federalist) Papers or the Articles of Confederation. Other documents strongly affecting the founding itself included John Locke's Two Treatises of Government, and even, at long range, the Magna Carta. Also, as precedent to the Bill of Rights, we might include George Mason's Virginia Declaration of Rights. Along these lines, therefore, a list of "the Four Major Founding Documents" that could be studied in class might be: 1) the Declaration of Independence, 2) the Constitution, 3) the Bill of Rights, and 4) the Federalist/Anti-Federalist Papers.

If "founding," however, means foundational for clarifying how we have come to understand our country today, the list of documents grows in a different direction and becomes difficult to limit.

If "founding," however, means foundational for clarifying how we have come to understand our country today, the list of documents grows in a different direction and becomes difficult to limit. Some candidates for inclusion might be the Mayflower Compact, the Northwest Ordinances, the Emancipation Proclamation, the Gettysburg Address, the Seneca Falls Declaration of Sentiments, and the "I Have a Dream" speech by Martin Luther King, Jr.

Several years ago, the National Archives and Records Administration collected a list of 100 milestone documents in American history called Our Documents. The list begins, chronologically, with the Richard Henry Lee Resolution of June 7, 1776, proposing independence for the American colonies, and runs through the Voting Rights Act of 1965.

For more information

National Archives, "Teaching With Documents: U.S. Constitution Workshop":
http://www.archives.gov/education/lessons/constitution-workshop/

John J. Patrick, "Teaching America's Founding Documents," ERIC Digest, November 2002:
http://findarticles.com/p/articles/mi_pric/is_200211/ai_3178660388/

Bibliography

Images:
1876 facsimile of the text of the Declaration of Independence as it appeared in the Pennsylvania Packet, July 8, 1776.

Signature of George Mason, 1785, from the George Mason Manuscript Collection, Gunston Hall, Virginia.

Detail of copy of the Constitution of the United States, National Archives and Records Administration, Washington, DC.

Boston's Bloody Affray

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Paul Revere's etching of the Boston Massacre
Question

What was the document that Samuel Adams wrote right after the Boston Massacre in which he called the event a massacre?

Answer

Soldiers had been brought to Boston in 1768 to help enforce the Townshend Acts and keep the peace in the restive city. They were under orders not to use their weapons against the citizenry. The soldiers found themselves the object of Boston's hatred. The workers on the docks and at the city's ropewalk were particularly belligerent. They taunted and insulted the soldiers and brawled with individuals or small groups of them, sometimes using cudgels.

On the evening of March 5, 1770, on King Street, a soldier guarding the Customs House sent word for reinforcements because he was being confronted by a group of rowdy men and boys, some of whom had armed themselves with staves. A small detachment of soldiers appeared as the crowd in the street also increased. Taunting and jeering led to physical fighting and some of the soldiers then fired into the crowd, killing five people.

Samuel Adams

The following day, a town meeting was held in Boston's Faneuil Hall and a committee of 15 men was formed, among them Samuel Adams. Adams had already addressed the crowd, although what he said was not recorded. Accounts of the events of the few days after the affair described Adams as the "controlling mind" of the committee, even though he was not always officially in its front rank. The committee immediately met with the lieutenant governor, Thomas Hutchinson, and demanded that the troops be removed from the city.

The town meeting did not dissolve, but instead adjourned, giving a warrant to a committee—formally consisting of James Bowdoin, Joseph Warren, and Samuel Pemberton but also consisting of four others, including John Hancock and Samuel Adams—that they investigate the affair and report back to the reconvened meeting on March 12. The committee's warrant read, "What steps may be further necessary for obtaining a particular account of all proceedings relative to the massacre in King-street . . ." This is the first evidence of the mention of the word "massacre," but newspaper accounts a week after the incident said that on the day following the incident, as people in the surrounding regions heard news of the "massacre," they began streaming into Boston.

The committee's report, delivered to the reconvened meeting on the 12th, gave an account of the affair. It contained the sentence, "An inquiry is now making into this unhappy affair; and by some of the evidence, there is no reason to apprehend that the soldiers have been made use of by others as instruments in executing a settled plot to massacre the inhabitants." The members of the committee, including Samuel Adams, signed the report.

The members of the committee, including Samuel Adams, signed the report.

The committee may have admitted that there was no evidence that the affair was the result of a premeditated "plot to massacre the inhabitants," but it did not hesitate to characterize it as a "massacre." Newspaper and broadside accounts, dated from the day of the committee report, called it "this horrid Massacre." Paul Revere's well-known and somewhat inaccurate colored engraving of the affair, which was labeled, "The Bloody Massacre," was issued on the same day.

The town meeting's committee, of which Samuel Adams was a member, then wrote a longer account, called "A Short Narrative of the Horrid Massacre," and submitted it a week later under the signatures of the formal heads of the committee, Bowdoin, Pemberton, and Warren. The meeting accepted it and had it printed, and copies of it were immediately sent to England in order to give an account of the events that would help shape the reporting of the event there. Calling it a "massacre," rather than a "riot," a "tragedy," or a "disturbance," as the soldiers and colonial officials were inclined to do, went far toward absolving the residents of Boston of blame for the incident and indicting public opinion against the soldiers. In addition, calling it a "massacre," rather than a "murder," suggested that it might have been organized, and not a spontaneously unfolding event.

St. George's Fields

Aside from that, however, the word "massacre" had a particular resonance that was well understood on both sides of the Atlantic. Calling the event in Boston a "massacre" evoked an event that had occurred two years earlier, in 1768, in a section of London known as St. George's Fields. A crowd of almost 15,000 people gathered there to protest the imprisonment of John Wilkes, a radical member of the House of Commons convicted of libeling the King and his ministers. Soldiers had been guarding the prison, and under provocation, fired into the crowd, killing 7 people, including one young man mistaken for a rioter by several soldiers who pursued, cornered, and shot him in a stable. The St. George's Fields riot was quickly termed the St. George's Fields "massacre" by some of the London press.

The St. George's Fields riot was quickly termed the St. George's Fields "massacre" by some of the London press.

From prison, Wilkes had corresponded with the Sons of Liberty in Boston, who were inspired by his radicalism. He had written them a letter referring to the "horrid Massacre," meaning the affair in St. George's Fields. In another letter, he suggested that the massacre had been planned in advance by the government, and that, for this reason, forces of a standing army were brought in to use against civilians. The members of the Boston Committee, in reporting that they found no evidence that the event in Boston had been premeditated by the government or the soldiers, may have been primed by Wilkes to consider that possibility.

After the St. George's Fields massacre, Dr. John Free, Chaplain of Christ Church, Oxford, preached a fiery sermon, denouncing the deaths as murders. The sermon was printed as a pamphlet and quickly found its way across the Atlantic. London broadsides, newspapers, and pamphlets also rapidly appeared in the American colonies, where they were reprinted in local papers. Essentially, many Americans believed that they were one in a cause with Wilkes and other English radicals who were being oppressed by arbitrary laws and an oppressive "ministerial conspiracy."

Historian Pauline Maier points to the reporting in the Boston Gazette of March 12, 1770, which said, "A more dreadful Tragedy has been acted by the Soldiery in King-Street, Boston, New-England, than was sometime since exhibited in St. George's Field, London, in Old England, which may serve instead of Beacons for both Countries." Some London papers also linked the two events.

After the Boston Massacre, John Lathrop, Pastor of the Second Church in Boston, preached a sermon entitled "Innocent Blood Crying to God from the Streets of Boston," which very deliberately echoed Dr. Free's earlier sermon.

Bostonians interpreted the events in their city as an eerie repetition of the "St. George's Fields Massacre," and their labeling of the affray in Boston as a "massacre"—and even "this horrid Massacre," echoing Wilkes' description of St. George's Fields—cemented that connection.

Bibliography

John Free, England's Warning Piece; shewing the supreme and indispensable authority of the laws of God; and the impiety, and fatal consequences of screening, and abetting murder. A sermon occasioned by the untimely death of Mr. William Allen the Younger who was most inhumanly murdered near his father's house, by an arbitary [sic] military power, on Tuesday, the 10th of May, 1768. London: printed for the author, and sold by W. Bingley; and Mrs Shepherd, at the end of Horsemonger-Lane, Southwark, where the murder was committed, 1768.

John Lathrop, Innocent Blood crying to God from the Streets of Boston—A sermon occasioned by the horrid Murder of Messrs. Samuel Gray, Samuel Maverick, James Caldwell, and Crispus Attucks, with Patrick Carr, since dead, and Christopher Monk, judged irrecoverable, and several others badly wounded, by a Party of Troops under the Command of Capt. Preston, on the 5th of March, 1770, and preached the Lord's Day following. Boston, 1770.

James Bowdoin, Joseph Warren, Samuel Pemberton, A Short Narrative of the Horrid Massacre in Boston: perpetrated in the evening of the fifth day of March, 1770, by soldiers of the 29th Regiment, which with the 14th Regiment were then quartered there; with some observations on the state of things prior to that catastrophe, Printed by order of the town of Boston. Boston, 1770.

Samuel Adams, Harry Alonzo Cushing, The Writings of Samuel Adams: 1770-1773, Volume 2 (New York, NY: G. P. Putnam's Sons, 1906).

John K. Alexander, Samuel Adams: America's Revolutionary Politician (Lanham, Md.: Rowman & Littlefield, 2002).

Arthur Hill Cash, John Wilkes: The Scandalous Father of Civil Liberty (New Haven, Conn.: Yale University Press, 2006).

James Kendall Hosmer, Samuel Adams (Boston: Houghton, Mifflin, 1885).

Frederic Kidder, History of the Boston Massacre, March 5, 1770: consisting of the narrative of the town, the trial of the soldiers; and a historical introduction, containing unpublished documents of John Adams, and explanatory notes (Albany, N.Y.: Joel Munsell, 1870).

Pauline Maier, From Resistance to Revolution: Colonial Radicals and the Development of American Opposition to Britain, 1765-1776 (New York: W. W. Norton, 1991).

John C. Miller, Sam Adams: Pioneer in Propaganda (Stanford, Calif.: Stanford University Press, 1936).

Images:
"A particular Account of the most Horrid Massacre…," Heading of a broadside printed in Boston, March, 1770; detail of Paul Revere's engraving, "The Bloody Massacre perpetrated in King-Street Boston on March 5th 1770 by a part of the 29th Reg't."

Taxation to Revolution

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Impress, Acton, Conservative and Unionist Central Office, 1968, Higher unemploym
Question

What taxes were the colonists required to pay by the British around the years 1760-1776?

Answer

After British victory in the Seven Years War (1756-1763), Parliament attempted to better organize the British Empire. Among other things, Parliament, led by the ministry of George Grenville, enacted the Sugar Act of 1764 and the Stamp Act of 1765, and so for the first time taxed the British North American colonies. The Sugar Act amended the Molasses Act of 1733 by lowering the duty on French West Indian molasses from 6d per gallon to 3d. Reducing the duty made purchase affordable and so encouraged what the higher duty had discouraged.

The colonists denounced the Sugar Act. They reasoned that British subjects had a sacrosanct right to have their property protected. The power to tax threatened property unless the taxing body was chosen by the tax payers and also had to pay the same taxes it required others to pay. The British House of Commons met neither requirement when it taxed the colonies, and so the colonists concluded that taxation without representation violated property rights.

The colonists made the Stamp Act unenforceable

The colonists made the same argument in response to the Stamp Act. But the Sugar Act was enforced primarily on the oceans and by the navy, meaning that the colonists could not physically prevent the tax from being assessed. The stamp tax required that to be legal most paper products—newspapers, court documents, marriage licenses, wills, even playing cards and dice—carry an official stamp. To work the tax depended on colonists within colonial communities selling the stamps, making suspected stamp distributors vulnerable to the pressure of their neighbors. The Grenville ministry announced the stamp tax in February 1765 to go into effect in November. In the intervening months the colonists protested, rioted, and intimidated anyone suspected of taking the office of stamp distributor. Led by the Sons of Liberty, the colonists made the Stamp Act unenforceable before it even began. In 1766 the new Rockingham ministry repealed the Stamp Act but only amended the Sugar Act lowering the duty to 1d per gallon. The experience showed that the colonists opposed all parliamentary taxation but that they could much more easily prevent internal taxes than external ones.

The Chatham ministry came to power in 1767 and enacted new taxes, the Townshend Acts, that year. These external taxes taxed lead, glass, paint, and especially tea. The Townshend Acts provoked the same ideological criticism and led colonists to have grave concerns that British liberty was not safe within the empire. Because the taxes were external they were much harder to prevent but by 1769 the colonists had organized a boycott movement. Growing tensions caused troops stationed on the western frontier to be reassigned to Boston, which led to the famous Boston Massacre on March 5, 1770. The new first minister, Lord North, had already decided to repeal most of the Townshend Acts, which were threatening to tear apart the empire.

It was reasoned that no colonists could fear an act that made them drink cheaper tea

In 1770 North repealed all of the acts except for the tax on tea, the most lucrative of the taxes. The remaining tax kept relations tense and suspicious. Finally in 1773 North sought to resolve the impasse. He replaced the last Townshend Act with the Tea Act of 1773. The act was meant to bail out the East India Company, make clear Parliament’s authority to tax the colonies, and make the price of tea cheaper for colonists than it had been before. North reasoned that no colonists could fear an act that made them drink cheaper tea. He was wrong and the Boston Sons of Liberty threw 342 chests of tea into Boston Harbor on December 16, 1773. The Boston Tea Party destroyed tea worth £11,000 or about $1.5 million today. That was the last tax Parliament ever imposed in the colonies. The Tea Party caused the passage of the Coercive Acts of 1774, which were punitive laws meant to punish Massachusetts, but were not taxes. The Coercive Acts led to the first and second Continental Congresses and, ultimately, to the declaration of independence. So taxes did not cause the American Revolution, but taxation without representation did create a climate of suspicion and fear that provoked the events which did.

For more information

Carp, Benjamin. Defiance of the Patriots: The Boston Tea Party and the Making of America, first edition. New Haven: Yale University Press, 2010.

Jensen, Merill. The Founding of a Nation, A History of the American Revolution 1763-1776 Oxford: Oxford University Press, 1968.

Picturing the American Revolution

Bibliography

Maier, Pauline. From Resistance to Revolution: Colonial Radicals and the Development of Opposition to Britain, 1765-1776. New York: W. W. Norton & Company, 1992.

Morgan, Helen and Edmund S. Morgan. The Stamp Act Crisis: Prologue to Revolution Chapel Hill: The University of North Carolina Press, 1995.

Thomas, P.D.G. (Peter). Townshend Duties Crisis: The Second Phase of the American Revolution, 1767-1773 Claredon Press, Oxford University Press, 1987.

What If...?: Reexamining the American Revolution

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Revolutionary war image, Brown University
Question

What would have happened if the Patriots had been defeated in the War of Independence?

Answer

It is fascinating to consider what might have happened had the American patriots lost their war against Great Britain. Certainly British victory in the conflict was entirely plausible. Indeed, given the significant disparities in resources between the British and the colonists, such an outcome seemed not just possible but likely early on, and at numerous points during the conflict. The Patriots lacked a professional army, a central government, and a navy; the 13 colonies were geographically dispersed and lacked Britain’s political unity. The Patriots waged their war for independence against the world’s premier military and its most powerful empire, only a decade and a half removed from its great triumph over France in the Seven Years’ War.

It is impossible to know with certainty what would have happened if the colonies had lost the War of Independence. Historians refer to such “what if?” as counterfactuals—because they occur in an imagined world where a different sequence of events took place, there is by definition no factual evidence on which to base historical analysis. Without documentary sources to work with, answers to these questions are speculative by nature. Nevertheless, it is possible to make some educated guesses about the nature and probability of different outcomes.

Some historians have argued that the consistent application of either of these policies might well have resulted in British victory in the war’s first few years.

Certainly the timing of the Patriot defeat would have had an important effect on the events that followed. The War of Independence was a protracted struggle (it remained America’s longest war until the Vietnam War in the 1960s), and throughout the conflict the British alternated between coercive policies and conciliatory policies. At moments, the British seemed intent on punishing the rebelling Patriots so harshly that they lost the will to continue their military struggle; at other moments, the British pursued far more generous policies intended to pacify the colonists and persuade them to willingly give up their struggle for independence. (Several historians have suggested that the vacillation between the two policies itself undermined the royal cause. When pursuing a policy of coercion, they appeared cruel; when pursuing policies of conciliation, they appeared weak. Refusing to commit fully to either strategy since it made the British seem indecisive and weak-willed.) Some historians have argued that the consistent application of either of these policies might well have resulted in British victory in the war’s first few years. Instead, their alternation between carrot and stick dragged out the war and contributed to the colonists’ growing resolution.

Whether the Patriots surrendered during a period of British conciliation or during a period of more punitive British policy would have had significant impact on the terms of the peace that followed. Had the British prevailed during one of the periods in which Parliament took a more severe approach to prosecuting the war, it is not difficult to imagine fairly harsh treatment for many of the rebellious colonists. Certainly some of the most influential instigators and leaders of the independence movement would have received unforgiving treatment from their conquerors: in the eyes of Parliament, of course, the Patriot cause was not an independence movement but blatant treason against the crown.

Surrender during one of these punitive phases would have had some serious consequences for the defeated. At least some key figures in the rebellion would have been tried and imprisoned if not executed outright. Larger numbers of Patriot supporters would likely have been stripped of their land or possessions; some may have been forced to flee. Here the real-life experience of British loyalists in the colonies following the British defeat at Yorktown is instructive. British surrender forced many of those families to forfeit their land and businesses; finding the newly-independent colonies an extremely unwelcoming place for those who had supported the losing side, many fled to British-controlled Canada to avoid further persecution.

Had the British defeated the colonists during a more conciliatory phase, it seems likely that their treatment of most of the Patriots would have been substantially more generous. Many of Parliament’s attempts to persuade the rebelling colonists back into the empire rather than force them militarily were, after all, predicated upon fairly liberal terms: in many cases, Patriots who surrendered their arms and took oaths of loyalty to the crown would be spared the most harsh punishments. Because failure to abide by those promises could have been politically disastrous for the British, it is plausible to imagine much more forgiving terms at particular junctures in the war.

...it is not difficult to imagine that, like Canada, the colonies might ultimately have broken away, gradually and peacefully, to become an independent political entity several generations later.

Speculating as to the long-term results of a British victory in the War of Independence is necessarily even more vague. It is somewhat difficult to imagine the British ruling the expanding colonies indefinitely; as Thomas Paine wrote in Common Sense, the notion of a relatively tiny island ruling a land so great in both territory and population in perpetuity was a difficult one to reconcile. Here again the real-life experience in North America may provide some useful insight: it is not difficult to imagine that, like Canada, the colonies might ultimately have broken away, gradually and peacefully, to become an independent political entity several generations later.

Given that it took enormous determination, military aid from the French, and more than a little luck for the colonists to defeat the British in the War of Independence, it is perfectly reasonable to speculate as to what might have happened if the colonists’ military fortunes had stumbled. By definition, counterfactual questions can never be answered with precision; in this case, the combination of historical guesswork and real-life examples can lead us to a number of plausible outcomes depending on the nature of the Patriots’ defeat.

Prequel to Independence

Teaser

Teach your students about causality with this useful activity.

lesson_image
Description

Students view primary and secondary sources that represent events leading up to the publication of the Declaration of Independence and place them in chronological order.

Article Body

Teaching the events leading up to the Declaration of Independence is routine in many American history classrooms. This lesson consists of a brief sequencing activity followed by a written assessment and is a good activity to use in conjunction with other activities on this topic. Students view a collection of 10 historical documents representing events leading up to the Declaration of Independence. Each document includes an image of the original document and brief explanatory details. After putting the documents in their proper sequence, students are prompted to write one to three paragraphs describing the sequence of events leading to the publication of the Declaration of Independence, using the documents they have just sequenced as specific examples.

While the activity is simple and short, it can help to lay the foundation for a lesson on contextualization, as students place documents in chronological order and see them in the context of surrounding events. Additionally, this lesson provides an excellent opportunity to analyze the nature of cause and effect and teachers could augment the lesson by having students explain how specific events are related to one another as well as to the Declaration of Independence.

This lesson is one of a large collection of similar activities in which students engage with historical documents. Teachers can register with the website for free and create their own activities using a large searchable database of primary and secondary sources.

Topic
Pre-American Revolution, Cause and Effect
Time Estimate
1 Class Session (or less)
flexibility_scale
3
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
Limited, but a brief explanation and some background information are included with each document.

Rubric_Content_Read_Write

Yes
In addition to reading the documents, students are required to write a brief essay explaining how the documents fit together at the end of the lesson.

Rubric_Analytical_Construct_Interpretations

No
Students put events in chronological order using provided materials.

Rubric_Analytical_Close_Reading_Sourcing

No

Rubric_Scaffolding_Appropriate

Yes

Rubric_Scaffolding_Supports_Historical_Thinking

No
While background information is provided for each document, handwriting in some of the documents may be difficult for students to decipher. Teachers probably want to let students know ahead of time what sort of information they should look for in each document.

Rubric_Structure_Assessment

Yes
If the activity is completed on the website, the teacher may opt to receive an email for each student with the student’s written response, and a report of the student’s accuracy in placing the events in order.

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes

Creating the United States

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In this online exhibition from the Library of Congress you will find three primary source documents—the Declaration of Independence, the U.S. Constitution, and the Bill of Rights—along with more than 350 other related sources including laws, acts, essays, letters, political cartoons, and more. The exhibit displays images of the documents in their original and in interactive forms.

Each of the three major documents appears on the home page. Clicking on a link that begins "Read more about the history of..." takes you to a collection of short (1-2 paragraph) essays on steps in the process of creating the document, with each step accompanied by related primary sources. By clicking on a link that begins “View all items from Creating the...” you are taken to a page where you can view all the available documents related to the major document.

Rather than presenting the documents as works that spontaneously came about, this site can be used to teach and learn about the steps that led to the writing of the documents. For example, if you are interested in documents that were written prior to the U.S. Constitution, you can find more than 50 primary sources related to and predating the U.S. Constitution, including the Articles of Confederation and Thomas Jefferson writing on black education. If you are overwhelmed by the number of sources, you can create a free myLoC account where you can download, save, and store the documents you are interested in.

The best part of the website is that you can interact with the documents, completely dissecting them. (In order to interact fully with the documents you need Microsoft Silverlight, free to download on the site.) Clicking on “Interactives” in the menu at the top of the screen takes you to the interactive documents. Once you choose a document, the screen splits in two; on the left an explanatory text overview appears and on the right the original handwritten primary source. By clicking the “Explore” icon and then "Show Themes" on the right-hand side, you can explore the many themes of the primary source. For example, if you click on "Explore" and "Show Themes," the exhibit highlights parts of the document related to “The Pursuit of Happiness,” "Consent of the Governed," or three other themes. Click on a section marked with "The Pursuit of Happiness" on the Declaration of Independence, and you will see an overview/explanation of the idea on the left. Then you have the option of clicking “Where does this idea come from?” Clicking on that brings up documents that are related to the theme, such as Two Treatises of Government by John Locke, with the related passage in each highlighted.

Clicking on "Explore" also lets you click on "Transcribe." "Transcribe" pops up a window that you can drag over the primary source. The window shows a transcription of the handwritten text beneath it, including any changes the writer made to the document.

Teachers as well as students in grades 6-12 will find this website useful in learning about the history of each of the three major primary sources and about where the ideas in these documents come from.

Teachinghistory.org Teacher Representative Karla Galdamez wrote this Website Review. Learn more about our Teacher Representatives.