CHAPTER 6 • SECTION 2
S
1
Plan & Prepare
CTIO
2
N
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Reading for Understanding
Key Ideas
Objectives
BEFORE, YOU LEARNED
NOW YOU WILL LEARN
• Identify the ways that Britain tightened its
control over the colonies
Colonists saw British efforts to increase
control over the colonies as violations of
their rights.
Many colonists organized to oppose
British policies.
• Explain how colonists protested British
rule
• Analyze why colonists felt that Britain was
interfering in its economic matters
Vocabulary
TERMS & NAMES
Crispus Attucks sailor of African-American
and Native American ancestry who died at the
Boston Massacre
Boston Massacre incident in 1770 in which
British troops fired on and killed American
colonists
Read for the Essential Question
Help students read for a purpose by reminding
them of the Essential Question: “What drove the
colonists to declare independence from Great
Britain?”
Vocabulary
Best Practices Toolkit
Use the Best Practices Toolkit to model
strategies for vocabulary notetaking. Vary
strategies throughout the year. Choose
from: Knowledge Rating, Predicting ABC’s,
Definition Mapping, Word Sort, Word Wheel,
Frayer Model (Word Squares), Magnet
Words, and Student VOC.
Townshend Acts acts passed by Parliament in
1767 to tax imports in the colonies
writs of assistance search warrants used
to enter homes or businesses to search for
smuggled goods
• Point out to students that causes can have
both intended and unintended effects,
and to watch for both kinds when looking
for causes and effects.
• Model filling in causes and effects, using
the chapter opener time line.
• Have students suggest entries. Remind
them to look for signal words that link
effects to their causes, such as because,
due to, consequently, and therefore.
T-Chart/Two-Column Chart, TT20
duties taxes placed on imported goods
Reading Strategy
Re-create the diagram shown at
right. As you read and respond
to the KEY QUESTIONS, use the
boxes to record how each aspect
of the Townshend Acts angered the
colonists.
CAUSES AND EFFECTS
See Skillbuilder Handbook, page R7.
Townshend Acts…
anger colonists because…
writs of assistance
customs officials invaded
their homes and businesses
duties on imports
GRAPHIC ORGANIZERS
Go to Interactive Review @ ClassZone.com
160 Chapter 6
PRETEACHING VOCABULARY
English Learners
Inclusion
Pronounce and Preview
Vocabulary in Context
Pronounce each term for students.
Review the meanings of words within
definitions, such as ancestry, incident,
and search warrants.
Read each term and its definition
aloud. Ask students to look through
the section and find illustrations or
passages that contain the terms. Discuss
the illustrations and passages so that
students understand the terms in
context. Then have students use each
term in a sentence.
• To modify vocabulary learning, have
students complete worksheets as they
read, instead of afterward.
Unit 3 Resource Book
• Building Background Vocabulary,
p. 34
• Vocabulary Practice, p. 33
160 • Chapter 6
BACKGROUND VOCABULARY
Samuel Adams leader of the Boston Sons of
Liberty
Reading Strategy
Display the T-Chart/Two-Column Chart
transparency.
Boston Tea Party incident in 1773, when
colonists protested British policies by boarding
British ships and throwing their cargoes of tea
overboard
REVIEW
John Adams lawyer who defended British
soldiers accused of murder in the Boston
Massacre
Daughters of Liberty organization of
colonial women formed to protest British
policies
Vocabulary Strategies, TT9–TT16
Best Practices Toolkit
committee of correspondence organization
formed to exchange information about British
policies and American resistance
S
TIO
2
CHAPTER 6 • SECTION 2
N
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Colonial Resistance
Grows
One American’s Story
Crispus Attucks was born into slavery in Framingham, Massachusetts, around 1723. It is believed that Attucks was the son of
an African-American father and a Native American mother. As a
young man, Attucks escaped slavery by running away to sea.
In March 1770, Attucks was in Boston, where feelings against
British rule were reaching a fever pitch. He joined a crowd who
were protesting British troops. A witness described what happened next.
2
3-Minute Warm-Up
Write on the board or display the transparency:
• Here are two headlines:
“British Redcoats Massacre Unarmed Protesters”
“Angry Mob Attacks Royal Soldiers”
How could they both refer to the same event?
(The first is written from the colonist point of
view, the second from the British.)
Unit 3 Transparency Book
• 3-Minute Warm-Ups, TT1
One American’s Story
More About . . .
Crispus Attucks
PRIMARY SOURCE
“
Focus & Motivate
Attucks grew up in Framingham,
Massachusetts. At the time of the massacre,
he was an accomplished sailor and whaling
crew member. He is remembered as the
“first to defy and the first to die.”
[The British officer] is said to have ordered [the troops] to
fire, and to have repeated that order. One gun was fired first;
then others in succession and with deliberation, till ten or a
dozen guns were fired.
”
—anonymous account of the Boston Massacre
Crispus Attucks
When the smoke cleared Attucks was dead, one of the victims of the
Boston Massacre
Massacre. Throughout America, tension between Britain and its colonies was exploding into violence.
3 Teach
Tightening British Control
Tightening British Control
KEY QUESTION Why did the Townshend Acts anger the colonists?
Think, Pair, Share
After the uproar over the Sugar and Stamp Acts, Britain hoped to avoid
further conflict with the colonies. Yet Parliament faced a serious dilemma:
how to control the unruly colonists without angering the people with a new
set of taxes. The answer, Parliament decided, was the Declaratory Act.
Passed in 1766, the Declaratory Act affirmed Parliament’s right to legislate
for the colonies “in all cases whatsoever.” Importantly, however, no new
tax accompanied the act. The purpose of the Declaratory Act was simply to
reassert Parliament’s control over all colonial affairs.
• Describe one way that Britain increased its
control over the colonies. (Possible Answers:
Declaratory Act—gave Britain control over all
lawmaking; Townshend Acts—imposed duties
on imports and allowed writs of assistance)
The Road to Revolution 161
• Causes and Effects How did the colonists
respond to the Townshend Acts? (They were
angry and protested these acts.)
SECTION 2 PROGRAM RESOURCES
ON LEVEL
Unit 3 Resource Book
• Reading Study Guide, p. 3
• Section Quiz, p. 54
STRUGGLING READERS
Unit 3 Resource Book
• RSG with Additional Support, p. 11
• Building Background Vocabulary,
p. 34
• Section Quiz, p. 54
Reteaching Activity, p. 58
eEdition with Audio DVD-ROM
ENGLISH LEARNERS
Pupil Edition in Spanish
eEdition with Audio DVD-ROM
eEdition in Spanish DVD-ROM
Unit 3 Resource Book
• RSG (Spanish), p. 19
• RSG with Additional Support
(Spanish), p. 27
Multi-Language Glossary
Test Generator
• Section Quiz in Spanish
INCLUSION
Unit 3 Resource Book
• RSG with Additional Support, p. 11
• Section Quiz, p. 54
• Reteaching Activity, p. 58
GIFTED & TALENTED
Unit 3 Resource Book
• Interdisciplinary Projects, p. 39
• Section Quiz, p. 54
• Active Citizenship, p. 257
PRE-AP
Unit 3 Resource Book
• Connect to Today, p. 43
• Section Quiz, p. 54
• Active Citizenship, p. 257
TECHNOLOGY
Unit 3 Transparency Book
• 3-Minute Warm-Ups, TT1
• Political Cartoon, TT2
• Geography, TT3
• Cause-and-Effect Chapter Summary,
TT4
• Essential Question Graphic, TT5
Daily Test Practice Transparencies
• Chapter 6, Section 2, TT20
Power Presentations
ClassZone.com
American History Video Series
Teacher’s Edition • 161