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British colonists, march towards unity progressed from the Albany Congress to the
Stamp Act Congress, and culminated in the First Continental Congress.
British colonists balked at the implementation of British laws and policies that
attempted to rein in the colonial horse that seemed to be on the verge of breaking
free and moving towards the barn of freedom. Colonial protests took the form of
boycotts against British goods, smuggling, and the Boston Tea Party. The British
retaliated with the Declaratory Act, the Boston “Massacre,” and the so-called
“Intolerable Acts.”
Colonial leaders like Sam Adams and Paul Revere encouraged the colonists to speak
out and take action against British policies. The Sons of Liberty and Committees of
Correspondence arose and communications became the currency of revolution. The
battle cry of no taxation without representation was rapidly being replaced by cries
for complete independence from the tyrannical control of George III.
VIDEO OBJECTIVES
The following objectives are designed to assist the viewer in identifying the most
significant aspects of the video segment of this lesson. You should take succinct
notes while viewing the video.
1. Analyze the importance of the French and Indian War and what role it played in
facilitating the movement towards independence for the British colonists in
America.
2. Evaluate the impact of the following attempts by the British government to raise
revenue and regulate the American colonists after1763: writs of assistance, Stamp
Act, Declaratory Act, “Intolerable Acts,” Proclamation Act, and mercantilism.
3. Assess the significance of the role played by the following in fostering colonial
independence: colonial non-importation acts, Sons of Liberty, Committees of
Correspondence, Sam Adams,
4. Evaluate the importance of the following in the British colonists’ march towards
colonial unity: the Albany Congress, the Stamp Act Congress, and the First
Continental Congress.
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WEB ACTIVITIES
These activities are assigned at the discretion of your teacher. They are offered as
suggestions to help you learn more about the material presented in this lesson.
Activity 1: Assessment of Paul Revere’s “The Bloody Massacre”
a. Access and review the following web sites:
The Boston Massacre Trials: http://www.sjchs-history.org/massacre.html
The Boston Massacre: A Behind-the-Scenes Look at Paul Revere’s Most
Famous Engraving: http://www.earlyamerica.com/review/winter96/
massacre.html
National Archives and Records Administration Document Analysis
Worksheets: http://www.nara.gov/education/teaching/analysis/analysis.htm
b. Use the National Archives Photograph Analysis Worksheet as a guide to analyze
Paul Revere’s color print of the Boston Massacre.
Activity 2: Conflicting Accounts of the Boston Massacre
a. Access and review the following web sites:
The Boston Massacre Trials: http://www.sjchs-history.org/massacre.html
The Boston Gazette and Country Journal Account of the Massacre:
http://www.earlyamerica.com/review/winter96/massacre/massacrepagel.htm
Captain Thomas Preston’s Account of the Boston Massacre:
http://odur.let.rug.nl/~usa/D/1751-1775/bostonmassacre/prest.htm
b. Compare and contrast the accounts of the Boston Massacre as reported by
Captain Thomas Preston and the Boston Gazette and Country Journal.
PRA
CTICE TEST
PRACTICE
After watching the video and reviewing the objectives, you should be able to
complete the following Practice Test. Access the Answer Key to score your answers
after you have completed the Practice Test.
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Multiple Choice:
Select the single best answer. It will be indicated if more than one answer is required.
1. The long-term purpose of the Albany Congress in 1754 was to:
A. Achieve colonial unity and common defense against the French threat.
B. Propose that the colonies declare their independence from Britain.
C. Declare war on the Iroquois tribe.
D. Prohibit New England and New Jersey from trading with the Spanish.
2. As a result of the French and Indian War, Great Britain:
A. Gained control of Louisiana.
B. Became the dominant power in North America.
C. Annexed the island of Cuba.
D. Rejected the principles of mercantilism.
3. The British Parliament passed the Stamp Act to:
A. Raise money to support new military forces needed for colonial defense.
B. Punish the American colonists.
C. Reduce the number of printed documents in America.
D. Raise money to pay the debts incurred to fight the French and Indian War.
4. Colonial protest against the Stamp Act took the form of:
A. Convening a colonial congress to request repeal of the act.
B. A colonial boycott against British goods.
C. Violence in several colonial towns.
D. All of the above.
5. The First Continental Congress was called in order to:
A. Consider ways of redressing colonial grievances.
B. Become a legislative body.
C. Write the Declaration of Independence.
D. Decide which of Parliament’s taxes the colonies would and would not pay.
Essay Questions:
1. Analyze the various causes of the American Revolution and indicate which
cause you think was most significant.
2. Do you think the American Revolution was inevitable? Why or why not?
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Answers to the Practice Test:
The correct answer is indicated first, followed by the objective (s) that correlate with
the test question.
1.
2.
3.
4.
5.
A:
B:
A:
D:
A:
4
1
2
4
4
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Teacher
eacher’’s Notes
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