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A New Revolution

7th - 8th grade, social studies.

10 questions

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The period known as the Gilded Age was marked by

economic growth and a lack of jobs.

economic problems and a lack of jobs.

economic growth and changing technology.

economic problems and changing technology.

The growth of industry in the 1800s led to the development of investor-owned businesses called

corporations.

stockholders.

Which of the following best describes J. P. Morgan?

Morgan was a banker and financier who organized corporate mergers.

Morgan was the head of a manufacturing firm that produced textiles.

Morgan was the owner of a telegraph communications company.

Morgan was a Supreme Court justice who ruled on cases related to industry.

In the late 1800s, the Bessemer process was used in

banking systems.

electrical power.

steel production.

stock exchanges.

The transcontinental railroad was completed in

After the transcontinental railroad was completed, passengers could travel from New York to San Francisco in

three days.

eight days.

How did railroad expansion affect the prices of goods during the Gilded Age?

Shipping products by railroad was much cheaper, and the cost of goods decreased.

Shipping products by railroad was much slower, and the cost of goods decreased.

Shipping products by railroad was more time consuming, and the cost of goods increased.

Shipping products by railroad was more expensive, and the cost of goods increased.

Which of the following statements best describes how railroad expansion affected the environment during the late 1800s?

Western forests were cut down to build railroads and bridges.

Wild bison were allowed to roam near railroad tracks.

Wild bison were domesticated to make room for railroads.

Eastern forests were cut down to build railroads and bridges.

During the Second Industrial Revolution, railroad expansion increased settlement in

Which three factors transformed industry during the Gilded Age?

the expansion of railroads, the reliance on old technology, and the investment of government in business

the reliance on old technology, the investment of government in business, and the use of old business models

the use of new business models, the rise of new technology, and the expansion of railroads

the decrease in immigration, the rise of new technology, and the expansion of railroads

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The Thirteenth Amendment officially and permanently banned the institution of slavery in the United States. The Emancipation Proclamation had freed only those enslaved in rebellious states, leaving many enslaved people—most notably, those in the border states—in bondage; furthermore, it did not alter or prohibit the institution of slavery in general.

The Fifteenth Amendment granted the vote to all Black men, giving formerly enslaved people and free Black people greater political power than they had ever had in the United States. Black people in former Confederate states elected a handful of Black U.S. congressmen and a great many Black local and state leaders who instituted ambitious reform and modernization projects in the South. However, the Fifteenth Amendment continued to exclude women from voting. Women continued to fight for suffrage through the NWSA and AWSA.

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• Book title: U.S. History
• Publication date: Dec 30, 2014
• Location: Houston, Texas
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HIS 211 - U.S. History: Reconstruction to the Present - Textbook

• Introduction
• Restoring the Union
• Congress and the Remaking of the South, 1865–1866
• Radical Reconstruction, 1867–1872
• The Collapse of Reconstruction
• Video: Reconstruction and 1876
• Primary Source Reading: Atlanta Compromise Speech
• Primary Source Reading: Souls of Black Folk
• Primary Source Reading: Black Codes
• Assignment: Reactions to Jim Crow
• The Meaning of Black Freedom
• Senator Thaddeus Stevens addresses 39th Congress
• Testimony of Elias Hill Recounting a Nighttime Visit from the Ku Klux Klan
• Booker T. Washington, Up From Slavery
• Chapter III. Of Mr. Booker T. Washington and Others
• Inventors of the Age
• From Invention to Industrial Growth
• Video: The Industrial Economy
• Building Industrial America on the Backs of Labor
• A New American Consumer Culture
• Primary Source Reading: The Gospel of Wealth
• Assignment: The Gospel of Wealth
• Testimony of Thomas O’Donell, Fall River Mule-Spinner
• What Does the Working Man Want?
• The Principles of Scientific Management
• Urbanization and Its Challenges
• The African American “Great Migration” and New European Immigration
• Relief from the Chaos of Urban Life
• Video: Growth, Cities, and Immigration
• Change Reflected in Thought and Writing
• Primary Source Reading: How the Other Half Lives
• Assignment: How the Other Half Lives
• Political Corruption in Postbellum America
• The Key Political Issues: Patronage, Tariffs, and Gold
• Farmers Revolt in the Populist Era
• Social and Labor Unrest in the 1890s
• Video: Gilded Age Politics
• Assignment: Social Darwinism
• Introduction to the Progressive Movement
• The Origins of the Progressive Spirit in America
• Video: The Progressive Era
• Progressivism at the Grassroots Level
• New Voices for Women and African Americans
• Video: Women’s Suffrage
• Progressivism in the White House
• Video: Progressive Presidents
• Primary Source Reading: The Jungle
• Assignment: The Jungle
• The Shame of the Cities
• Plunkitt of Tammany Hall
• The Modern City and the Municipal Franchise for Women
• Turner, Mahan, and the Roots of Empire
• The Spanish-American War and Overseas Empire
• Economic Imperialism in East Asia
• Roosevelt’s “Big Stick” Foreign Policy
• Taft’s “Dollar Diplomacy”
• Video: American Imperialism
• Assignment: The Turner Thesis
• Primary Source Reading: White Man’s Burden
• Assignment: White Man’s Burden
• THE STRENUOUS LIFE
• To the Philippine People
• Transcript of Theodore Roosevelt’s Corollary to the Monroe Doctrine (1905)
• American Isolationism and the European Origins of War
• The United States Prepares for War
• A New Home Front
• From War to Peace
• Video: America in World War I
• Demobilization and Its Difficult Aftermath
• Assignment: WWI Propaganda
• Transcript of Joint Address to Congress Leading to a Declaration of War Against Germany, 1917
• Supreme Power is in the People
• Transcript of President Woodrow Wilson’s 14 Points
• Prosperity and the Production of Popular Entertainment
• Transformation and Backlash
• A New Generation
• Republican Ascendancy: Politics in the 1920s
• Video: The Roaring 20s
• Assignment: The Roaring Twenties
• The Stock Market Crash of 1929
• President Hoover’s Response
• The Depths of the Great Depression
• Video: The Great Depression
• Assessing the Hoover Years on the Eve of the New Deal
• Radio Address on Lincoln’s Birthday, February 12, 1931
• The Rise of Franklin Roosevelt
• The First New Deal
• The Second New Deal
• Video: The New Deal
• Assignment: Perspectives on the Great Depression and the New Deal
• Message to Congress on Unemployment Relief, March 21, 1933
• The Origins of War: Europe, Asia, and the United States
• Primary Source Reading: Nazi Party Platform
• Assignment: Why Nazis?
• The Home Front
• Victory in the European Theater
• The Pacific Theater and the Atomic Bomb
• Videos: World War II
• Message to Congress by President Roosevelt, December 8, 1941
• Annual Message to Congress on the State of the Union, January 6, 1941
• Rosie the Riveter
• The Challenges of Peacetime
• The Cold War
• Video: The Cold War
• Video: The Cold War in Asia
• The American Dream
• Popular Culture and Mass Media
• Foreign Relations of the United States, 1946. Eastern Europe, Soviet Union
• Truman Doctrine
• Findings and Declaration of Policy (The Marshall Plan)
• National Security Council-68
• Letter to Harry Truman, February 28, 1946
• Peace Without Conquest, April 7, 1945
• Proposed Course of Action re: Vietnam, 24 March 1965
• The African American Struggle for Civil Rights
• Video: Civil Rights and the 1950s
• Brown v. Board of Education, 347 U.S. 483
• The Kennedy Promise
• Lyndon Johnson and the Great Society
• The Civil Rights Movement Marches On
• Challenging the Status Quo
• Assignment: Black Panther Party Platform
• Primary Source Reading: The Black Panther Party Platform
• Identity Politics in a Fractured Society
• Video: The 1960s in America
• Coming Apart, Coming Together
• Video: The Rise of Conservatism
• Vietnam: The Downward Spiral
• Watergate: Nixon’s Domestic Nightmare
• Jimmy Carter in the Aftermath of the Storm
• Video: Ford, Carter, and the Economic Malaise
• Assignment: Midterm Paper #2

The Reagan Revolution

• Video: The Reagan Revolution
• Assignment: American Conservatism
• Primary Source Reading: Ronald Reagan “A Time for Choosing”
• Political and Cultural Fusions
• Video: George HW Bush and the End of the Cold War
• A New World Order
• Bill Clinton and the New Economy
• Video: The Clinton Years, or the 1990s
• The War on Terror
• The Domestic Mission
• Video: Terrorism, War, and Bush
• New Century, Old Disputes
• Hope and Change
• Video: Obamanation: Crash Course US History #47

HIS 211 - U.S. History: Reconstruction to the Present

Adapted by Kris Burrell

Conditions of Use:

This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 United States License .

Based on OpenStax U.S. History , Senior Contributing Authors: P. Scott Corbett, Volker Janssen, John M. Lund, Todd Pfannestiel, Sylvie Waskiewicz, and Paul Vickery, with additional noteworthy contributions by the Lumen Learning team.

Available at: https://courses.lumenlearning.com/atd-hostos-ushistory

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LEARNING OBJECTIVES

By the end of this section, you will be able to:

• Explain Ronald Reagan’s attitude towards government
• Discuss the Reagan administration’s economic policies and their effects on the nation

Ronald Reagan entered the White House in 1981 with strongly conservative values but experience in moderate politics. He appealed to moderates and conservatives anxious about social change and the seeming loss of American power and influence on the world stage. Leading the so-called Reagan Revolution, he appealed to voters with the promise that the principles of conservatism could halt and revert the social and economic changes of the last generation. Reagan won the White House by citing big government and attempts at social reform as the problem, not the solution. He was able to capture the political capital of an unsettled national mood and, in the process, helped set an agenda and policies that would affect his successors and the political landscape of the nation.

REAGAN’S EARLY CAREER

In 1961, when Congress began to explore nationwide health insurance for the elderly under Social Security, Reagan made a recording for the American Medical Association in which he denounced the idea—which was later adopted as Medicare—as “socialized medicine.” Such a program, Reagan warned his listeners, was the first step to the nation’s demise as a free society.

Although many of his movie roles and the persona he created for himself seemed to represent traditional values, Reagan’s rise to the presidency was an unusual transition from pop cultural significance to political success. Born and raised in the Midwest, he moved to California in 1937 to become a Hollywood actor. He also became a reserve officer in the U.S. Army that same year, but when the country entered World War II, he was excluded from active duty overseas because of poor eyesight and spent the war in the army’s First Motion Picture Unit. After the war, he resumed his film career; rose to leadership in the Screen Actors Guild, a Hollywood union; and became a spokesman for General Electric and the host of a television series that the company sponsored. As a young man, he identified politically as a liberal Democrat, but his distaste for communism, along with the influence of the social conservative values of his second wife, actress Nancy Davis, edged him closer to conservative Republicanism. By 1962, he had formally switched political parties, and in 1964, he actively campaigned for the Republican presidential nominee Barry Goldwater.

Reagan launched his own political career in 1966 when he successfully ran for governor of California. His opponent was the incumbent Pat Brown, a liberal Democrat who had already served two terms. Reagan, quite undeservedly, blamed Brown for race riots in California and student protests at the University of California at Berkeley. He criticized the Democratic incumbent’s increases in taxes and state government, and denounced “big government” and the inequities of taxation in favor of free enterprise. As governor, however, he quickly learned that federal and state laws prohibited the elimination of certain programs and that many programs benefited his constituents. He ended up approving the largest budget in the state’s history and approved tax increases on a number of occasions. The contrast between Reagan’s rhetoric and practice made up his political skill: capturing the public mood and catering to it, but compromising when necessary.

REPUBLICANS BACK IN THE WHITE HOUSE

Ronald Reagan campaigns for the presidency with his wife Nancy in South Carolina in 1980. Reagan won in all the Deep South states except Georgia, although he did not come from the South and his opponent Jimmy Carter did.

After two unsuccessful Republican primary bids in 1968 and 1976, Reagan won the presidency in 1980. His victory was the result of a combination of dissatisfaction with the presidential leadership of Gerald Ford and Jimmy Carter in the 1970s and the growth of the  New Right . This group of conservative Americans included many very wealthy financial supporters and emerged in the wake of the social reforms and cultural changes of the 1960s and 1970s. Many were evangelical Christians, like those who joined Jerry Falwell’s Moral Majority, and opposed the legalization of abortion, the feminist movement, and sex education in public schools. Reagan also attracted people, often dubbed neoconservatives, who would not previously have voted for the same candidate as conservative Protestants did. Many were middle- and working-class people who resented the growth of federal and state governments, especially benefit programs, and the subsequent increase in taxes during the late 1960s and 1970s. They favored the tax revolts that swept the nation in the late 1970s under the leadership of predominantly older, white, middle-class Americans, which had succeeded in imposing radical reductions in local property and state income taxes.

Voter turnout reflected this new conservative swing, which not only swept Reagan into the White House but created a Republican majority in the Senate. Only 52 percent of eligible voters went to the polls in 1980, the lowest turnout for a presidential election since 1948. Those who did cast a ballot were older, whiter, and wealthier than those who did not vote. Strong support among white voters, those over forty-five years of age, and those with incomes over $50,000 proved crucial for Reagan’s victory.

REAGANOMICS

Reagan’s primary goal upon taking office was to stimulate the sagging economy while simultaneously cutting both government programs and taxes. His economic policies, called  Reaganomics  by the press, were based on a theory called supply-side economics, about which many economists were skeptical. Influenced by economist Arthur Laffer of the University of Southern California, Reagan cut income taxes for those at the top of the economic ladder, which was supposed to motivate the rich to invest in businesses, factories, and the stock market in anticipation of high returns. According to Laffer’s argument, this would eventually translate into more jobs further down the socioeconomic ladder. Economic growth would also increase the total tax revenue—even at a lower tax rate. In other words, proponents of “trickle-down economics” promised to cut taxes and balance the budget at the same time. Reaganomics also included the deregulation of industry and higher interest rates to control inflation, but these initiatives preceded Reagan and were conceived in the Carter administration.

Ronald Reagan outlines his plan for tax reduction legislation in July 1981. Data suggest that the supply-side policies of the 1980s actually produced less investment, slightly slower growth, and a greater decline in wages than the non–supply side policies of the 1990s.

Many politicians, including Republicans, were wary of Reagan’s economic program; even his eventual vice president, George H. W. Bush, had referred to it as “voodoo economics” when competing with him for the Republican presidential nomination. When Reagan proposed a 30 percent cut in taxes to be phased in over his first term in office, Congress balked. Opponents argued that the tax cuts would benefit the rich and not the poor, who needed help the most. In response, Reagan presented his plan directly to the people.

President Ronald Reagan signs economic reform legislation at his ranch in California. Note the blue jeans, denim jacket, and cowboy boots he wears.

Reagan was an articulate spokesman for his political perspectives and was able to garner support for his policies. Often called “The Great Communicator,” he was noted for his ability, honed through years as an actor and spokesperson, to convey a mixture of folksy wisdom, empathy, and concern while taking humorous digs at his opponents. Indeed, listening to Reagan speak often felt like hearing a favorite uncle recall stories about the “good old days” before big government, expensive social programs, and greedy politicians destroyed the country. Americans found this rhetorical style extremely compelling. Public support for the plan, combined with a surge in the president’s popularity after he survived an assassination attempt in March 1981, swayed Congress, including many Democrats. On July 29, 1981, Congress passed the Economic Recovery Tax Act, which phased in a 25 percent overall reduction in taxes over a period of three years.

Richard V. Allen on the Assassination Attempt on Ronald Reagan

On March 30, 1981, just months into the Reagan presidency, John Hinckley, Jr. attempted to assassinate the president as he left a speaking engagement at the Washington Hilton Hotel. Hinckley wounded Reagan and three others in the attempt. Here, National Security Adviser Richard V. Allen recalls what happened the day President Reagan was shot:

By 2:52 PM I arrived at the White House and went to [Chief of Staff James] Baker’s office . . . and we placed a call to Vice President George H. W. Bush. . . . [W]e sent a message with the few facts we knew: the bullets had been fired and press secretary Jim Brady had been hit, as had a Secret Service agent and a DC policeman. At first, the President was thought to be unscathed. Jerry Parr, the Secret Service Detail Chief, shoved the President into the limousine, codenamed “Stagecoach,” and slammed the doors shut. The driver sped off. Headed back to the safety of the White House, Parr noticed that the red blood at the President’s mouth was frothy, indicating an internal injury, and suddenly switched the route to the hospital. . . . Parr saved the President’s life. He had lost a serious quantity of blood internally and reached [the emergency room] just in time. . . . Though the President never lost his sense of humor throughout, and had actually walked into the hospital under his own power before his knees buckled, his condition became grave.

Why do you think Allen mentions the president’s sense of humor and his ability to walk into the hospital on his own? Why might the assassination attempt have helped Reagan achieve some of his political goals, such as getting his tax cuts through Congress?

Reagan was successful at cutting taxes, but he failed to reduce government spending. Although he had long warned about the dangers of big government, he created a new cabinet-level agency, the Department of Veterans Affairs, and the number of federal employees increased during his time in office. He allocated a smaller share of the federal budget to antipoverty programs like Aid to Families with Dependent Children (AFDC), food stamps, rent subsidies, job training programs, and Medicaid, but Social Security and Medicare entitlements, from which his supporters benefited, were left largely untouched except for an increase in payroll taxes to pay for them. Indeed, in 1983, Reagan agreed to a compromise with the Democrats in Congress on a $165 billion injection of funds to save Social Security, which included this payroll tax increase.

But Reagan seemed less flexible when it came to deregulating industry and weakening the power of labor unions. Banks and savings and loan associations were deregulated. Pollution control was enforced less strictly by the Environmental Protection Agency, and restrictions on logging and drilling for oil on public lands were relaxed. Believing the free market was self-regulating, the Reagan administration had little use for labor unions, and in 1981, the president fired twelve thousand federal air traffic controllers who had gone on strike to secure better working conditions (which would also have improved the public’s safety). His action effectively destroyed the Professional Air Traffic Controllers Organization (PATCO) and ushered in a new era of labor relations in which, following his example, employers simply replaced striking workers. The weakening of unions contributed to the leveling off of real wages for the average American family during the 1980s.

Reagan’s economic policymakers succeeded in breaking the cycle of stagflation that had been plaguing the nation, but at significant cost. In its effort to curb high inflation with dramatically increased interest rates, the Federal Reserve also triggered a deep recession. Inflation did drop, but borrowing became expensive and consumers spent less. In Reagan’s first years in office, bankruptcies increased and unemployment reached about 10 percent, its highest level since the Great Depression. Homelessness became a significant problem in cities, a fact the president made light of by suggesting that the press exaggerated the problem and that many homeless people chose to live on the streets. Economic growth resumed in 1983 and gross domestic product grew at an average of 4.5 percent during the rest of his presidency. By the end of Reagan’s second term in office, unemployment had dropped to about 5.3 percent, but the nation was nearly $3 trillion in debt. An increase in defense spending coupled with $3.6 billion in tax relief for the 162,000 American families with incomes of $200,000 or more made a balanced budget, one of the president’s campaign promises in 1980, impossible to achieve.

The Reagan years were a complicated era of social, economic, and political change, with many trends operating simultaneously and sometimes at cross-purposes. While many suffered, others prospered. The 1970s had been the era of the hippie, and  Newsweek magazine declared 1984 to be the “year of the  Yuppie .” Yuppies, whose name derived from “(y)oung, (u)rban (p)rofessionals,” were akin to hippies in being young people whose interests, values, and lifestyle influenced American culture, economy, and politics, just as the hippies’ credo had done in the late 1960s and 1970s. Unlike hippies, however, yuppies were materialistic and obsessed with image, comfort, and economic prosperity. Although liberal on some social issues, economically they were conservative. Ironically, some yuppies were former hippies or yippies, like Jerry Rubin, who gave up his crusade against “the establishment” to become a businessman.

Section Summary

After decades of liberalism and social reform, Ronald Reagan changed the face of American politics by riding a groundswell of conservatism into the White House. Reagan’s superior rhetorical skills enabled him to gain widespread support for his plans for the nation. Implementing a series of economic policies dubbed “Reaganomics,” the president sought to stimulate the economy while shrinking the size of the federal government and providing relief for the nation’s wealthiest taxpayers. During his two terms in office, he cut spending on social programs, while increasing spending on defense. While Reagan was able to break the cycle of stagflation, his policies also triggered a recession, plunged the nation into a brief period of significant unemployment, and made a balanced budget impossible. In the end, Reagan’s policies diminished many Americans’ quality of life while enabling more affluent Americans—the “Yuppies” of the 1980s—to prosper.

REVIEW QUESTION

• What were the elements of Ronald Reagan’s plan for economic reform?

ANSWER TO REVIEW QUESTION

• Reagan planned to cut taxes for the wealthy in the hope that these taxpayers would then invest their surplus money in business; this, Reagan believed, would reduce unemployment. Reagan also sought to raise interest rates to curb inflation, cut federal spending on social programs, and deregulate industry. Finally, Reagan hoped—but ultimately failed—to balance the federal budget.

New Right  a loose coalition of American conservatives, consisting primarily of wealthy businesspeople and evangelical Christians, which developed in response to social changes of the 1960s and 1970s

Reaganomics  Ronald Reagan’s economic policy, which suggested that lowering taxes on the upper income brackets would stimulate investment and economic growth

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CC licensed content, Shared previously

US History. Authored by : P. Scott Corbett, Volker Janssen, John M. Lund, Todd Pfannestiel, Paul Vickery, and Sylvie Waskiewicz. Provided by : OpenStax College. Located at : http://openstaxcollege.org/textbooks/us-history . License : CC BY: Attribution . License Terms : Download for free at http://cnx.org/content/col11740/latest/

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World History Project - Origins to the Present

Course: world history project - origins to the present   >   unit 6.

• READ: Why Was Slavery Abolished? Three Theories
• READ: Race and Post-Abolition Societies
• READ: Rise of Proletariat
• BEFORE YOU WATCH: Capitalism and Socialism
• WATCH: Capitalism and Socialism
• READ: Child Labor
• READ: A World Tour of Women's Suffrage

READ: Responses to Industrialization

• Transformation of Labor

First read: preview and skimming for gist

Second read: key ideas and understanding content.

• How did Evangelical Christianity inspire some reformers?
• What was the connection between the anti-slavery movement and the women’s rights movement?
• What were some effects of industrialization which Upton Sinclair highlighted in his book?
• What was life like in the tenements, according to the author?
• What were some of the successes of the reform movement?

Third read: evaluating and corroborating

• How does evidence from this article help you evaluate the production and distribution frame narrative?

Responses to Industrialization

Women’s rights, labor reforms, public health.

• While there were reform movements in other parts of the world, they did not always start for the same reasons. In some cases, these movements happened later. Reformism in the U.S. and Britain were efforts to counteract the negative social effects of industrialization. But many societies in other parts of the world were just beginning to witness the rise of industrial capitalism.

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• Bell Ringers
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Lesson Plan: Events Leading to the American Revolution

Pre-Revolutionary America

Scott Stephenson gives a tour of a collection at the Museum of the American Revolution that describes the events and circumstances that led to increased British involvement in the colonies and the American Revolution.

Description

Following Great Britain’s victory in the Seven Years’ War in 1763, they greatly increased their territorial holdings and presence in the North American colonies. The cost of the war, as well as the challenges of controlling a greater empire created a situation of increased British involvement, policies, and taxes in the colonies. These led to a series of events and ideas in North America that would culminate in the American Revolution and Declaration of Independence. Through the following videos, students will learn about the events and ideas that led to the Revolutionary War.

INTRODUCTION

Assign background reading from textbook or another appropriate source on the events leading to the American Revolution.

Break students up into groups and have each group view the following video clips. Students should take notes using the handout or complete the individual Bell Ringer questions, and then share their findings with the rest of the class.

HANDOUT: Events Leading to the American Revolution Handout (Google Doc)

Video Clip: Pre-Revolutionary America (3:03)

Explain how the British victory in the Seven Years' War impacted the British Empire and North America.

Describe how the objects in the gallery illustrate British involvement in the everyday life of colonists.

• How did growing its empire cause new problems for Britain?

Video Clip: Boston Tea Party (11:53)

On the anniversary of the Boston Tea Party, re-enactors and observers recreated the debate that took place in the Old South Meeting House, blocks away from Griffin’s Wharf. On December 16, 1773 thousands of Massachusetts colonists gathered at Old South Meeting House in Boston to discuss a shipment of tea that had recently arrived in port from Britain. The arrival of the tea escalated an already existing debate over the new tea tax, and the Sons of Liberty led an effort to protest the King’s new measure. After the debate, colonists marched to Griffin’s Wharf and dumped the tea into Boston Harbor.

Identify the key resolutions regarding the cargo of tea that were determined as a result of the meetings at the Old South Meeting House.

Explain the position of Captain Francis Rotch regarding his shipment of tea from Britain.

Describe the reactions among colonists.

Explain the argument of "representation" that is presented.

• What was Sam Adam's position regarding the role of governors?

Video Clip: The Stamp Act (1:41)

Scott Stephenson describes the passage of the Stamp Act and its impact in the American colonies.

Why did Britain decide to build forts and station troops throughout North America?

Why did Parliament decide to pass the Stamp Act?

• Explain how the Stamp Act worked and its impact on colonial life.

Video Clip: The Gaspee Affair of 1772 (6:22)

Historian John McNiff talked about the Gaspee, a British ship that patrolled the waterways off of Providence. In 1772 several prominent Providence residents snuck out during the middle of the night and burned the Gaspee to protest new taxes that had been levied by the British.

Explain how Providence and Rhode Island were founded.

Describe the evolving relationship between the colony and England.

Why was the HMS Gaspee’s goals deployed to Rhode Island?

Describe the events that led to the burning of the Gaspee.

• Describe the events following the burning of the Gaspee in Rhode Island. What effect did it have on other colonies?

Video Clip: Worcester Revolution of 1774 (8:49)

Jim Moran talked about the Worcester Revolution of 1774, in which more than 4,000 militiamen from Worcester County, Massachusetts, gathered on Main Street to force the British magistrates out of the county government. He spoke about the Massachusetts Government Act, the role played by General Thomas Gage, and why the revolution was considered one of the first non-violent acts of the American Revolution.

According to James Moran, what is a common understanding among people regarding the start of the American Revolution?

Describe the circumstances that led to the Worcester Revolution of 1774 according to Mr. Moran.

Explain the significance of the Massachusetts Government Act of 1774.

Describe the reaction among people in the surrounding communities. What action did they take?

• Explain the legacy of this event.

Video Clip: First Continental Congress (5:56)

Roger Moss gave a tour of the building that served as the meeting place of the First Continental Congress in 1774.

Describe the incident that occurred in Boston in 1773.

Explain Britain's response to this event.

Explain the colonists' reaction to Britain.

Why did this group of colonists decide to meet in Carpenters' Hall?

• Explain the significance of this first meeting of the Continental Congress.

Video Clip: Communication During the American Revolution (1:54)

Scott Stephenson discussed how communication during the time period affected the American Revolution.

How did the difficulty of communication during the time period impact the American Revolution?

• Describe how the difficulty of communication was illustrated during the Seven Years' War.

Video Clip: Thomas Paine's Common Sense (4:10)

Professor John Fea talked about the ideas and philosophy found in Thomas Paine’s pamphlet "Common Sense."

Explain the ideas Thomas Paine expresses in his "Common Sense" pamphlet.

• Describe Paine's philosophy on politics.

Video Clip: The Beginning of the Revolutionary War (13:02)

National Park Service ranger Phillip Lupsiewicz talked about the Battle of Concord and sites that were part of the fighting on April 19, 1775. Some of the first shots of the Revolutionary War were fired on the North Bridge in Concord, Massachusetts.

Why is Old North Bridge considered the beginning of the American Revolution?

Describe the tension that occurred between Great Britain and the colonies prior to the Revolutionary War.

Explain the cause of events of the initial shots fired at Lexington and Concord that began the Revolutionary War.

Describe the events that occurred at Barrett Farm and it effect on the American Revolution.

• Explain the events that occurred at Old North Bridge and the Battle of Concord and its significance to the American Revolution.

Video Clip: The Declaration of Independence (7:22)

Historian John Ferling describes the events leading up to America’s declaration of independence from Britain in July 1776.

Who were the Committee of Five and what was their task? Who wrote the Declaration of Independence?

What happened on July 1, 1776? Summarize the events of the day as described by Mr. Ferling.

What happened on July 2, 1776? What was the result of the vote?

• According to Mr. Ferling, why do we celebrate Independence Day on July 4th each year?

After viewing the video clips and reporting out to the entire class, have students write an essay (or similar culminating activity) explaining the effect and significance of the events and ideas leading to the American Revolution, citing specific examples from the videos and class discussion.

EXTENSION ACTIVITIES

Scripted Dramatization : Have students script and dramatize their own recreation of another event documented by the clips (not including the Tea Party Debate). Have students submit the script with annotations and/or footnotes that document research and primary source material that served as inspiration.

Compare and Contrast : Students can compare responses of the colonists with acts of civil disobedience today? Which of these events are most similar to behaviors demonstrated in America today, especially during times of high public dissatisfaction with government? Could any of these Revolutionary-era events be even possible to pull off today?

Debate Topic : Were the causes of the Revolutionary War more political than economic, or more economic than political?

RSV-TEA : Create an invitation to your fellow Bostonian colonists to join you in participating in the Boston Tea Party. Be sure to include not just the date, time, and place, but also a compelling reason for your compatriots to join you and a reminder that it is a "surprise party" (and why)!

Revolutionary War Protest Signs : If we applied modern objection-to-government norms to the Revolutionary War era, colonists probably would have shown up to the Battle of Concord with protest signs as well as muskets. Design one that they could have used to help communicate their grievances.

Rewrite Common Sense : Professor Fea mentioned that one of the advantages of Common Sense was that it was "written in common language." Choose a chapter of the text to read and see what "common language" looked like in January 1776. Then choose two paragraphs of that chapter and rewrite them in modern "common language."

Website: Common Sense (Gutenberg.org)

Additional Resources

• WEBSITE: Common Sense (Gutenberg.org)
• LESSON PLAN: The Revolutionary War
• American Revolution
• Boston Massacre
• Boston Tea Party
• Common Sense
• Declaration Of Independence
• French And Indian War
• Gaspee Affair
• Intolerable Acts
• King George
• Lexington & Concord
• Revolutionary War
• Seven Years

• The Columbian Exchange
• De Las Casas and the Conquistadors
• Early Visual Representations of the New World
• Failed European Colonies in the New World
• Successful European Colonies in the New World
• A Model of Christian Charity
• Benjamin Franklin’s Satire of Witch Hunting

The American Revolution as Civil War

• Patrick Henry and “Give Me Liberty!”
• Lexington & Concord: Tipping Point of the Revolution
• Abigail Adams and “Remember the Ladies”
• Thomas Paine’s “Common Sense,” 1776
• Citizen Leadership in the Young Republic
• After Shays’ Rebellion
• James Madison Debates a Bill of Rights
• America, the Creeks, and Other Southeastern Tribes
• America and the Six Nations: Native Americans After the Revolution
• The Revolution of 1800
• Jefferson and the Louisiana Purchase
• The Expansion of Democracy During the Jacksonian Era
• The Religious Roots of Abolition
• Individualism in Ralph Waldo Emerson’s “Self-Reliance”
• Aylmer’s Motivation in Nathaniel Hawthorne’s “The Birthmark”
• Thoreau’s Critique of Democracy in “Civil Disobedience”
• Hester’s A: The Red Badge of Wisdom
• “What to the Slave Is the Fourth of July?”
• The Cult of Domesticity
• The Family Life of the Enslaved
• A Pro-Slavery Argument, 1857
• The Underground Railroad
• The Enslaved and the Civil War
• Women, Temperance, and Domesticity
• “The Chinese Question from a Chinese Standpoint,” 1873
• “To Build a Fire”: An Environmentalist Interpretation
• Progressivism in the Factory
• Progressivism in the Home
• The “Aeroplane” as a Symbol of Modernism
• The “Phenomenon of Lindbergh”
• The Radio as New Technology: Blessing or Curse? A 1929 Debate
• The Marshall Plan Speech: Rhetoric and Diplomacy
• NSC 68: America’s Cold War Blueprint
• The Moral Vision of Atticus Finch

Advisor: Timothy H. Breen , William Smith Mason Professor of American History, Northwestern University
, National Humanities Center Fellow. Copyright National Humanities Center, 2011

Lesson Contents

Teacher’s note.

• Text Analysis & Close Reading Questions

Follow-Up Assignment

• Student Version PDF

How was the American Revolution a civil war that turned neighbors into enemies?

Understanding.

Tarring and Feathering, 1774.

Janet Schaw, account of Patriot–Loyalist conflict in North Carolina , 1775 (excerpts).

[For more primary sources on the American Revolution, see  Making the Revolution: America, 1763-1791 .]

Literary nonfiction (travel letters) with moderately complex purpose, structure, language features, and knowledge demands.

Tier 2 vocabulary words are defined in pop-ups (full list at bottom of page). Tier 3 words are explained in brackets.

Text Complexity

Grades 11-CCR complexity band.

For more information on text complexity see these resources from achievethecore.org .

Click here for standards and skills for this lesson.

Common Core State Standards

• ELA-LITERACY.RI.11-12.2 (Determine two or central ideas of a text and analyze their development.)

Advanced Placement US History

• Key Concept 3.1 (IIB) (arguments about rights of British subjects, the rights of the individual,…)

In this lesson students will explore excerpts from two letters by an educated young woman from Edinburgh, Scotland, named Janet Schaw, in which she describes a 1775 visit she made to her brother, a plantation owner, in southeastern North Carolina. A Loyalist, Schaw reports on the deep anti-British sentiment in the region. Her letters vividly illustrate ways in which the American Revolution caused people who knew each other well to resort to violence and intimidation against each other.

In the first passage Schaw describes how a group of Patriots turn on a “poor English groom” because he has, in her words, “smiled on” a Patriot regiment as they drilled. When you discuss this passage, set the scene. It is a hot day. The Patriots are probably drunk; they’ve been drinking grog, watered down rum, throughout their maneuvers. They are a rag-tag but potentially deadly bunch of ill-disciplined men. They believe the groom — an Englishman, not a local — insults them, and they decide to inflict a punishment that could kill him. Eventually, cooler heads, friends of the groom’s boss, prevail, and the crowd decides merely to banish the groom from town. This is a non-lethal punishment, but because it exiles the groom from his livelihood and sets him adrift in the unforgiving backcountry, it is still severe.

In the second passage Schaw encounters a group of her friends, Loyalists, some of “the first people in the town,” corralled in the middle of a street by a detail of armed Patriots. The soldiers are holding them because they have refused to sign an anti-British pledge. Like the display of military force in the first passage, the imprisonment in this one is an act of public intimidation. Note the powerful message it sends. Everyone in town knows the prisoners, and everyone can see that even the “first people” will not escape the Patriots’ wrath. Everyone knows the soldiers, too; in fact, Schaw just dined with one of the officers. When one of the prisoners asks by what authority the Patriots are holding them, the chilling reply indicates the brute force of arms. And it is that same force, or at least the threat of it, wielded by the Patriots’ Loyalist neighbors, that sets the prisoners free. At this stage the Revolution is a civil war that has turned friends into enemies. At the conclusion of the lesson, ask your students if these passages have changed their image of the American Revolution and the people who waged it.

This lesson is divided into two parts, both accessible below. Two excerpts with accompanying close reading questions provide an analytical study of the texts. An optional follow-up assignment enhances the lesson. The teacher’s guide includes a background note, the text analysis  with responses to the close reading questions, and the optional follow-up assignment. The student’s version, an interactive PDF, contains all of the above  except the responses to the close reading questions and the follow-up assignment.

Teacher’s Guide

Contextualizing questions.

• What kind of text are we dealing with?
• When was it written?
• Who wrote it?
• For what audience was it intended?
• For what purpose was it written?

Janet Schaw was a young, well-educated Scottish woman who, in March of 1775, traveled to North Carolina to visit her older brother Robert, the owner of a plantation on the Cape Fear River near the town of Wilmington. While there she witnessed, among other things, land clearing through controlled burning and the killing of an alligator. More important, she observed a society that was splitting asunder under the stress of revolutionary politics.

Resistance to the British crown was strong in the region. In 1765 Wilmington residents launched the first successful armed resistance to the Stamp Act. By 1775 anti-British sentiment had intensified. Wilmington had established a vigorous Committees of Safety that demanded allegiance to the Continental Congress and enforced the Congress’s call to boycott British goods. Decisions of the Wilmington Committee forced men and women along the Cape Fear to take sides. Patriots employed violence and intimidation and, Schaw suggests, even faked a slave revolt to unite their countrymen in opposition to the British.

Schaw recorded her experiences and observations in a series of travel letters, which were published in 1921. As the editor of Schaw’s journal reminds us, “such contemporary evidence makes us realize that our forefathers, however worthy their object, were engaged in real rebellion and revolution, characterized by the extremes of thought and action that always accompany such movements, and not in the kind of parlour warfare, described in many of our text books.” [ Journal of a Lady of Quality , eds. E.W. Andres and C.M. Andrews, 1921]

Text Analysis

Excerpts from janet schaw’s travel journal: north carolina, 1775, close reading questions.

1. Where are the maneuvers held? Why might the Patriots have chosen this space? Apparently, the maneuvers are held on two fields, one “covered with… scrubby oak,” the other a “plain” field, which seems to have been an open field for marching. What matters, however, is that both are quite public, visible from balconies. The Patriots mean for these maneuvers to be seen; with them they are sending a message.

2. What messages do the Patriots intend to send with the maneuvers? To their fellow Patriots the maneuvers are a show of strength. To Loyalists they are a warning and an act of intimidation.

3. How does Schaw’s account reveal the militia’s strength? Cite specific language. She notes that “heated with rum,” the militia is “capable of committing the most shocking outrages.” She further points out that it is a force of 2,000 men, a large contingent, and that while those men are “unmartial” in many ways, they can still “shoot from behind a bush” and kill even the highest British officers.

4. What did the groom do to anger the Patriots? How does Schaw characterize his offense? He apparently indicated in some way that he did not take the militia seriously. Schaw characterizes this as a minor, trivial act: he merely “smiled at the regiment.”

5. What does it suggest about the Patriots that they found the groom’s behavior offensive? Allowing for the fact that many of the militiamen may be drunk and incapable of exercising the soundest judgment, their reaction to what appears to have been a minor insult suggests their hair-trigger sensitivity to any slight offered by someone of British sympathies or even presumed British sympathies. The severity of their ultimate response, banishment, also suggests the tension that has seized the Wilmington community.

6. Is Mr. Neilson, the groom’s master, a Loyalist of a Patriot? We cannot be sure either way, but there are suggestions that he is a Loyalist. He employs an English groom, something that the Patriots would not look upon kindly, and Schaw expresses his friendship with the officers who rescue the groom in the past tense, they “had been Neilson’s friends,” suggesting that his British sympathies may have ended those friendships.

7. What does the action of the officers suggest about relations in the town? The officers’ rescue of the groom may illustrate the conflicting lines of friendship and allegiance that run throughout the community. As noted above, Mr. Neilson may be a Loyalist. Thus for the officers, rescuing the groom from tarring and feathering may have pitted their friendship with Neilson, however weakened, against their patriotic sentiment, however strong.

8. What makes the groom an especially likely and vulnerable target? He is English and of “humble station,” that is, working class.

1. We came down in the morning in time for the review [of the local Patriot militia] which the heat made as terrible to the spectators as to the soldiers, or what you please to call them. They had certainly fainted under it, had not the constant draughts of grog [watered-down rum] supported them. Their exercise was that of bush-fighting, but it appeared so confused and so perfectly different from anything I ever saw, I cannot say whether they performed it well or not; but this I know, that they were heated with rum till capable of committing the most shocking outrages. We stood in the balcony of Doctor Cobham’s house and they were reviewed on a field mostly covered with what are called here scrubby oaks, which are only a little better than brushwood. They at last however assembled on the plain field, and I must really laugh while I recollect their figures: 2000 men in their shirts and trousers, preceded by a very ill beat-drum and a fiddler, who was also in his shirt with a long sword and a cue at his hair, who played with all his might. They made indeed a most unmartial appearance. But the worst figure there can shoot from behind a bush and kill even a General Wolfe [British general killed in the French and Indian War].

Before the review was over, I heard a cry of tar and feather . I was ready to faint at the idea of this dreadful operation. I would have gladly quitted the balcony, but was so much afraid the Victim was one of my friends that I was not able to move, and he indeed proved to be one, tho’ in a humble station [lower social class]. For it was Mr. Neilson’s poor English groom [stable man; caretaker of horses]. You can hardly conceive what I felt when I saw him dragged forward, poor devil, frighted out of his wits. However, at the request of some of the officers, who had been Neilson’s friends, his punishment was changed into that of mounting on a table and begging pardon for having smiled at the regiment. He was then drummed and fiddled out of the town, with a strict prohibition of ever being seen in it again.

11. What message does this public punishment send to the town? It indicates that everyone in town, even “the first people,” will be subject to the Patriots’ wrath if they sympathize with the British.

12. Why do the Patriots not punish these Loyalists as they did the English groom? They may have considered the groom a foreigner. Moreover, he was of a “humble station,” not one of the “first people,” and thus he was far more vulnerable than these better known and better connected townspeople. So well known and connected are they that some residents along the Cape Fear River are ready to take up arms to rescue them. Apparently, no one was ready to defend the groom.

13. How does this passage illustrate how tight-knit the community of Wilmington is? Cite specific evidence from the text. Schaw’s relationships illustrate how close friends and foes are. Not only does she know “most” of the prisoners, she recently had dinner with one of the officers guarding them.

14. How does Schaw indicate that the rebellion is sustained only through violence and intimidation? Cite specific language. When one of the prisoners asks by what “authority” the Patriots are imposing the loyalty “Test” upon them, an officer simply points to the armed soldiers with him and asserts “There is my Authority… dispute it, if you can.”

15. Compare the image of the militiamen in this excerpt with the description of them Schaw offers in the first. In the first excerpt Schaw presents them as rag-tag backcountry men, dangerous but undisciplined. Here the danger only mentioned in the first excerpt is illustrated concretely. In the first excerpt the Patriot soldiers were largely comic; here they are threatening. The seriousness and intensity of the rebellion are made plain.

16. Compare Schaw’s response to the Patriots in the first excerpt with her response to them in the second. Cite specific language. In the first excerpt Schaw was patronizing and contemptuous of the Patriots, but she was wary of them, too. In the second she still looks down on the Patriots, calling them “ragamuffins” and noting that “not five men of property and credit are infected” by the “unfortunate disease” of revolutionary fervor. However, now that she sees what they are willing to do, she is “petrified with horror” at the threat they represent.

17. How does these two passages illustrate the way in which the American Revolution was a civil war? They show how the Patriot–Loyalist divide split communities and turned people who presumably had been getting along for years against each other. Neighbors who had once dined together now face off in the streets and confront each other with guns. The passages indicate that local Patriots and Loyalists battled each other well before the Continental Army squared off against British troops. 2. I went into the town, the entry of which I found closed up by a detachment of the soldiers; but as the officer immediately made way for me, I took no further notice of it but advanced to the middle of the street where I found a number of the first people [elite, highest class] in town standing together, who… seemed much impassioned. As most of them were my acquaintances, I stopped to speak to them, but they with one voice begged me for heaven’s sake to get off the street, making me observe they were prisoners, adding that every avenue of the town was shut up, and that in all human probability some scene would be acted very unfit for me to witness. I could not take the friendly advice, for I became unable to move and absolutely petrified with horror. Observing however an officer with whom I had just dined, I beckoned him to me. He came, but with no very agreeable look, and on my asking him what was the matter, he presented a paper he had folded in his hand. If you will persuade them to sign this [a pledge to support anti-British actions] they are at liberty, said he, but till then must remain under this guard, as they must suffer the penalties they have justly incurred. “And we will suffer everything,” replied one of them, “before we abjure [reject] our king, our country and our principles.” “This, Ladies,” said he turning to me, who was now joined by several Ladies, “is what they call their Test, but by what authority this Gentleman forces it on us, we are yet to learn.” “There is my Authority,” pointing to the Soldiers with the most insolent air, “dispute it, if you can.”…

The prisoners stood firm to their resolution of not signing the Test, till past two in the morning, tho’ every threatening was used to make them comply; at which time a Message from the [Patriot’s] committee compromised [ended] the affair, and they were suffered [allowed] to retire on their parole [responsible for themselves] to appear next morning before them. This was not a step of mercy or out of regard to the Gentlemen; but they understood that a number of their friends were arming in their defense, and tho’ they had kept about 150 ragamuffins still in town, they were not sure even of them; for to the credit of that town be it spoke there are not five men of property and credit [men of wealth] in it that are infected by this unfortunate disease [support for anti-British action and independence].

From the perspective of a Patriot, retell the groom incident. Be precise. Schaw describes him as a “poor English groom” [caretaker of horses]. How would a Patriot describe him? Schaw says he “smiled at” the regiment. How would a Patriot describe his behavior? Schaw was horrified at his treatment. How would a Patriot have felt? Justify the original intended punishment of tarring and feathering. Describe why you and your comrades decided on the alternative punishment. Describe and justify it.

Describe the second incident from the point of view of the officer in charge of the prisoners. Again, be precise. Schaw describes the Loyalists as “much impassioned.” How would the officer describe them? Remember, the officer had dinner with Schaw just recently. In light of that, how might he respond to her questions? Justify holding the Loyalists in the street. Imagine how you felt when one of the Loyalists challenged your authority to hold them. Describe why you let them go.

• unmartial : unmilitary, unprepared for war
• tar and feather : an attack in which a crowd strips the victim, pours hot tar over his/her body, and then rolls the victim in feathers that adhere to the tar, after which the victim might be paraded around in a cart; done to intimidate and threaten the victim and others like him/her
• prohibition : ban

Text: Journal of a Lady of Quality: Being the Narrative of a Journey from Scotland to the West Indies, North Carolina, and Portugal, in the Years 1774 to 1776, eds. Evangeline Walker Andrews & Charles McLean Andrews (Yale University Press, 1921), 189-194. Full text online in Documenting the American South, Internet Archive, and Google Books.

Image: A New Method of Macarony Making, as practised at Boston, colored aquatint, British print, 1774. National Maritime Museum, Greenwich, London, PAF3919. Reproduced by permission.

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