Coming of the American Revolution, 1764-1776

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Detail, The Boston-Gazette, and Country Journal, Number 779
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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
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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).

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.

Access to Archival Databases

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Logo, National Archives
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The National Archives has created this vast database of electronic records (85 million records on the date visited) from federal agencies and from collections of donated historical materials. Search and browse functions extend throughout the database, and the collection can also be browsed by pre-set subject categories or by time spans. All records are electronic texts. There are no scanned images of documents, photographs, or microfilm.

A very small sampling of the records: Ships and passengers who arrived in New York during the Irish Potato Famine, 1846–1851; Red Cross records of WW2 Allied POWs; descriptive indexes of flood photographs from FEMA (1989–2004); helicopter air sorties flown in Vietnam (1970–1975); documentation from the Historic American Buildings Survey (1933–1997); and records about worker-initiated strikes and employed-initiated lockouts (1953–1981).

Reconstruction

Description

Donald L. Miller and Waldo E. Martin, Jr. follow the Civil War from after the Battle of Vicksburg to its conclusion and into Reconstruction, from 1863 to 1875. The presentation looks at the Battle of Gettysburg and the Gettysburg Address; Lincoln's reelection and assassination; Reconstruction challenges and policies, including the expectations of the newly freed slaves; the presidencies of Andrew Jackson and Ulysses S. Grant; and the reemergence of white supremacy and racial violence in the South.

African-American Perspectives: Pamphlets from 1818-1907

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Image, Pamphlets from the Daniel A. P. Murray Collection, 1818-1907
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Nineteenth-century African American pamphlets and documents, most produced between 1875 and 1900, are presented on this website. These 350 works include sermons, organization reports, college catalogs, graduation orations, slave narratives, Congressional speeches, poetry, and play scripts.

Topics cover segregation, civil rights, violence against African Americans, and the African colonization movement. Authors include Frederick Douglass, Booker T. Washington, Ida B. Wells-Barnett, Benjamin W. Arnett, Alexander Crummel, and Emanuel Love. Publication information and short content descriptions accompany each pamphlet.

The site also offers a timeline of African American history from 1852 to 1925 and reproductions of original documents and illustrations. A special presentation "The Progress of a People," recreates a meeting of the National Afro-American Council in December 1898. This is a rich resource for studying 19th- and early 20th-century African American leaders and representatives of African American religious, civic, and social organizations.

Africans in America

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Image for Africans in America
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Created as a companion to the PBS series of the same name, this well-produced site traces the history of Africans in America through Reconstruction in four chronological parts. The site provides 245 documents, images, and maps linked to a narrative essay.

"The Terrible Transformation" (1450–1750) deals with the beginning of the slave trade and slavery's growth. "Revolution" (1750–1805) discusses the justifications for slavery in the new nation. "Brotherly Love" (1791–1831) traces the development of the abolition movement. "Judgment Day" (1831–1865) describes debates over slavery, strengthening of sectionalism, and the Civil War. In addition to the documents, images, maps, and essay (approximately 1,500 words per section), the site presents 153 brief (150-word) descriptions by historians of specific aspects on the history of slavery, abolition, and war in America. The site provides a valuable introduction to the study of African-American history through the Civil War.

Constitution Day 2010

Date Published
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Photo, recommended reading, March 18, 2008, neon.mamacita, Flickr
Article Body

Every September 17, Constitution Day calls on teachers to memorialize—and critically engage with—Constitutional history in the classroom. But what approach to the Constitution should you take? What quality teaching resources are available? How can you interest your students in a document that is more than 200 years old?

In 2008, Teachinghistory.org published a roundup of Constitution Day resources. Many of those resources remain available, but online Constitution Day content continues to grow. Check out the sites below for materials that recount the Constitutional Convention of 1787, compare the Articles of Confederation with the Constitution, explore U.S. Supreme Court cases that have interpreted the Constitution, and apply the Constitution to contemporary debates.

Online Resources

The Library of Congress's Constitution Day page collects the full text of the Constitution, Bill of Rights, and Amendments, as well as the Federalist Papers and the Articles of Confederation. Lesson plans for grades 6–12 accompany the documents. The page also includes short suggested reading lists for elementary, middle, and high school, and links to relevant Library of Congress American Memory collections, such as Documents from the Continental Congress and the Constitutional Convention and the papers of James Madison, George Washington, and Thomas Jefferson. Also check out the Library's collection of primary sources "Creating the United States."

You can find an elegant, simple presentation of the Constitution on the National Archives' Constitution Day page. Check out their high-resolution PDF of the original document, part of NARA's 100 Milestone Documents exhibit.

If the Constitution is proving a difficult read for your students, try the National Constitution Center's Interactive Constitution. Search the text by keyword or topic, and click on passages that are unclear to find explanatory notes from Linda R. Monk's The Words We Live By: Your Annotated Guide to the Constitution. The Constitution Center also offers its own Constitution Day page, with a short video on the creation of the Constitution, interactive activities, and quizzes.

If you're not already familiar with EDSITEment, created by the National Endowment for the Humanities, take a look through their extensive collection of lesson plans. A quick search reveals more than 90 lessons related to the Constitution.

Interested in bringing home to students the Constitution's importance today? The New York Times' Constitution Day page links current events to the Constitution in more than 40 lesson plans. The Times also invites students to submit answers to questions such as "Should School Newspapers Be Subject to Prior Review?" and "What Cause Would You Rally Others to Support?"

Can't find anything here that sparks your interest or suits your classroom? Many more organizations and websites offer Constitution Day resources, including the Bill of Rights Institute, the American Historical Association, Annenberg Media, and Consource. (Check out our Lesson Plan Reviews for a review of a lesson plan from Consource on the Preamble to the Constitution.)