Are There Instances of Raids Similar to the Boston Tea Party?

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1875 centennial tea party at Capitol
Question

The Boston Tea Party is well documented, but are there other instances of similar raids?

Answer

The Boston Tea Party was one of many of confrontations from Charleston, South Carolina, to York, Maine, in 1773 and 1774 to prevent shipments of East India tea from entering the Colonies.

Since 1767, boycotts and non-importation agreements in opposition to the Townshend Revenue Acts had promoted political networks and personal connections across the colonies. Perhaps most importantly, regardless of their success or failure, these early resistance actions created a growing sense of common cause among colonists that began to trump local insularity and economic, social, and geographic differences.

The British underestimated extent of colonial political mobilization and the adamancy of colonial commitment to "no taxation without representation," even though colonial opposition had influenced Parliament's repeal of the Townshend Acts in 1770 (with the exception of the tax on tea). In 1773, Britain then imposed the Tea Act, in an attempt to bail out the financially-ailing British East India Tea Company. The Act allowed the company to sell directly to America, thereby bypassing competitors, circumventing British taxation, and generating sufficient corporate income to avoid bankruptcy. The Act actually lowered the price of tea in America; colonists, however, perceived it as another scheme to circumscribe what they had come to define as their rights.

. . . revenue acts are opposite to the very idea and spirit of liberty . . . whenever Tea is swallowed, and pretty well digested, we shall have new duties imposed on other articles of commerce . . .

Colonists acted swiftly toward nullification, generating newspapers and broadsides urging colonists once again to refuse to buy imported goods. A strongly-worded article in the Pennsylvania Packet stated,". . . revenue acts are opposite to the very idea and spirit of liberty . . . whenever Tea is swallowed, and pretty well digested, we shall have new duties imposed on other articles of commerce."

In 1773, colonists consumed an estimated 1,200,000 pounds of tea annually, much of it smuggled from Holland. It was perhaps reasonable that the East India Company believed colonial resistance to buying their tea would dissolve if they could get tea to land and offer it for sale. They engaged ships scheduled to arrive simultaneously in November 1773 in Charleston, Philadelphia, New York, and Boston and made arrangements to find American brokers for their cargo—generally merchants whose personal loyalties lay with the Crown.

All these pre-arrangements made for a poorly-kept secret: American political activists were well apprised beforehand when and where the tea ships were going to try to make port and unload their cargo and news of activities at each port was immediately sent to the others so that all their actions could be coordinated.

In Lexington, ". . . they brought together every ounce contained in the town, and committed it to one common bonfire . . ."

Nowhere in the American Colonies was the East India Company able to sell its tea. Outside of Boston, colonists, merely by persuasion or by bullying the shippers and consignees, were able to prevent the landing of the tea into port—or at least its sale. In Boston too, more than a month before the Tea Party, a body of men gathered in the street outside the store of tea merchant Richard Clarke, demanded that the proprietor vow not to receive any tea shipments. One merchant wrote that the crowd, "not receiving such an answer as they demanded, they began an attack upon the store and those within, breaking down doors, flinging about mud, &c., for about an hour, when they began to disperse, and a number of gentlemen, friends of those agents coming to their assistance, they left the store and went upon change, but met with no further insult, tho' there is much threatening."

In Lexington, the inhabitants met and resolved not to use tea of any sort, no matter where it had come from, and to show their sincerity, "they brought together every ounce contained in the town, and committed it to one common bonfire." Boston, perhaps, was unique among the other major American ports insofar as its Colonial Governor, Thomas Hutchinson, was relatively eager to demonstrate to the "troublemakers," with whom he had already had a series of confrontations, that he was the supreme authority in the affairs of the Colony of Massachusetts. This certainly contributed to why events played out in Boston as they did. (Visit this Ask a Historian response for details of events in the Boston Harbor.)

Events that happened elsewhere, after the Boston Tea Party on December 14, 1773, were also later styled tea parties, linking them to the momentous action in Boston. Like the Boston Tea Party, they were efforts to reject tea shipments and to enforce a boycott of the East India Company's product.

Charleston

On December 3, 1773, Alexander Curling, the captain of the London, had brought a cargo of tea to port in Charleston, but its consignees had refused delivery. On December 22, a week after the Boston Tea Party, a committee of colonists told Curling to return the tea to England, but the captain balked. The customs collector then had the 257 tea chests seized for non-payment of customs duties, unloaded, and stored in a locked room in the Exchange building (they were sold in 1776, with the proceeds going to finance the Revolutionary cause).

In late June of 1774, Captain Richard Maitland brought tea into Charleston harbor aboard the British ship Magna Carta. When local officials confronted him, he told them he would return the tea to England, but local men boarded the ship after hearing rumors that he intended to sell the tea. Captain Maitland took refuge on board the 100-gun British man-of-war HMS Britannia. That ship landed seven chests of tea in Charleston on November 3, but local officials ordered the merchant consignees to dump it in the Cooper River "as an Oblation to Neptune," and in order to avoid mob violence, they did.

Philadelphia

On Christmas Day, 1773, three days after the tea from the London was seized in Charleston, the British ship Polly, laden with 698 cases of tea, sailed up the Delaware River toward Philadelphia and landed at Chester, Pennsylvania. Its captain, Samuel Ayres, was escorted into the city where he was met by a committee of hard men representing a mass meeting of perhaps 8,000 citizens who told him that he had better return the tea to England. They may have offered to pay some of his expenses and may also have drawn his attention to a broadside that promised to tar and feather him if he attempted to unload the tea. The broadside promised the same treatment to any river pilot who tried to bring the ship into Philadelphia and to any consignee who attempted to accept the shipment. The Polly sailed away without putting into port.

Boston

On December 10, just before the Boston Tea Party, the brig William, which had been headed to Boston along with the other tea-laden ships, wrecked off Provincetown. The ship's captain, Joseph Loring, off-loaded the 58 chests of its tea cargo before abandoning the ship, and sent it along to Boston for safe keeping, by agreement with the consignee, the son of Boston tea merchant Richard Clarke. Jonathan Clarke, who had rushed to Wellfleet to make the transfer, allowed his cousin there, David Greenough, to have two cases to sell on Cape Cod, a small amount of which he sold to a Colonel Willard Knowles, who also happened to be in charge of the town of Eastham's stock of ammunition. When their neighbors discovered what had happened, both men were brought into disrepute. Action erupted on March 7, 1774, when about 80 people unsuccessfully tried to "wrest the Towns Ammunition out of the Hands of Col. Knowles." Knowles's neighbors eventually forgave him, and Greenough apparently destroyed the rest of the tea from his two cases.

That left 56 chests of the William's cargo that had been sent to Boston. The Sons of Liberty quickly discovered where it was being kept and raided the place, but found only half of it, 28 cases, which they smashed and emptied into the harbor.

On March 7, 1774, as Colonel Knowles confronted his Eastham neighbors, and a day that Colonial Governor Thomas Hutchinson had proclaimed a day of public fasting, a band of men, evidently believing they had located some of the William's tea that remained, entered the Boston shop of tea merchant Davison, Newman, & Company (whose tea had been destroyed in the Boston Tea Party) and took 16 chests of tea down to the harbor, broke them open, and dumped the contents into the water. This has been referred to as the second Boston Tea Party.

Again, on the same day, March 7, 1774, King George III sent a message to the British Parliament, asking it to exact retribution for the destruction of tea in Boston. Parliament obliged him by passing the Boston Port Act, which would close the port to commerce, beginning on June 1.

New York City

On April 18, 1774, the Nancy, commanded by Captain Benjamin Lockyer, having been blown far off course by storms, finally anchored at Sandy Hook, "having on board something worse than a Jonah, which, after being long tossed in the tempestuous ocean, it is hoped, like him, will be thrown back upon the place from whence it came," according to the New York Journal. Its cargo consisted of 698 chests of tea. The consignees sent a note to him, saying they would not accept the tea because it would "expose so considerable a property to inevitable destruction." They advised Lockyer that, "for the safety of your cargo, your vessel, and your persons, it will be most prudent for you to return" to England. Members of the New York chapter of the Sons of Liberty took charge of the Nancy at Sandy Hook, and prevented its crew from deserting the ship, and escorted Lockyer into New York City, where he agreed to return to England with the tea and began procuring supplies to do so.

Meanwhile, on April 22, the ship London (which had been in Charleston in December) arrived, now under the command of a Captain Chambers. Although Chambers protested that he had no tea aboard, the Sons of Liberty had received word from Philadelphia that he was smuggling 18 chests, for his own profit, hidden among the ship's blankets. Chambers was taken into custody and members of the Sons of Liberty searched the ship, discovered the tea chests, broke them open, dumped the tea into the river, and brought the busted chests back to the city, where they were used to ignite bonfires in the streets. Chambers was threatened with his life, but he managed to escape, and made his way to the Nancy. A few days later, the ship sailed back to England with both Lockyer and Chambers aboard.

Princeton, New Jersey

One night in late January, 1774, Princeton College students from all the colonies broke into the College's storeroom, and then, as described by student Charles Beatty, "gathered all the steward's winter store of tea and having made a fire on the campus we there burned near a dozen pound, tolled the bell, and made many spirited resolves." They also made an effigy of Massachusetts Governor Hutchinson, tied a tea canister around its neck, and burned it in front of Nassau Hall. Students subsequently continued their agitations, including paying nocturnal visits in groups of 40 "drest in white," to local townspeople rumored to be tea drinkers, seizing their stock of tea, and burning it.

Chestertown, Maryland

On May 23, 1774, the local chapter of the Sons of Liberty, having heard that the Port of Boston was to be closed, and having passed a series of "resolves" against buying, selling, or drinking tea shipped from England, heard that the brig Geddes (which was possibly owned by the local customs inspector, William Geddes, who was also a merchant) had put into port in Chestertown with tea in its cargo. They boarded the brig by force and dumped its tea into the Chester River.

Some of the facts in this instance are a little spare—such as who owned the tea and where it had come from. Nevertheless, the city of Chestertown stages an enthusiastic reenactment of the "Chestertown Tea Party" every Memorial Day weekend.

Annapolis, Maryland

In the summer of 1774, Thomas Charles Williams, the London representative of an Annapolis merchant firm, tried to smuggle tea across the Atlantic into Annapolis by disguising nearly a ton of it in 17 packages labeled as linen, and loading it among the rest of the cargo on the brig Peggy Stewart. The captain of the brig, Richard Jackson, only discovered the true nature of the "linen" while at sea. A few years before, an Annapolis precedent had been set when its customs officer refused to allow any ships to unload any portion of their cargo until the tax on all of it had been paid. This now alarmed Captain Jackson because most of the rest of the Peggy Stewart's cargo consisted of 53 indentured servants.

The ship reached Annapolis on October 14, 1774, and Williams's business partners decided they wanted nothing to do with his attempt at smuggling. They could not think of risking the lives of the indentured servants by sending the ship back across the Atlantic during the storm season which had just begun. They paid the customs tax due and quickly got the human cargo ashore, leaving the tea onboard. The presence of tea aboard ship had inflamed public opinion in Annapolis. Williams and his business partners were threatened with lynching; their store and their homes, with destruction. To avoid that, the business partners offered to burn the Peggy Stewart, which they owned, along with its cargo, which they did, on the night of October 19. This came to be called the Annapolis Tea Party. The city of Annapolis marks this each year with a ceremony.

York, Maine

On September 15, 1774, the sloop Cynthia sailed into harbor at York, Maine, from Newfoundland with a cargo that included 150 pounds of tea for its owner, local judge and Tory sympathizer, Jonathan Sayward. The local Sons of Liberty noted its arrival and called a town meeting on September 23. Meeting participants voted to seize the tea, which was done against the objections of the ship's captain, Sayward's nephew, James Donnell. The tea was placed in a storeroom, "until further Discovery could be made." That night, "a Number of Pickwacket Indians" (so it was said) broke into the storeroom and made off with the tea. Two days later, however, it was mysteriously returned, so perhaps Sayward was able to drink his tea after all, without having to pay customs duty on it (because it had been stolen). This was later called the York Tea Party.

Greenwich, New Jersey

In the summer of 1774, the captain of the small ship, Greyhound, loaded with East India Company tea, was reluctant to try to unload his shipment in Philadelphia, so just before the Delaware Bay, he put into Cohansey Creek, and anchored at the little hamlet of Greenwich, New Jersey. There he unloaded his cargo, and it was put into the cellar of a Loyalist, Daniel Bowen, who intended to have it eventually carried overland into Philadelphia and to sell it there.

On the night of December 22, 1774, after planning in secret for several months, 40 locals dressed as Indians broke into Bowen's house, carried the cases of tea into a field, dumped the tea in a large pile, and set it all on fire. Those who participated in this tea party were arrested but were not convicted because the jury was in complete sympathy with them.

Bibliography

Benjamin W. Labaree, "Boston Tea Party: American Revolution,"United States at War: Understanding Conflict and Society, ABC-CLIO, January 7, 2009, http://www.usatwar.abc-clio.com (accessed January 2009).

T.H. Breen, The Marketplace of Revolution (Oxford: Oxford University Press, 2004), 294–331.

Francis Samuel Drake, Tea Leaves: Being a Collection of Letters and Documents Relating to the Shipment of Tea to the American Colonies in the Year 1773, by the East India Tea Company (Boston: A. O. Crane, 1884), 84–85, 256–259.

John R. Alden, A History of the American Revolution (New York: Da Capo Press, 1989), 138–140.

Ruth M. Miller and Ann Taylor Andrus, Charleston's Old Exchange Building: A Witness to American History (Charleston: The History Press, 2005), 26–28.

David Lee Russell, The American Revolution in the Southern Colonies (Jefferson, N.C.: McFarland, 2000), 46.

Edward S. Gifford, Jr, The American Revolution in the Delaware Valle (Philadelphia: Pennsylvania Society of Sons of the Revolution, 1976), 21-22.

Isaac Q. Leake, Memoir of the Life and Times of General John Lamb (Albany: Joel Munsell, 1850), 80–83.

Albert Ulmann, "The Tea Party New York Had," The New York Times, January 21, 1899, BR38.

Theresa Barbo, "A Bitter Wellfleet Tea Party," in True Accounts of Yankee Ingenuity and Grit from the Cape Cod Voice (Charleston: The History Press, 2007), 23–26.

Edwin Mark Norris, The Story of Princeton (Boston: Little, Brown, and Company, 1917) 78–79.

Willis Rudy, The Campus and a Nation in Crisis: From the American Revolution to Vietnam (Madison, N.J.: Fairleigh Dickinson University Press, 1996) 10–12.

Charles Edward Banks, The History of York, Maine, Volume 1 (Boston: Calkins Press, 1931), 386.

George Ernst, New England Miniature: A History of York, Maine (Freeport, ME.: Bond Wheelwright Company, 1961), 76.

"The Tea Party at York Maine," http://imaginemaine.com/Tea_Party.html (accessed January 2009).

Website of the annual Chestertown Tea Party Festival, http://www.chestertownteaparty.com/ (accessed January 2009).

Teaching the Declaration without Overwhelming Students

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photomechanical print, Writing the Declaration of Independence--1776, 28 July 19
Question

How might I teach the Declaration of Independence to high school students who are visual and verbal learners? What films or reading assignments will engage them, and yet not overwhelm them with the sometimes difficult wording of the Declaration itself?

Answer

Ah, the Declaration of Independence, a document so essential to understanding our American past and present that every student should read and learn about it. Luckily, its ideas and historical significance are truly engaging and can help make its difficult eighteenth century prose more accessible for our students.

Below are some ideas:

How about starting with an idea or line from the document? One of our favorites is the line regarding the right and duty for those threatened with absolute tyranny to “throw off such government.” This is one of several powerful ideas in the Declaration that can engage students before they confront the entire document. (It could also be just considering the document’s title! Declaring independence is something most adolescents can get their heads around and this can lead into exploring when and why this might happen and how one might frame such a declaration to win supporters. Consider what “The unanimous Declaration of the thirteen united States of America,” signaled to readers on both sides of the Atlantic and how they had gotten to this radical place.)

Considering the historical and contemporary significance of the document can also engage. Do students have a grasp of the road to Revolution, do they understand the chain of events and rising discontent in the Colonies? The risk to the signers? The historical moment? This background knowledge can help students in understanding the import of the document and its prose. Or look at instances where the document serves as a model (the Seneca Falls Declaration)
or reference point (MLK’s reference to it as “promissory note” in his I Have a Dream Speech)

As far as reading the document, we suggest two intertwined approaches (both to be used with a transcribed version).

1. Help students see the structure of the document so they know what to expect. Show them how it moves from initial paragraphs that get what the states are doing and why, to a list of specific grievances, to assurances that these are not capricious complaints or actions and then the ultimate declaration.

2. Plan activities where they read excerpts from the document closely and carefully. Phrases and sentences work here—select them carefully and scaffold student work with strategies like pair work, paraphrasing, and vocabulary help.

Some other ideas include:
Looking at the original document.

Sign the document. Have students find the anomaly (your signature) on a handout or decide whether to sign on themselves after considering the stories behind the signers and the historical moment.

Look at the rough draft of the Declaration or use this lesson plan which involves a careful comparison between the drafts.

For a primer on the document, see this historian’s helpful discussion that includes a consideration of the historical events surrounding the Declaration, analyses of particular excerpts and its consequences and legacy.

See the Library of Congress’ Web Guide

Connect with images. For example, this one or this one.

Admittedly, we focus on the reading of the document. There are several resources like the recent film National Treasure, the older film 1776, or the Independence episode of the recent TV miniseries John Adams that some teachers use to talk about the Declaration of Independence.

A new way to bring visual learners to the text of the Declaration is through YouTube. Your students may be interested in this video clip of well-known actors reading the Declaration in its entirety .

While these resources could be used to accompany the kinds of reading activities we mention here, it would be too bad if they trumped the actual Declaration, a document that talked about equality before our Constitution did and deserves every student’s eye.

Elizabeth Schaefer on the Interactive Declaration of Independence

Date Published
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Lithograph, The Declaration Committee, 1876, Currier and Ives, LoC
Lithograph, The Declaration Committee, 1876, Currier and Ives, LoC
Lithograph, The Declaration Committee, 1876, Currier and Ives, LoC
Article Body
The Library of Congress's Interactive Declaration of Independence

The Library of Congress has created a brilliant interactive tool for studying the Declaration of Independence in your classroom. It allows in-depth primary source research while lending itself naturally to reading skills and reinforcing good writing behavior. I explain some of the activities that I used, but there is a wide range of possibilities with this tool.

What is It?

The template for the computer interactive is a real rough draft of the Declaration of Independence, complete with edits made by Thomas Jefferson, John Adams, and Benjamin Franklin. On the "Overview" page, students can scroll their mouse over Thomas Jefferson's original script, transforming sections from the original handwriting to student-friendly printed font with word-processor-style edits.

The remaining tabs highlight specific concepts included in the Declaration (All Men Are Created Equal, Pursuit of Happiness, Consent of the Governed, Train of Abuses, and Slavery). For each section, four antecedent sources can be chosen which relate to the same concept and in some cases, use the same words.

Why Do I Love It?

Watching the Declaration warp time zones is equally thrilling for my students and me. It has a magical quality to it. Suddenly the students are excited about reading the Declaration of Independence! The interactive creates the best of both worlds—allowing students to see the original primary source but also helping them to understand it. Not only is the text teaching them history, but the visuals also prompt many critical questions:

They actually had to go back and rewrite this whole thing? What if Jefferson messed up writing at the very end—did he have to start all over? Did they have white-out? Did they use rulers? Where did they learn to write like that? Could everyone write like that?

Students see the handwriting of Jefferson, Adams, and Franklin and suddenly these old guys become real people.

Plus students see the handwriting of Jefferson, Adams, and Franklin and suddenly these old guys become real people. The students develop historic connections outside of the overt goals of the lesson, which I believe is the key to growing lifelong learners.

The interactive allows a range of lesson aims, a variety of historic analyses and skill levels, and a relevant and effective background for reading and writing support. The literacy skills and the focus are up to you but Jefferson is setting the example!

The interactive supports a range of lesson aims and a variety of historic analyses and skill levels, and makes a relevant and effective background for reading and writing extension activities. The literacy skills and the focus are up to you, but Jefferson is setting the example!

How Can I Use It in the Classroom?


My actual lesson included a three-page packet with very specific steps for the students. Below is a sampling of some activities that I used.

Primary Source Observations
The "Overview" page explains what the source is. Once students read this, you can ask a variety of questions about the document. You can use your typical observation format, but due to the large amount of information, I recommend that you select a more narrow focus.

For our initial observations, I asked the students to specifically pay attention to the edits made on page one. The students described what they thought the document was and then were asked about the type of edits.

Ex.: Which of the following did Thomas Jefferson do? (Check all that apply)

Changed words
Added words
Deleted words
Borrowed from other documents
Got peer edits. If so, from whom?

Identifying the Philosophy of Government
The next step was to discover the big ideas Thomas Jefferson communicates in the Declaration. This focused on the tabs labeled "Pursuit of Happiness," "Consent of the Governed," and "All Men are Created Equal," which highlight specific sentences from the document. The students filled in the sections with missing words or translated challenge vocabulary (CH). Note that the gray words are not included.

Ex.: "Consent of the Governed" section

Instituted = Made
Deriving = Getting
Consent = Permission

"that to secure these rights, ___________ [governments] are (CH) ___________ [instituted] among men, (CH) ___________ [deriving] their just powers from the (CH) ___________ [consent] of the governed."

Reading Support
These "Philosophy of Government" sections are ideal for supporting the reading area that your students are working on without confusing them by breaking the flow of your lesson. In my class, the students had to identify either the main idea of each section or Jefferson's purpose in including the sentence. They were therefore practicing testing skills in a way that was relevant and useful to our class. These sections can be applied to just about any reading skill "flavor-of-the-week."

Ex.: "Consent of the Governed" section

Who do you think "the governed" are?

What is Thomas Jefferson's purpose in using this sentence?

a. To inform the readers of how the king rules
b. To describe the Roman government
c. To explain how government should be
d. To support a monarchy government

Reviewing Content
In the next section, I instructed the students to view King George's offenses against the colonies by skimming pages two and three in the "Overview" section. The students' goal was to recognize the significant acts and events that we had discussed. They then recorded the section's specific passages mentioning taxation without representation, the Quartering Act, and the Boston Massacre Trials.

Advanced Source Comparisons
The Library of Congress selected specific reading and research material on Thomas Jefferson and paired it with the sections in the interactive Declaration of Independence. The reading was dense for the majority of my students, but I did ask, in the "All Men Are Created Equal" section, which of the documents they thought fit most closely with Jefferson's words.

The Other Side

On the top of page three, they were shocked to discover "merciless" and "savage."

Once the students are all settled on and happy that Jefferson believes "All Men Are Created Equal," we went backwards and looked a little closer. First, they were instructed to find the words Jefferson used about the American Indians in the text. On the top of page three, they were shocked to discover "merciless" and "savage."

Then we looked closer at the "Slavery" tab which describes the original words about slavery included in the draft of the Declaration of Independence, as well as the fact that they were all deleted. The students answered questions about which states were especially against including slavery and then they made connections. I closed with the questions, "Do you agree with the philosophy of government written in the Declaration of Independence?" and "Do you think the Continental Congress truly agreed with this philosophy of government?"

More Ideas?

If you develop new ways to use this interactive or have success with the Constitution version, please share your experience! I would love to hear some new ideas for this resource.

[Note: If you would like to respond to Liz Schaefer, comment to this entry, or email info@teachinghistory.org. We'll make sure she receives your feedback!]

For more information

HBO's miniseries John Adams includes a scene where Benjamin Franklin and John Adams edit Thomas Jefferson's rough draft of the Declaration, making some of the changes evident in the original draft. Remember to remind students that this scene was created based on the draft. We have no way of knowing exactly when or how the Founding Fathers discussed these changes.

Explore the Declaration on other websites with the National Archives and Records Administration's Our Documents or Charters of Freedom exhibits.

Interpreting the Declaration of Independence by Translation

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Logo, Interpreting the Declaration of Independence by Translation
Annotation

The complex practice of translating historical documents is explored in this site that provides 11 historical translations of the American Declaration of Independence into Behasa Melayu (Malay language), French, German, Hebrew, Italian, Japanese, Polish, Russian, and Spanish, along with 16 essays (2,500 to 10,000 words) that discuss these and other translations. The site reproduces a Journal of American History roundtable, published in March 1999, and includes introductory essays that discuss the endeavor of placing American history into a transnational perspective. Of great interest are five "'naive' retranslations back into English so that those who don't know the different languages can get a sense of how some key concepts and words have been rendered." This site is of great value not only for those interested in the new field of translation studies, but for all historians and students concerned with the importance of linguistic issues for historical interpretation.

Documents from the Continental Congress and Constitutional Convention Anonymous (not verified) Fri, 01/25/2008 - 22:21
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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 jbuescher Mon, 09/21/2009 - 11:37
field_image
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 jbuescher Mon, 11/02/2009 - 09:28
field_image
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."