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Exam 2: Chapter 5: “The American Revolution” Key Terms/Persons 1. Anglicization - In other ways, eighteenth-century colonists were becoming more culturally similar to Britons, a process often referred to as Anglicization. 2. Sugar Act (1764) - The Sugar Act sought to combat widespread smuggling of molasses in New England by cutting the duty in half but increasing enforcement. The Sugar Act canceled trials-by-jury for smugglers. It primarily affected merchants. 3. Stamp Act (1765) - The act required that many documents be printed on paper that had been stamped to show the duty had been paid, including newspapers, pamphlets, diplomas, legal documents, and even playing cards. The Stamp Act created a new, direct (or “internal”) tax. It directly affected numerous groups throughout colonial society, including printers, lawyers, college graduates, and even sailors who played cards. 4. Olive Branch Petition - assured the king that the colonists “most ardently desire[d] the former Harmony between [the mother country] and these Colonies.”

Review Questions 1. Concerning the competing understandings of the British Empire that emerged after the Glorious Revolution (1688), explain the views of the Old Whigs and Tories. Old Whigs and their Tory supporters envisioned an authoritarian empire, based on conquering territory and extracting resources. They sought to eliminate Britain’s growing national debt by raising taxes and cutting spending on the colonies.

2. Concerning the competing understandings of the British Empire that emerged after the Glorious Revolution (1688), explain the views of the Radical (or patriot) Whigs. The radical Whigs based their imperial vision on trade and manufacturing instead of land and resources. They argued that economic growth, not raising taxes, would solve the national debt. Instead of an authoritarian empire, they argued that the colonies should have equal status with the mother country. There were occasional attempts to reform the administration of the colonies, but debate between the two sides prevented coherent reform. 3. Which Founding Father described the place of the American colonies in the British Empire as a “separate body politic”? Samuel Adams, in the Boston Gazette, described the colonies as each being a “separate body politic” from Britain. Almost immediately upon each colony’s settlement, they created a colonial assembly. 4. Explain the major tenets of the ideology of republicanism. Colonial political culture drew inspiration from the “country” party in Britain. These ideas— generally referred to as the ideology of republicanism—stressed the corrupting nature of power and the need for those involved in self-governing to be virtuous (i.e., putting the “public good” over their own self-interest). Patriots would need to be ever vigilant against the rise of conspiracies, centralized control, and tyranny. Only a small fringe in Britain held these ideas, but in the colonies, they were widely accepted. 5. Who wrote Essay Concerning Human Understanding and Some Thoughts Concerning Education? Explain the central argument or assertion of each of these works. John Locke, in his Essay Concerning Human Understanding, argued that the mind was originally a tabula rasa (or blank slate) and that individuals were formed primarily by their environment. Locke followed this essay with Some Thoughts Concerning Education, which introduced radical new ideas about the importance of education. Education would produce

rational human beings capable of thinking for themselves and questioning authority rather than tacitly accepting tradition. 6. What did the Stamp Act Congress’s “Declaration of Rights and Grievances” say about the colonists’ allegiance to the king? The Stamp Act Congress issued a “Declaration of Rights and Grievances,” which declared allegiance to the king and “all due subordination” to Parliament but also reasserted the idea that colonists were entitled to the same rights as Britons. 7. In what ways did women protest the Townshend Acts (1767)? Men and women of all ranks contributed to the colonies’ most improbable victory, from the commoners who protested the Stamp Act to the women who helped organize boycotts against the Townshend duties 8. Who defended the soldiers involved in the Boston Massacre, and what was the outcome of the trial? John Adams defended the soldiers involved in the Boston Massacre. The men were not found guilty. 9. Following the Boston Tea Party, the Parliament passed the Coercive Acts. These acts included (1) Boston Port Act, First, the Boston Port Act shut down the harbor and cut off all trade to and from the city. (2) Massachusetts Government Act, The Massachusetts Government Act put the colonial government entirely under British control, dissolving the assembly and restricting town meetings. (3) Administration of Justice Act, The Administration of Justice Act allowed any royal official accused of a crime to be tried in Britain rather than by Massachusetts courts and juries. (4) Quartering Act. Explain each of these acts.

Finally, the Quartering Act, passed for all colonies, allowed the British army to quarter newly arrived soldiers in colonists’ homes. 10. Concerning the First Continental Congress (Philadelphia, 1774): a. What did the “Declaration of Rights and Grievances” assert? This document repeated the arguments that colonists had been making since 1765: colonists retained all the rights of native Britons, including the right to be taxed only by their own elected representatives as well as the right to a trial by jury. b. What did the “Continental Association” assert? The Association declared that “the present unhappy situation of our affairs is occasioned by a ruinous system of colony administration adopted by the British Ministry about the year 1763, evidently calculated for enslaving these Colonies, and, with them, the British Empire.” The Association recommended “that a committee be chosen in every county, city, and town . . . whose business it shall be attentive to observe the conduct of all persons touching this association.” These Committees of Inspection would consist largely of common colonists. They were effectively deputized to police their communities and instructed to publish the names of anyone who violated the Association so they “may be publicly known, and universally condemned as the enemies of American liberty.” The delegates also agreed to a continental nonimportation, nonconsumption, and nonexportation agreement and to “wholly discontinue the slave trade.” In all, the Continental Association was perhaps the most radical document of the period. It sought to unite and direct twelve revolutionary governments, establish economic and moral policies, and empower common colonists by giving them an important and unprecedented degree of on-the-ground political power. c. Which colony was absent from this Congress? Over the next six weeks, elite delegates from every colony but Georgia issued a number of documents, including a “Declaration of Rights and Grievances.”

11. Where were the first shots of the American Revolution fired? The war began at Lexington and Concord, more than a year before Congress declared independence. 12. As expressed in his Common Sense, how did Thomas Paine assert and justify American independence? Thomas Paine’s Common Sense argued for independence by denouncing monarchy and challenging the logic behind the British Empire, saying, “There is something absurd, in supposing a continent to be perpetually governed by an island.” 13. In the Preamble to the Declaration of Independence, on what basis did Thomas Jefferson justify American independence from the British Empire? “NATURAL LAW” The majority of the document outlined a list of specific grievances that the colonists had with British attempts to reform imperial administration during the 1760s and 1770s. An early draft blamed the British for the transatlantic slave trade and even for discouraging attempts by the colonists to promote abolition. Delegates from South Carolina and Georgia as well as those from northern states who profited from the trade all opposed this language, and it was removed. 14. Concerning the Revolutionary War: a. Which enemy troops did George Washington attack in his Christmas Day engagement at Trenton, New Jersey? With the onset of winter, Washington needed something to lift morale and encourage reenlistment. Therefore, he launched a successful surprise attack on the Hessian camp at Trenton on Christmas Day by ferrying the few thousand men he had left across the Delaware River under the cover of night. b. What impact did the Continental Army’s victory over the British at Saratoga, New York have on America’s war effort?

The Continental Army defeated Burgoyne’s men at Saratoga, New York.41 This victory proved a major turning point in the war. Benjamin Franklin had been in Paris trying to secure a treaty of alliance with the French. However, the French were reluctant to back what seemed like an unlikely cause. News of the victory at Saratoga convinced the French that the cause might not have been as unlikely as they had thought. A Treaty of Amity and Commerce was signed on February 6, 1778. The treaty effectively turned a colonial rebellion into a global war as fighting between the British and French soon broke out in Europe and India. c. Where did George Washington accept the surrender of British General Charles Cornwallis? In October, Washington marched his troops from New York to Virginia in an effort to trap the British southern army under the command of General Charles Cornwallis. Cornwallis had dug his men in at Yorktown awaiting supplies and reinforcements from New York. However, the Continental and French armies arrived first, quickly followed by a French navy contingent, encircling Cornwallis’s forces and, after laying siege to the city, forcing his surrender.

15. Concerning the consequences that followed from American independence from Britain: a. How did the level of political participation change? Political participation grew as more people gained the right to vote, leading to greater importance being placed on representation within government.49 In addition, more common citizens (or “new men”) played increasingly important roles in local and state governance. Hierarchy within the states underwent significant changes. Society became less deferential and more egalitarian, less aristocratic and more meritocratic.

b. How did church-state relations change, especially as regards legal recognition of religious toleration? Like the earlier distinction between “origins” and “causes,” the Revolution also had shortand long-term consequences. Perhaps the most important immediate consequence of declaring independence was the creation of state constitutions in 1776 and 1777. The Revolution also unleashed powerful political, social, and economic forces that would transform the new nation’s politics and society, including increased participation in politics and governance, the legal institutionalization of religious toleration, and the growth and diffusion of the population, particularly westward. The Revolution affected Native Americans by opening up western settlement and creating governments hostile to their territorial claims. Even more broadly, the Revolution ended the mercantilist economy, opening new opportunities in trade and manufacturing.

c. How did economic policies change? The Revolution also unleashed powerful political, social, and economic forces that would transform the new nation’s politics and society, including increased participation in politics and governance, the legal institutionalization of religious toleration, and the growth and diffusion of the population, particularly westward. The Revolution affected Native Americans by opening up western settlement and creating governments hostile to their territorial claims. Even more broadly, the Revolution ended the mercantilist economy, opening new opportunities in trade and manufacturing. The Revolution’s most important long-term economic consequence was the end of mercantilism

d. Explain the style of government created by the Articles of Confederation.

The articles allowed each state one vote in the Continental Congress. But the articles are perhaps most notable for what they did not allow. Congress was given no power to levy or collect taxes, regulate foreign or interstate commerce, or establish a federal judiciary. These shortcomings rendered the postwar Congress weak and largely ineffectual.

Chapter Review Resources: https://www.cram.com/flashcards/us-history-chapter-10-quiz-6419321 (Chapter 10) https://www.cram.com/flashcards/us-history-chapter-9-quiz-6388446 (Chapter 9) https://www.cram.com/flashcards/us-history-chapter-8-quiz-6388391 (Chapter 8) https://www.cram.com/flashcards/us-history-chapter-7-quiz-6322489 (Chapter 7) https://www.cram.com/flashcards/us-history-chapter-6-quiz-6285619 (Chapter 6)

https://www.cram.com/flashcards/us-history-chapter-5-quiz-6268293 (Chapter 5) https://www.cram.com/flashcards/us-history-chapter-3-quiz-6177742 (Chapter 3) https://www.cram.com/flashcards/us-history-chapter-4-quiz-6236271 (Chapter 4) https://www.cram.com/flashcards/us-history-chapter-2-quiz-6151865 (Chapter 2) https://www.cram.com/flashcards/us-history-chapter-1-quiz-6127534 (Chapter 1)

Chapter 6: “A New Nation” Key Terms/Persons 1. French Quasi-War - The story was a hoax, but rumors of Illuminati infiltration spread throughout New England like wildfire, adding a new dimension to the foreign threat. Against this backdrop of fear, the French Quasi-War, as it would come to be known, was fought on the Atlantic, mostly between French naval vessels and American merchant ships. During this crisis, however, anxiety about foreign agents ran high, and members of Congress took action to prevent internal subversion. 2. Marbury v. Madison (1803) - The Marbury case seemed insignificant at first. The night before leaving office in early 1801, Adams had appointed several men to serve as justices of the peace in Washington, D.C. By making these “midnight appointments,” Adams had sought to put Federalists into vacant positions at the last minute. On taking office, however, Jefferson and his secretary of state, James Madison, had refused to deliver the federal commissions to the men Adams had appointed. Several of the appointees, including William Marbury, sued the government, and the case was argued before the Supreme Court. Marshall used Marbury’s case to make a clever ruling. On the issue of the commissions, the Supreme Court ruled in favor of the Jefferson administration. But Chief Justice Marshall went further in his decision, ruling that the Supreme Court reserved the right to decide whether an act of Congress violated the Constitution. In other words, the court assumed the power of judicial review. This was a major (and lasting) blow to the Republican agenda, especially after 1810, when the Supreme Court

extended judicial review to state laws. Jefferson was particularly frustrated by the decision, arguing that the power of judicial review “would make the Judiciary a despotic branch.” Review Questions 1. Explain the causes of Shays’ Rebellion. After the Revolution ended there was heavy debt and the economy was struggling as a consequence of the Articles of Confederation (can't raise revenue). Daniel Shay and shaysites used tactics by forming blockades to keep judges from foreclosure orders). The called this the “Spirit of 1776”. James Madison of Virginia stated that the Shays Rebellion is an example of why the country needs a strong central government. 2. Regarding the Constitutional Convention: a. Review the debate about representation in Congress. Pay attention to the Virginia Plan, New Jersey’s response to the Virginia Plan, and the Great Compromise. Be sure to make a note of the individuals central to this debate:James Madison, James Wilson, and Roger Sherman. Constitutional Convention: - Delegates from 12 to 13 states met at the Pennsylvania state house in PA (Pennsylvania) summer of 1787. - Rhode Island declined to send a representative. Delegates wanted to revise the Articles of Confederation. - The BIGGEST PROBLEM to SOLVE was federal government inability to levy (impose) taxes. - It was becoming the state's responsibility to pay taxes. Massachucestts chose the “rich kids” vs poor farmers. James Madison- he wanted a new constitution and he did 2 research projects #1 research project: History of government in the USA #2 History of republics in the world… became basis of proposal in PA

James Wilson - Since Virginia plan would increase power of national government, representation draw as directly as possible from public -

No government could long subsist without the confidence of people

Roger Shermans- Congress- lower house (House of Representation) Senate- upper house (each state has a vote) � seen in Great Compromise each state has 2 senators, counted a slave as ⅗ of a person for tax purposes and representation

b. Review the compromises over slavery present in the Constitution. And slavery not only continued to exist; it was condoned and protected by the Constitution. [...] The Constitution counted each black individual as three fifths of a person for purposes of representation, so in districts with many slaves, the white voters had extra influence. On the other hand, the states of the Upper South also welcomed a ban on the Atlantic trade because they already had a surplus of slaves. c. What were the Federalist Papers, and who wrote them? Citizens debated the merits of the Constitution in newspaper articles, letters, sermons, and coffeehouse quarrels across America. Some of the most famous, and most important, arguments came from Alexander Hamilton, John Jay, and James Madison in the Federalist Papers. 3. Regarding President George Washington’s administration: a. Explain the central fiscal policies of Alexander Hamilton’s financial plan. Alexander Hamilton believed that self-interest was the “most powerful incentive of human actions.” Self-interest drove humans to accumulate property, and that effort created commerce and industry. According to Hamilton, the government had important roles to play in this process. First, the state should protect private property from theft. Second, according to Hamilton, the state should use human “passions” and “make them

subservient to the public good.”16 In other words, a wise government would harness its citizens’ desire for property so that both private individuals and the state would benefit. The first part of Hamilton’s plan involved federal “assumption” of state debts, which were mostly left over from the Revolutionary War. The federal government would assume responsibility for the states’ unpaid debts, which totaled about $25 million. Second, Hamilton wanted Congress to create a bank—a Bank of the United States. The goal of these proposals was to link federal power and the country’s economic vitality. Second, many southerners objected that they had already paid their outstanding state debts, so federal assumption would mean forcing them to pay again for the debts of New Englanders. b. Why did Thomas Jefferson oppose the Bank of the United States? Thomas Jefferson and other Republicans argued that the plan was unconstitutional; the Constitution did not authorize Congress to create a bank. c. What caused the Whiskey Rebellion, and how did George Washington handle it? In 1791, Hamilton proposed a federal excise tax on the production, sale, and consumption of a number of goods, including whiskey. In the West, selling grain to a local distillery for alcohol production was typically more profitable than shipping it over the Appalachians to eastern markets. Hamilton’s whiskey tax thus placed a special burden on western farmers. [...] First, Washington dispatched a committee of three distinguished Pennsylvanians to meet with the rebels and try to bring about a peaceful resolution. Meanwhile, he gathered an army of thirteen thousand militiamen in Carlisle, Pennsylvania. On September 19, Washington became the only sitting president to lead troops in the field, though he quickl...