THE AMERICAN REVOLUTION:

POLITICAL SLAVERY IN COLONIAL AMERICA

“No Taxation without Representation”

By: Ms. I. Garcia

iboose@Yahoo.com

A. Philip Randolph High School at City College

The American Revolution

PART I: INTRODUCTION

HISTORIOGRAPHY-The American Revolution was a Social, Political and Economic Revolution that heavily centered on the metaphoric use of slavery. Slavery, perhaps one of the oldest institutions in the world, became a political issue in America’s quest for Independence from her mother country, Great Britain. Ironically, colonial America was perhaps one of the largest holders of domestic and field slaves. How can the founding fathers justify their fear of being turned into slaves while they each owned at least 100 slaves?

BIG PROBLEMS IN THE AMERICAN COLONIES: The American Colonies felt they are being abused by King George III, of Great Britain. They were being overtaxed, excluded from laws that benefited Great Britain and forced to accept the rule of the Monarchy.

Who’s who across the Atlantic?

Royal representative-You have been sent by the King of Great Britain to investigate the claims of the American colonies. (See ‘the problem’)

American colonies-You are an American colonist (who owns 250 slaves) you, Alexander Hamilton, Thomas Jefferson, Benjamin Franklin and others are in search of independence from Great Britain for all of the abuses King George III has imposed upon you. What are some of the specific examples you could give to justify your need for Independence? How do you explain not wanting the King to turn all of you into slaves but you and all of the other founding fathers own hundreds of them?

PART II: THE TASK (WHAT YOU ARE GOING TO DO) the teacher will assign you a role.

ROYAL REPRESENTATIVES

1. It is your job to find out why the Americans are unhappy and why they want their Independence from Great Britain.

2. Research the claims that the Americans are making and give specific detailed examples as to what they are saying. (Remember you have to take this information back to the King)

3. You will create a one sheet report that includes;

a. The information the Americans said the King is guilty of committing.

b. What the King plans to do about the bad things the King has done. (Is he going to stop doing them? Or will he continue?)

c. A response as to whether or not the King will grant the American colonies independence.

AMERICAN COLONISTS

It is your job to draft (start writing) a letter to the King of Great Britain, claiming that you want to be Independent of them. (You no longer want to be a part of the Great Britain Empire)
You need to find three reasons why you feel you should be Independent from the British Empire.

Be sure to give details and very clear reasons that make sense. They should be based on real events that occurred in history.

Make sure your letter is formally written; remember this is to the King of Great Britain.

Do not use language that you use with your friends.

Your letter should include the following;

An introduction-what you are going to talk about. Introducing your topic/problem.
Several paragraphs-explaining/outlining your issues (grievances). Be very specific by giving examples and provide as much factual detail as possible.
Conclusion-Summarize your position and the facts. You may add any personal feelings or points that you feel will convey a strong argument. Note: Please do not include new information in the conclusion.

Part III

THE PROCESS (this will help you do the assignment)

1. You will be divided between An American Colonist and a Royal representative from Great Britain.

2. You will base your research and information on that position ONLY.

3. Use the hyperlinks that have been included in this website for you to use. HOWEVER, you can use the search engines that have been provided for you in order to locate your own information.

4. Follow the steps of the Public Policy Analyst (PPA) to suggest another policy (another decision) that may have prevented the American Revolution:

a. Define the Problem worksheet #1

b. Gather evidence worksheet # 2

c. Identify causes worksheet #3

d. Evaluate existing policy worksheet #4

e. Develop Solution worksheet #5

f. Choose the best solution worksheet #6

Part IV-Resources

SEARCH ENGINES:

www.google.com

www.encarta.com

http://www.multied.com/revolt/causes.html (causes of the revolution)

http://www.mce.k12tn.net/revolutionary_war/lesson_2.htmz (King George’s control)

http://www.mce.k12tn.net/revolutionary_war/timeline_of_the_american_revolut.htm (timeline of the American Revolution)

http://www.angelfire.com/md2/Ldotvets/revolution.html (statistics of the revolution)

http://www.fsmitha.com/h3/h32-rv.htm (Conflicts with England)

http://earlyamerica.com/earlyamerica/milestones/commonsense/text.html (Common Sense by Thomas Paine)

To read the declaration of Independence: (cut and paste)

http://www.maitreg.com/politics/documents/declaration.asp

STUDENT EVALUTATION: HOW YOU CAN YOU GET AN “A”

American Revolution letter

Oral Presentation Rubric

CATEGORY	4	3	2	1
Content	Shows a full understanding of the topic and uses many textual examples.	Shows a good understanding of the topic and uses some textual examples.	Shows a good understanding of parts of the topic and uses few textual examples.	Does not seem to understand the topic very well.
Props	Student uses several props that show considerable work/creativity and which make the presentation better.	Student uses 1 prop that shows considerable work/creativity and which make the presentation better.	Student uses 1 prop, which makes the presentation better.	The student uses no props OR the props chosen detract from the presentation.
Speaks Clearly	Speaks clearly and distinctly all the time, and mispronounces no words.	Speaks clearly and distinctly all the time, but mispronounces one word.	Speaks clearly and distinctly most of the time. Mispronounces no more than one word.	Often mumbles or cannot be understood OR mispronounces more than one word.
Collaboration with Peers (observed in groups)	Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.	Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

NEW YORK STATE STANDARDS

Social Studies

Standard 1 - History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Standard 5 - Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

English Language Arts

Standard 1: Students will listen, speak, read, and write for information and understanding; they will collect data, facts, and ideas and use electronically produced texts.

Standard 4: Students will listen, speak, read, and write for social interaction.

CONCLUSION

After having completed this web quest successfully, you have learned by the perspective of an American Colonist and a Royal Representative during the period of the American Revolution in America, you have also learned the six steps of the PPA. You have worked in groups and have produced a written and oral report.