No Taxation without Representation

Notice posted by Chairman of the Committee for Tarring and Feather, Boston 1773

Introduction

Soon after the French and Indian War, the British government started to tighten their control over their American colonies in order to better protect it as well as pay for it’s protection. As years went on and laws increased on how the colonists were to be governed and taxed Americans increasingly became dissatisfied with those acts. Imagine you are a Dutch observer of these events living in New York City in the beginning of 1775. You are asked to investigate how the British goal of control and protection developed into American dissatisfaction with the laws and taxes the British government enacted on the colonists originally for their benefit. Now colonists are taking to the streets proclaiming “no taxation without representation.” It seems to you that the standoff is increasingly becoming more violent as the months go on; it looks like war is inevitable.

Son’s of Liberty Tarring and Feathering a Tax Collector

Task

As a Dutch observer you are to write a well researched essay (4-5 pages) on the state of Colonial-British relations. The Dutch nation is extremely interested in the outcome of the events in American since it is an essential part of the Dutch trading empire. They are looking forward to reading your report of the events of the past decades so they can decide how to deal with the situation in regards to trade and relations with both sides.

Paul Revere’s engraving of the Boston Massacre (1770)

Process

You are to research both the British and Colonial viewpoint by looking at the various resources available. During this process you are to define your task by following the below steps.

Step 1: Identify the problem

Why were the colonists angry? Why were the British so stubborn? Complete the worksheet at this link. This will help you define your problem more clearly.

Step 2: Gather the Evidence

In this step you are to research and gather your data. What evidence supports the Colonial perspective? What supports the British perspective? Make sure you use several primary sources that support your specific problem. Complete the worksheet attached to this link to help you organize your ideas.

Step 3: Determine the Causes

What were the causes for Colonists to grow angry at their British government? Why did the British try to enforce taxes and acts on the 13 colonies? This step will help you create a detailed account of the causes of this anger. Make sure you complete the worksheet and include specific examples.

Step 4: Evaluating the Policy

What was the outcome of both the British and Colonial actions in the 13 colonies? What were both the positive and negative outcomes? What would you say to your superiors in The Netherlands on who they should support? This link will help organize your ideas and answer these questions, make sure you complete the worksheet attached to this link.

REMEMBER: To complete all the steps by answering the worksheets for each step.

Finally you are to use what you have gathered and write a well written paper (4-5 pages) that addresses the above steps and task.

Resources

Below are a list of the resources, some are more specific than others. Use the generic websites to help hone your answers to your problem. The more specific websites and documents will allow you to answer the later steps in your process.

American Documents Petition of the Virginia House of Burgesses to the House of Commons 1764 Pennsylvania Assembly on Stamp Act 1765 New York Merchants Non-importation Agreement 1765 Jenyns on taxes Boston Non-importation agreement 1768 Massachusetts Circular Letter to the Colonial Legislatures, 1768 NY Sons of Liberty, 1773 Letters to a Farmer Plan for Union - 1774

British Documents Proclamation of 1763 Sugar Act 1764 Repeal of Stamp Act 1766 Declaratory Act 1766 Townsend Act 1767 Circular Letter to the Governors in America, 1768 Quartering Act 1774 Burke speech to Parliament Pitt's Speech on the Stamp Act - 1775

Evaluation

Rubric on which your essay will be graded

CATEGORY	4	3	2	1
Introduction (Organization)	The introduction is inviting, states the main topic in an original sentence and introduces the content of the essay.	The introduction clearly states the main topic as a paraphrase and introduces the content of the essay, but is not particularly inviting to the reader.	The introduction states the main topic, but it is copied from the theme. It does not adequately introduce the content of the essay nor is it particularly inviting to the reader.	There is no clear introduction of the main topic or content of the essay.
Content	Thoroughly addresses all aspects of the task.	Addresses all aspects of the task, but may do so unevenly.	Addresses most aspects of the task or addresses all aspects in a limited way.	Makes little effort to address most aspects of the task.
Accuracy of Facts (Content)	All supportive facts are reported accurately.	Almost all supportive facts are reported accurately.	Most supportive facts are reported accurately.	NO facts are reported OR most are inaccurately reported.
Analysis	Shows an ability to analyze and evaluate the topic.	Shows an ability to analyze and evaluate the topic by including some analysis.	Shows an ability to analyze and evaluate the topic, but not in any depth.	Develops a weak or faulty analysis or evaluation of the topic.
Conclusion (Organization)	The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at."	The conclusion is recognizable and ties up almost all the loose ends.	The conclusion is recognizable, but does not tie up several loose ends.	There is no clear conclusion, the paper just ends.

Conclusion

By the summer of 1775, many American colonists had already made up their mind about taxation and British rule. Colonists had for too long put up with the laws and acts passed by a British Parliament that did not represent their needs either in spirit or in direct representation. Their resentment of the British Crown would grow to fervor. As the year progresses and the military engagement of Lexington and Concord takes place it cements this resentment. The American Revolution had begun.

New York State Social Studies Learning Standards Met:

Standard 1: History of the United State and New York

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.

• Key Idea 1: Explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans.

· Key Idea 2: Investigate key turning points in New York State and United States history and explain why these events or developments are significant.

· Key Idea 3: Gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States. Describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions. Classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious.

· Key Idea 4: Consider the sources of historic documents, narratives, or artifacts and evaluate their reliability. Compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts. Describe historic events through the eyes and experiences of those who were there.

Standard 5: Civics, Citizenship, and Government

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 U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

· Key Idea 1: consider the nature and evolution of constitutional democracies.