Authentic Assessments -...

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Authentic Assessments

EPSY 605 Final

Melissa Barragán

Timothy Higgins

Adam Pickens

Joseph Reisinger

Marist College

Authentic Assessment in Social Studies 2

Abstract

With the growing demands of the American education system, educators are being called to

reevaluate their assessments in hopes of motivating a very disengaged student population. As the

pressure for student success has increased, so have the demands on the teaching profession to

engage every learner despite the many obstacles and limitations present in the classroom. With

an emphasis on high-stakes testing, students and teachers run the risk of being incorrectly

labeled. However, with the implementation of authentic assessments, educators strive to provide

students with challenges that may both interest and challenge their learning while preparing them

to be successful in the real world.

Keywords: authentic assessment, holistic rubric, analytic rubric


Introduction

The American education system has been under fire for quite some time; especially under

attack is its failing mission to provide a relevant education to students that is needed to compete

in the global marketplace. Other countries have far exceeded America in their generation of new

human intellectual capital and this has been recognized as a critical issue in our national interest.

Various high profile legislation such as No Child Left Behind and Race to the Top have focused

on standards and accountability while ignoring the myriad of factors that help produce an

educated member of our society. The education system is not alone in sharing the blame for the

fall of America’s intellectual capital. The morphing of the American family into an easily

dissolvable unit as well as its displacement as a self-contained economic unit has led to increased

burdens on the education system to provide more relevant skills. It is very rare today that a

farmer teaches his sons agriculture or a craftsman teaches his son his art. Teaching has vacated

the family unit for all practical purposes. The gnawing question is: how is compulsory education

made relevant? Can we, as educators, provide these answers by emphasizing the importance of

authentic assessment?

To examine relevancy, a view of what is irrelevant provides the vantage point to begin

this examination. What comes to mind is the various scenes in the movie, Ferris Bueller’s Day

Off, the American parody on the delivery of education—from the student so disengaged that he is

in a deep sleep, disoriented, with his face down on his desk, constructing no knowledge—only

producing copious amount of drool—to the continual outwitting of the inept principal (and his

own parents) by the deft Ferris who is authentically engaging in the world around him. Although

humorous, the promise of Ferris is wasted in his day off. We can only surmise the result if Ferris’


unique intelligences were engaged in an authentic performance assessment that provided an

opportunity for his wit and creativity.

More revealing to those practicing is when we view the spectacled economics teacher in

Ferris Bueller’s Day Off having his students endure a ten minute roll call, followed by an

economics lecture. The question posed to his students could be turned on those teachers

accepting the call for more authentic pedagogy – Anyone? Anyone? By viewing this scene, we

not only laugh, but turn an introspective mirror on our own teaching practices. The humor of this

lampoon contains a reality that calls for action in turning the teacher and lecture-centered social

studies classroom into one in which students take a more active role in their learning.

This call for action must be grounded in solid methods with an approach that grounds

educational theories into practice. Most classroom approaches are an amalgamation of theories,

good practices, tips from other teachers, and good old common sense. There is a great need to

provide real-world skills to our graduating students. What follows is a discussion with a strategy

that captures learning methods, theories, and the principles of authentic assessment in an

eleventh grade American history and government class.

Learning Methods and Theories

Many different teaching methods can be used along with authentic assessment to create a

successful classroom. In this unit, cooperative learning, constructivism, scaffolding, and direct

vocabulary instruction will be used to complement our authentic assessment. These methods will

help to provide students with the background information and experience needed to succeed in

their assessment.

Cooperative learning involves having a social classroom where the students work

interdependently to complete the desired goals. Cooperative learning has been adapted to combat


the growing number of students in classrooms, increasing the efficiency of a class by having

students work together in groups to complete tasks and learn together (Cooper, 1995). Students

working with their peers allows for every student to have the ability to learn the content with

others, being able to ask questions and demonstrate their knowledge when explaining topics to

others.

Cooperative learning helps students to understand the necessary background knowledge

that is required for an authentic assessment. Students will be working together in groups or pairs

to work through the content of the lesson and outline their authentic summative assessment. This

will ensure every student has the option to discuss their ideas for this assessment throughout the

lesson and have any misconceptions corrected.

Constructivist theory describes a way that knowledge is constructed for students with the

use of prior knowledge being a base for new learning. Constructivists believe that learning

should be student led, where students approach the problems they face and are able to find a

method for learning that satisfies their own needs (Yager, 2000). The idea behind constructivist

learning is that teachers should play a minimal role, guiding the students only when they are in

need, and all learning should be student based where students discover the content on their own.

Constructivist theory and authentic assessment can be used effectively together because

students can discover meaningful and real world aspects to their work. In our lesson, the teacher

serves as a guiding force, giving the students help and guidance when it is needed rather than

simply giving instruction. Students then are reviewing primary source documents (Appendix B)

and completing graphic organizers to decipher the real world meaning and relating each to the

current issue of Puerto Rican independence. This use of constructivist theory in our lesson helps

to create a summative assessment that is very authentic.


The use of modeling in a classroom is essential for the students to fully grasp what is

required of them. Teachers model by demonstrating or providing examples that students can use

to better understand what is asked of them. One way to model is to scaffold instruction.

Scaffolding is giving support throughout the learning process based on the needs of each

individual student to ensure students can individually meet the required goals (Benson, 1997).

The use of scaffolding gives an example for students, with the teacher guiding as an example and

slowly removing themselves from the learning process until students are able to complete the

task on their own.

We have designed assessments that use scaffolding to help model for students and help to

show the authenticity of the task. Each assessment was made so that early portions of it can be

modeled for students, who can then continue on their own. The use of the planning guide

(Appendix E) is scaffolding for the final authentic summative assessment, as students are

essentially outlining positions and arguments they can use in the letter to a public official

(Appendix F). Each formative assessment in this lesson has the ability to be modeled and used

with scaffolding, and the entire lesson itself is scaffolding for the summative authentic

assessment.

Direct vocabulary instruction is becoming necessary in today's classrooms, especially

with a strong push to improve the literacy levels of every student across every content area.

Basic characteristics of direct vocabulary instruction include the use of informal definitions that

students can easily understand, using multiple means of representation, repeated exposure,

understanding word parts, student discussion of the vocabulary, and games that make vocabulary

instruction engaging (Marzano, 2004). When students are able to use words correctly and fully


understand their meanings, they are more likely to retain the knowledge related to the

vocabulary.

We have chosen to use direct vocabulary instruction to begin the lesson, having students

learn the vocabulary they will be using throughout the lesson. The vocabulary worksheet

(Appendix A) asks the students to define the words important to the lesson in their own words.

Students will be using the words in their discussion, including inside and outside of the

classroom, making this task authentic. These vocabulary words will be needed to be successful

throughout the entire unit and to fully understand the content required.

The use of cooperative learning, constructivist ideology, scaffolding, and direct

vocabulary instruction have great benefits for the students in a class, and are also useful tools for

preparing students for an authentic assessment. It is important as educators to understand how

different teaching methods affect the students and choose the best methods based on the

individual needs of every student.

Authentic Assessment in Education

The movement for more authentic pedagogy found its revival in the 1990’s education

reform led by Grant Wiggins (2011, p. 63). This movement was influenced by past theories,

including Vtgotsky’s notion that cognitive abilities are developed through socially supported

interactions (essentially cooperative learning) and Dewey’s primary assertion that we “learn by

doing.” Moreover, Dewey famously stressed that “education is not preparation for life: education

is life itself.”1 Wiggins modernized this assertion and noted that traditional methods of student

assessment fail to bring out complex intellectual performance valued in real life experiences and

result in a narrowing of the learning experience to basic skills, especially test taking skills.

1 Brainyquote.com


Authentic assessment gained considerable interest as content based standards became the norm.

This is even more true today with Common Core Learning Standards and their dual emphasis on

college preparation and career readiness; an attempt to standardize relevancy for all students.

There is an element of healthy rebelliousness in the focus on authentic assessment, as the push of

top-down accountability of high-stakes testing has created tension in the profession to focus on

meaningless results, instead of organically grown assessment methodologies which focus on the

unique combinations that students, culture, and practitioners can harvest.

Wiggins proposes the notion of transfer as being the goal of all schooling. “We must

determine if the student is ready for future challenges in which they must transfer prior learning.

We should look at whether the student can draw creatively and effectively on their repertoire

when handling a novel challenge, not merely determine whether they learned stuff. Think of how

far we have come in medical, law, engineering, and business schools, where educators believe

the best training for the future is case-based or problem-based learning (hence, assessment).

Those of us who have been longtime coaches, musicians, and developers of software have

known this for years” (Wiggins, 2011, p. 64).

Wiggins (1998) developed a set of six standards for judging the degree of authenticity in

an assessment task. “A task is authentic if it is: (1) realistic, (2) requires judgment and

innovation, (3) asks the student to “do” the subject, (4) replicates or simulates the contexts in

which adults are tested in the workplace, in civic life, and in personal life, (5) assesses the

student’s ability to efficiently and effectively use a repertoire of knowledge and skill to negotiate

a complex task, and (6) allows appropriate opportunities to rehearse, practice, consult resources,

and get feedback on and refine performances and products” (McMillan, 2011, p. 234).

Constructivist theory plays a key role in delivering authentic pedagogy. Constructive


alignment between instruction, learning, and assessment (ILA) is the key into developing

cognitively rich learning experiences that reflect Blooms higher order processes.

Biggs’ (2003) theory of constructivist alignment is a natural progression from the

application of constructivist principles discussed in the learning theories discussion. This

alignment, in addition to other alignments to content, standards, and cognitive dimensions, helps

ensure that teaching is effective in actively engaging students in learning. This engagement,

hopefully, leads to transformational knowledge and skills that are derived from the focus on

student activities. This alignment approach can be broken down into three Ps: presage, process,

and product. “The presage takes place prior to learning and involves the consideration of the

student’s prior knowledge and ability, together with programme design, i.e., what is intended to

be taught, how it will be taught and assessed. The process is the “learning-focused activities”

which the student will undertake, and the product is the outcome desired from those activities.

Aligning these three elements will ensure compatibility and consistency between the curriculum

(whatever shape that takes), the teaching method, and the assessment set” (Walsh, 2007, p. 80).

The process, therefore, in creating an authentic assessment is one that takes great consideration

of student abilities and interests. Despite the demands placed on educators to reflect on what

authentic assessments to create for their students, its advantages are worthy to note.

Authentic Assessment Advantages and Disadvantages

Authentic assessments can open many doors for students that expose and develop their

multiple and unique intelligences. These experiences are often collaborative; allowing students to

learn more by tapping into others’ strengths. In ideal multiple intelligences instruction (likely to

contain authentic elements) collaborative and diverse experiences provide an arena for students


to become aware of their own intelligence profiles, to become more self-regulatory, and to be

active in their own learning (Moran, Kornhaber, & Gardner, 2006, p. 27).

The best education is learning how to be the architect of your own learning. This is a life-

long calling for all those who seek to immerse themselves in the artistry of learning. This is the

vision that authentic learning and assessment should yield. Eliot Eisner (2004) aimed for the

purpose of education to instill the notion of artistry within students—an unyielding passion and

drive that leads to creative thinking and breakthroughs. He transposes the notion of artist as we

think of it across disciplines; an artist is not only a painter or a writer but can be a teacher or a

surgeon. The highest praise accorded to any professional is that he or she is a true “artist” (p. 4).

To awaken the artist in each student and aid students in revealing their domain is the

ultimate outcome of authentic assessments. The teacher must have the artistic vision and the

patience to do so. Allowing students to create a product that highlights their abilities and

demonstrates their deep understanding of the content, while helping them make a connection to

their present world represents both teacher and student success.

Despite the best intentions of practitioners, authentic assessments vary in their degree of

authenticity through design and resource constraints. The notion of authenticity as residing on a

continuum has resulted in the framework of the five dimensions of authentic assessment

(Gulikers, Bastiaens, & Kirschner, 2004). These five dimensions are the task itself, the physical

context, the social context, the assessment result or form, and the assessment criteria. All these

dimensions can vary in authenticity and some may need to be more contrived than others to fit in

with authentic instruction. What needs to be noted is the formative nature of authentic

assessment. “For authentic assessment to be effective, students need the opportunity to practice

with the form of assessment before it is used as an assessment. This implies that the learning task


must resemble the assessment task, only with different underlying goals. Learning tasks are for

learning, and assessment tasks are for evaluating student levels of learning in order to improve

(formative), or in order to make decisions (summative)” (Gulikers, Bastiaens, & Kirschner,

2004).

Using authentic assessment exclusively may have some drawbacks in today’s

environment. The challenge lies in determining whether students have actually learned the skills

that the teacher planned. Assessment reliability and validity is hard to grasp in an authentic

milieu. In today’s world, the onus is on the teacher to prove goals by measuring learning. The

assessment is not an end in itself, there must be a learning outcome (Alleman & Brophy, 1999, p.

335). One way to counteract these potential drawbacks is to develop an assessment rubric with

sound and comprehensive criteria.

Rubrics

Well-designed rubrics help communicate expectations through specific performance

criteria and this benefits the students by showing them strengths and areas for improvement. The

opportunity for reflection and improvement is specific and clear. This aids the student in

managing improvement efforts. Thus, the rubric becomes a diagnostic tool for both student and

teacher. “Rubrics play a vital role in the assessment process—they are the tools of accountability.

Rubrics help identify anticipated outcomes and are written at various levels so teachers and

students can monitor the process and products that constitute progress” (Gallavan & Kottler,

2009, p. 156). Poorly designed or, at in certain instances—holistic rubrics—take away from

learning in that critical skills are often lumped together, taking away learning opportunities and

reducing reliability of scoring. Both analytic and holistic rubrics should strive to be objective and

consistent. The most common errors point to the subjectivity of the teacher’s judgment. These


errors include personal bias and the “halo” effect. Without rubrics, educators may evaluate based

on their perception of the student and not account for the finished product. The vitality of a

rubric, therefore, is one that cannot be ignored.

The rubric exhibited in appendix F can guide students as they write their letter. The self-

regulation worksheet (appendix d) also serves as a tool for learning as students assess the

metacognitive aspects of their authentic experience. The rubric will be given to students at the

initiation of the assignment to set expectations and provide a guide to students on the different

levels of performance.

Reflection

Engaging and motivating students in any classroom can be a struggle for teachers, and

the use of authentic assessment is one way we can create an interesting learning environment.

Authentic assessment allows teachers to use aspects of the world around them in the classroom,

having students' complete assessments that are relevant to current ideas. This movement, revived

in the 1990's, has students performing tasks that demonstrate their knowledge and give meaning

to assignments in the classroom. As teachers, we must understand that having real world tasks

provides much more for students than simply instruction as it gives students the skills to succeed

long after they leave the classroom.

While creating an authentic lesson for social studies, our group experienced the benefits

of authentic assessment. The preparation of this assignment is truly authentic, as we are

demonstrating our learning in the class but also creating a lesson to demonstrate a real world

application for this content. We have created a lesson that can be used outside of this class, and

we have recognized many skills we need to create a proper lesson and succeed after this class,

making this truly authentic.


Our first assessment used is a formal formative assessment that focuses on the direct

vocabulary instruction. We have created a vocabulary worksheet (Appendix A) that presents

students with the basic background knowledge that will be used in this lesson and have asked

them to write the textbook definition alongside with a definition in their own words. This meets

the New York State Social Studies Standard 1: History of the United States and New York as it

covers early United States history, as well as Common Core Writing and Reading standards as

students have to read definitions and interpret them in their own words. This assessment meets

three outcomes, including having students recognize the causes for independence and revolution,

working together to achieve a common goal, and recognizing the main ideas and importance of

events of this time period.

Having students work together to decide the meanings of the words and use them in

discussion demonstrates the learning methods of direct vocabulary instruction as well as

cooperative learning. We also scaffolded the assignment; giving students the first vocabulary

words definition and having students decide as a class what they would put for their own

definition. Having students create their own definition and begin to use these vocabulary words

in their everyday discussion makes this assignment authentic, giving meaning and a real world

aspect to the vocabulary. The purpose of this formative assessment is primarily providing

background information that students will need to know, but this can also be used to introduce

students to the aspects of authentic assessment, as we have done here with student definitions.

To continue this lesson, students are reading and analyzing primary source documents

(Appendix B). Students will work in groups to read and analyze one of three different primary

source documents, answering questions of what grievances were highlighted in the text and how

they could relate to today’s world. Students will be put into groups, with each having high,


average, and low achieving students to work through the primary source documents. This meets

the New York State Social Studies Standard 1: History of the United States and New York, as

well as Common Core Reading and Writing standards, where students will have to read and

analyze primary source documents and determine the central ideas. Our student learning

outcomes include having students be able to work together to achieve a common goal,

recognizing a real world aspect for their work and critically analyzing and evaluating primary

source documents.

This assessment uses constructivist ideals as well as cooperative learning for students to

learn about British Acts imposed on the colonists. Students will be working together in groups

with mixed ability levels will ensure every student is getting the assistance they may need and

students must discuss the information presented in a way that others understand. Students are

also discovering the content instead of having it told to them, including the importance and how

their readings would have affected the time period. We have also met many aspects of authentic

assessment, including having students complete a realistic tasks, using their own judgment,

analyze primary sources just as a historian would, and having students use their reading, writing,

and group skills to complete the desired task. Asking students to compare these acts to the

current time period, with the effects the acts would have today, gives meaning and a comparison

for students to recognize, making this task authentic.

Our next formative assessment (Appendix C) has students reading out loud and listening

to others read primary source documents and comparing the content. Two students will be

reading primary source documents to the class, one having the Declaration of Independence,

1776, and one reading a Proclamation by the King of England, 1775. Students will be answering

the same questions for each document, making it easy to compare the two topics. This meets


New York State Social Studies Standard 1: History of the United States and New York, as well

as Standard 5: Civics, Citizenship, and Government. The Common Core Standards addressed

include writing, reading, and speaking and listening standards, as students will be able to listen to

others read the articles, read along, and write to answer the questions. This assessment meets

four student learning objectives, including recognizing the causes for independence and

revolution, working cooperatively to achieve a common goal, recognizing a real world aspect for

their work, and critically analyzing and evaluating primary sources.

This assignment will have students understand the content of the two primary sources

through the use of scaffolding and constructivist learning. The assignment will be explained and

an example given after the articles are read out loud, which will model what students should be

doing. Students will also have a handout of the readings so they can follow along and go through

the documents after the readings have finished. Students will be discovering the knowledge,

reading what each document says which will show the British and American Colonist point of

view and desires. Students will be asked to outline the complaints and compare them to each

other, which is authentic because students are completing the assignment on their own, learning

skills required in everyday life, including reading primary sources, listening to others, and

comparing two similar documents. Students have the ability to rehearse and get feedback on their

performances and products, an important part of authentic assessment.

We have designed a self-reflection worksheet (Appendix D) which will help students to

self-reflect on their own work and relate each assignment to the real world. This assessment will

be used multiple times throughout the school year, with minor adjustments on the final question

having students explain their understanding of real world aspects of assessments. As a self-

reflection worksheet, this was not designed to meet standards but more to provide valuable


information. The final question about relating it being a citizen meets New York State Standard

5: Civics, Citizenship, and Government, and Common Core writing and reading standards as

students will have to determine the central ideas of the assignment they are reflecting on. This

also meets two of the learning outcomes, having students recognize real world aspects for their

work and recognizing main ideas to show their importance.

This assignment was designed to have the students consider their work, including how

they were successful or what could change in the future. This is used to guide future instruction,

having student ideas being taken into consideration. Students are also thinking about their own

learning, reaching the metacognitive level on Blooms Revised Taxonomy, to decide what they

could change in the future to be more successful. Having a question on this worksheet asking

how it relates to them as a citizen in the world around them makes this authentic. Students will

have to reflect on a previous assignment, considering how that content will relate to them as a

citizen in society. Students will be learning not only how they learn but how the content effects

their current lives as citizens with this worksheet.

The final formative assessment designed is a planning guide to be used to outline the

summative assessment. The planning guide (Appendix E) will be given to the students at the

beginning of the unit to fill out as each topic on the table is covered. Students will be asked to fill

out the British and American Colonist position on major topics, including wars and British acts

imposed upon the colonists. They will have to cite their information based on the primary

sources students will analyze throughout the unit. This assessment will be used to outline most of

the unit, so it meets many different standards, including the New York State Standard 1: History

of the United States and New York, Standard 5: Civics, Citizenship, and Government, as well as

many different Common Core Standards in writing, with students writing arguments and


gathering relevant information, and reading, where students are determining central ideas and

evaluating different points of view. Outcomes assessed with this assessment include students

recognizing causes for independence and revolution, working cooperatively towards a common

goal, critically analyzing and evaluating primary source documents, and recognizing main ideas

and terms to show their importance.

This assignment shows constructivist ideals, with students building and discovering the

content throughout the unit and building on their previous learning. Students are discovering all

the information needed for this table on their own through the use of cooperative learning and

analyzing primary sources. Throughout the unit, as students complete this assignment, they will

be working cooperatively on select sections and are able to ask classmates for help with sections

they may not fully understand. This will ensure every student has the opportunity to complete

this assessment with very little mistakes. Although this assessment does not specifically create

any real world meaning for students, the skills gained with this makes the task authentic.

Students will compare and contrast two points of views, and learn to use outlines to prepare for

major tasks. This is an outline to prepare students for their summative assessment, which is a

truly authentic task.

Authenticity in Action

The culmination of the previously discussed formative assessments lead to the letter to a

public official—a summative assessment—exhibited in appendix F. Students will be required to

draw on their knowledge gained in the previous assessments to craft a letter to a public official.

Although the facts of the American Revolution are almost 240 years old, the lessons learned and

the arguments made can be applied to similar struggles for independence and autonomy in

today’s ever-changing geopolitical climate. The chosen subject was Puerto Rican statehood


which brings the classroom focus back into the present day; requiring students to draw on

historical knowledge and apply what they recently learned. The contemporary topic could be any

situation related to a struggle for human rights, economic freedom, or political independence

from an oppressive regime. This, of course, would require scaffolding in the form of current

events research and supplementary materials.

This letter is primarily an individual effort; the student signs their name and places the

historically relevant stamp on the envelope. It is delivered via the United States Postal system to

the public official of the student’s choosing. Additional research will be done to determine who

best represents the class within our government. This is a critical piece of the authenticity; a

citizen ultimately acts alone after deliberation and consultation with fellow citizens—a hybrid of

cooperative learning, constructivism, and the notion of deliberative democracy. In constructivist

theory (Walsh, 2007), the process yields the product: the persuasive letter from a citizen to

his/her representative.

This authentic exercise can be viewed as the incubator in which student-citizens mirror a

true democracy by understanding related situations by reasoned comparison and the expression

of opinion. The class will be able to assess results (by responses to their letters) and be part of a

collective experience that forges commonality while celebrating individual contribution through

each unique letter.

This also has practical benefits for the teacher in assessing individual student learning

and progress. The rubric focuses each student on the deliverables of the assignment for guiding

performance. There is no choice here—it is an individual summative assessment that

demonstrates integration of that student’s previously constructed knowledge. Remarkably, the


students’ experience resonates with citizenry--just as a citizen enjoys rights and responsibilities

they are derived from the collective hard work of like-minded peers.

Conclusion

The class of boys captivated by the teaching of Mr. Keating in the movie, Dead Poet’s

Society, provides a striking contrast to the classroom depicted in Ferris Bueller’s Day Off. One

could truly understand why Ferris took the day off as the classroom techniques failed to make

any relevant connection to what students experienced in the world around them. The

juxtaposition of Mr. Keating’s passion of bringing the relevant human condition into a classroom

that studies arcane literature and poetry shows how students can make connections that initiate a

thirst for learning. He is inviting them to be more active in their learning by asking, “What will

your verse be?” The same could be done with our exhibited lesson as students perform the work

of mining ancient primary sources to illuminate a contemporary issue. This approach could ignite

students in the hands of the teacher-as-artist who forges a classroom dialogue that begs the

question, “What truth do you hold to be self-evident?”


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Eisner, E. (2004). What can education learn from the arts about the practice of education?

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Appendix A – Vocabulary Instruction

Name_______________________ Date _________________

British Policy Vocabulary Directions: Look up the following vocabulary in your textbook and write the book definition for

each in the space provided. Then write the definition in your own words in the place provided.

Vocabulary

Word

Book Definition Your Definition

Loyalist

American colonists who supported Britain

and opposed the War for Independence.

Patriot

French and

Indian War

The Boston

Massacre

Quartering

Act

Townsend

Act

Sugar Act

Proclamation

of 1763

Stamp Act


Definitions for Vocabulary Assessment

Loyalist – American colonist who supported Britain and opposed the War of Independence.

Patriot – a person who vigorously supports their country and is prepared to defend it against

enemies or detractors.

French and Indian War – the war in America in which France and its Indian allies opposed

England 1754–60: ended by Treaty of Paris in 1763.

The Boston Massacre - a riot in Boston (March 5, 1770) arising from the resentment of

Boston colonists toward British troops quartered in the city, in which the troops fired on the mob

and killed several persons.

Quartering Act – June 2, 1774, one of the Coercion Acts, was passed in Parliament after the

Boston Tea Party in 1773. The Quartering Act provided that local authorities must provide

quarters for British troops.

Townsend Act - acts of the British Parliament in 1767, especially the act that placed duties on

tea, paper, lead, paint, etc., imported into the American colonies.

Sugar Act - a law passed by the British Parliament in 1764 raising duties on foreign refined

sugar imported by the colonies so as to give British sugar growers in the West Indies a monopoly

on the colonial market.

Proclamation of 1763 - Proclamation by Britain at the end of the French and Indian War

that prohibited settlement by whites on Indian Territory. It established a British-administered

reservation from west of the Appalachians and south of Hudson Bay to the Floridas and ordered

white settlers to withdraw.

Stamp Act - an act of the British Parliament for raising revenue in the American Colonies by

requiring the use of stamps and stamped paper for official documents, commercial writings, and

various articles: it was to go into effect on November 1, 1765, but met with intense opposition

and was repealed in March, 1766.


Appendix B – Primary Source Interpretations

Colonists’ Grievances & Connection to our World

Directions: Read each act below imposed by the British Crown on the colonists and highlight as many grievances as you

can find. Place the list of grievances in the left column and think about how these grievances could affect your world

today in the right column.

Grievances

1. Stamp Act of 1765 excerpt

1. “ For every skin or piece of vellum or parchment, or sheet or piece of paper, on which shall be engrossed,

written or printed, any notarial net, bond, deed, letter of attorney, procuration, mortgage, release, or other

obligatory instrument, not herein before charged, within the said colonies and plantations, a stamp duty of two

shillings and three pence.

2. And for and upon every pack of playing cards, and all dice, which shall be sold or used within the said

colonies and plantations, the several stamp duties following (that is to say):

3. For every pack of such cards, one shilling.

4. And for every pair of such dice, ten shillings.

5. And for and every paper called a pamphlet, and upon every newspaper, containing public news or

occurrences, which shall be printed, dispersed, and made public, within any of the said colonies and

plantations, and for and upon such advertisements as are hereinafter mentioned, the respective duties

following (that is to say):

6. For every almanac, or calendar, for any one particular year, or for any time less than a year, which shall be

written or printed on one side only of any one sheet, skin, or piece of paper, parchment, or vellum, within the

said colonies and plantations, a stamp duty of two pence.

7. For every other almanac or calendar, for any one particular year, which shall be written or printed within

the said colonies and plantations, a stamp duty of four pence.

8. And for every almanac or calendar, written or printed in the said colonies and plantations, to serve for

several years, duties to the same amount respectively shall be paid for every such year.”

List as many grievances highlighted in the

text

How would the grievances listed in the left

column be represented in the world today?


2. The Quartering Act of 1765 excerpt

“WHEREAS ... [by the Mutiny Act of 1765] ... several regulations are made and enacted for the better government of the

army, and their observing strict discipline, and for providing quarters for the army, and carriages on marches and other

necessary occasions, and inflicting penalties on offenders against the same act, and for many other good purposes therein

mentioned; but the same may not be sufficient for the forces that may be employed in his Majesty's dominions in America:

and whereas, during the continuance of the said act, there may be occasion for marching and quartering of regiments and

companies of his Majesty's forces in several parts of his Majesty's dominions in America: and whereas the publick houses

and barracks, in his Majesty's dominions in America, may not be sufficient to supply quarters for such forces: and whereas

it is expedient and necessary that carriages and other conveniences, upon the march of troops in his Majesty's dominions

in America, should be supplied for that purpose: be it enacted ... Provided nevertheless, and it is hereby enacted, That the

officers and soldiers so quartered and billeted as aforesaid (except such as shall be quartered in the barracks, and hired

uninhabited houses, or other buildings as aforesaid) shall be received and furnished with diet, and small beer, cyder, or

rum mixed with water, by the owners of the inns, livery stables, alehouses, victualing houses, and other houses in which

they are allowed to be quartered and billeted by this act; paying and allowing for the same the several rates herein after

mentioned to be payable, out of the subsistence money, for diet and small beer, cyder, or rum mixed with water.”


text

How would the grievances listed in the

left column be represented in the world

today?


3. The Townshend Revenue Act of 1767 excerpt

AN ACT for granting certain duties in the British colonies and plantations in America; for allowing a drawback of the

duties of customs upon the exportation from this kingdom, of coffee and cocoa nuts of the produce of the said colonies

or plantations; for discontinuing the drawbacks payable on china earthen ware exported to America; and for more

effectually preventing the clandestine running of goods in the said colonies and plantations.

“WHEREAS it is expedient that a revenue should be raised, in your Majesty's dominions in America, for making a more

certain and adequate provision for defraying the charge of the administration of justice, and the support of civil

government, in such provinces as it shall be found necessary; and towards further defraying the expenses of defending,

protecting and securing the said dominions; ... be it enacted.... That from and after the twentieth day of November, one

thousand seven hundred and sixty seven, there shall be raised, levied, collected, and paid, unto his Majesty, his heirs,

and successors, for upon and the respective Goods here in after mentioned, which shall be imported from Great Britain

into any colony or plantation in America which now is or hereafter may be, under the dominion of his Majesty, his heirs,

or successors, the several Rates and Duties following; that is to say,

For every hundredweight avoirdupois of crown, plate, flint, and white glass, four shillings and eight pence.

For every hundred weight avoirdupois of red lead, two shillings.

For every hundred weight avoirdupois of green glass, one shilling and two pence.

For every hundred weight avoirdupois of white lead, two shillings.

For every hundred weight avoirdupois of painters colours, two shillings.

For every pound weight avoirdupois of tea, three pence.

For every ream of paper, usually called or known by the name of Atlas fine, twelve shillings…”


Appendix C – Primary Source Readings

Declaration of Independence, 1776

Directions:

Step 1: Your classmate will read the “Declaration of Independence” aloud. As they speak, listen carefully

to the colonists’ protests against Great Britain. Pay close attention to the wording used and what

emotions it provokes.

Step 2: Look over the following questions

1. What is the author’s overall complaint?

2. Name two injustices labeled by the author.

3. What are the risks associated with a revolutionary proclamation?

Step 3: Now, take the time to answer the questions as you read the ‘Declaration of Independence” a

second time.


text

How would the grievances listed in the left

column be represented in the world today?


A Proclamation by the King, 1775

Directions:

Step 1: Your classmate will read the “A Proclamation by the King - 1775” aloud. As they speak, listen

carefully to the King’s edict suppressing the colonists’ rebellious actions. Pay close attention to the

wording used and what emotions it provokes.

Step 2: Look over the following questions

1. What is the author’s overall complaint?

2. Name two examples of treason labeled by the king.

3. List (2) provocative words/terms used by the King to describe the colonists.

Step 3: Now, take the time to answer the questions as you read the “A Proclamation by the King” a

second time.


Appendix D – Self-Regulation Worksheet

Name ________________________ Date__________________

Self-Reflection Worksheet

Directions: This is a self-reflection worksheet to provide feedback for you as well as me. Please

answer these questions honestly, in complete sentences, and to the best of your ability.

1) What did you like the most about this assignment? Explain.

2) What did you not like about this assignment? Explain.

3) What part of this assignment do you feel you were successful with? What were you

unsuccessful with?

4) Would you feel comfortable explaining this assignment to another student?

5) How does this assignment relate to you, as a citizen, in the world around you?


Appendix E – Planning Graphic Organized

Name_______________________ Date _________________

Letter to a Public Official

Planning Guide Directions: Throughout the unit, fill out the table below addressing the position of both the

British and American Colonist. Be sure to include reasons why the topics were important and

how each group responded.

British Position

American Position

French and

Indian War

(1754-1763)

Proclamation

of 1763

Sugar Act

(1764)

Stamp Act

(1765)


Townsend

Act (1767)

The Boston

Massacre

(1770)

Quartering

Act (1774)

Proclamation

by the King

(1775)

Declaration

of

Independence

(1776)


Appendix F – Summative Assessment

Letter to Public Official

Background: After exploring the causes of the American Revolution and our separation

from the British Empire, you must now step into today’s world and apply history to examine

the issues surrounding Puerto Rican statehood.

Directions: Using the “letter to a public official” planning guide & primary sources used in

class, compose a letter to a public official arguing your stance on Puerto Rican statehood.

Requirements for letter:

a. Goal/thesis: What is the thesis or point of view you are trying to

argue?

b. Main Ideas: State three reasons/ideas as to why your thesis is valid.

c. Supporting Evidence: Provide examples/facts to support your position.

d. Conclusion: Summarize the main details of your argument and re-state

your point of view (pro or anti-statehood.)

33

Letter to Public Official Rubric CATEGORY 20 15 10 5 Score

Thesis The thesis statement names the topic of the letter and outlines the main points to be discussed.

The thesis statement names the topic of the letter.

The thesis statement outlines some or all of the main points to be discussed but does not name the topic.

The thesis statement does not name the topic AND does not preview what will be discussed.

Position Statement

The position statement provides a clear, strong statement of the author's position on the topic.

The position statement provides a clear statement of the author's position on the topic.

A position statement is present, but does not make the author's position clear.

There is no position statement.

Evidence and Examples

All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.

Evidence and examples are NOT relevant AND/OR are not explained.

Audience Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader's questions and provides thorough answers appropriate for that audience.

Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience.

Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience.

It is not clear who the author is writing for.

Organization & Grammar

Author makes no errors in grammar or spelling that distract the reader from the content. All sentences are well-constructed with varied structure.

Author makes 1-2 errors in grammar or spelling that distract the reader from the content. Most sentences are well-constructed and there is some varied sentence structure in the essay.

Author makes 3-4 errors in grammar or spelling that distract the reader from the content. Most sentences are well constructed, but there is no variation is structure.

Author makes more than 4 errors in grammar or spelling that distract the reader from the content. Most sentences are not well-constructed or varied.

Total Score:

34

Appendix G – Additional Primary Source Documents

NOTE: Not all are used in the current assessments but have been included as potential substitutions.

Each class may require different source documents.

Chronology of documents:

Exhibit number

Exhibit Description Rationale Date

1 The Stamp Act Tax revenue March 22, 1765

2 The Quartering Act 1765 Defense March 24, 1765

3 The Declaratory Act Judicial March 18. 1766

4 Townshend Revenue Act Tax revenue June 29, 1767

5 Administration of Justice Act Judicial (Intolerable Act) May 20, 1774

6 Quartering Act of 1774 Defense (Intolerable Act) June 2, 1774

7 A Proclamation by the King (for suppressing rebellion and sedition)

Law and order August 23, 1775

8 The Declaration of Independence Separation/Revolution July 4, 1776

Exhibit 1:

The Stamp Act

March 22, 1765

AN ACT for granting and applying certain stamp duties, and other duties, in the British colonies and plantations in

America, towards further defraying the expenses of defending, protecting, and securing the same; and for amending

such parts of the several acts of parliament relating to the trade and revenues of the said colonies and plantations, as

direct the manner of determining and recovering the penalties and forfeitures therein mentioned.

WHEREAS, by an act made in the last session of Parliament several duties were granted, continued, and

appropriated toward defraying the expenses of defending, protecting, and securing the British colonies and

plantations in America; and whereas it is just and necessary that provision be made for raising a further revenue

within your majesty's dominions in America toward defraying the said expenses; we, your majesty's most dutiful and

loyal subjects, the Commons of Great Britain, in Parliament assembled, have therefore resolved to give and grant

unto your majesty the several rates and duties hereinafter mentioned; and do humbly beseech your majesty that it

may be enacted, and be it enacted by the king's most excellent majesty, by and with the advice and consent of the

lords spiritual and temporal, and commons, in this present Parliament assembled, and by the authority of the same,

that from and after the first day of November, one thousand seven hundred and sixty five, there shall be raised,

levied, collected, and paid unto his majesty, his heirs, and successors, throughout the colonies and plantations in

America, which now are, or hereafter may be, under the dominion of his majesty, his heirs and successors:

(List has been truncated for lesson purposes, most common remain)

1. For every skin or piece of vellum or parchment, or sheet or piece of paper, on which shall be engrossed,

written, or printed, any declaration, plea, replication, rejoinder, demurrer or other pleading, or any copy

35

thereof; in any court of law within the British colonies and plantations in America, a stamp duty of

three pence.


written, or printed, any special bail, and appearance upon such bail in any such court, a stamp duty of

two shillings.

3. For every skin or piece of vellum or parchment, or sheet or piece of paper, on which may be engrossed,

written, or printed, any petition, bill, answer, claim, plea, replication, rejoinder, demurrer, or other pleading, in

any court of chancery or equity within the said colonies and plantations, a stamp duty of one shilling and

six pence.


written, or printed, any copy of any position, bill, answer, claim, plea, replication, rejoinder, demurrer, or

other pleading in any such court, a stamp duty of three pence.


written, or printed, any monition, libel, answer, allegation, inventory, or renunciation in ecclesiastical matters,

in any court of probate court of the ordinary, or other court exercising ecclesiastical jurisdiction within the

said colonies and plantations, a stamp duty of one shilling.


written, or printed, any copy of any will (other than the probate thereof) monition, libel, answer,

allegation, inventory, or renunciation in ecclesiastical matters, in any such court, a stamp duty of six

pence.


written, or printed, any donation, presentation, collation or institution, of or to any benefice, or any writ or

instrument for the like purpose, or any register, entry, testimonial, or certificate of any degree taken in any

university, academy, college, or seminary of learning within the said colonies and plantations, a

stamp duty of two pounds.


written, or printed, any monition, libel, claim, answer, allegation, information, letter of request, execution,

renunciation, inventory, or other pleading, in any admiralty court, within the said colonies and plantations,

a stamp duty of one shilling.


written, or printed, any license for retailing of spirituous liquors, to be granted to any person who shall take

out the same, within the said colonies and plantations, a stamp duty of twenty shillings.


written, or printed, any license for retailing of wine, to be granted to any person who shall not take out a

license for retailing of spirituous liquors, within the said colonies and plantations, a stamp duty of four

pounds.


written, or printed, any license for retailing of wine, to be granted to any person who shall take out a

license for retailing of spirituous liquors, within the said colonies and plantations, a stamp duty of three

pounds.


written, or printed, any probate of will, letters of administration, or of guardianship for any estate above the

value of twenty pounds sterling money, within the British colonies and plantations upon the continent of

America, the islands belonging thereto and the Bermuda and Bahama islands, a stamp duty of five shillings.


written, or printed, any such order or warrant for surveying or setting out any quantity of land above one

hundred and not exceeding two hundred acres, within the said colonies and plantations, a stamp duty of one

shilling.

36


written, or printed, any indenture, lease, conveyance, contract, stipulation, bill of sale, charter party,

protest, articles of apprenticeship or covenant (except for the hire of servants not apprentices, and also

except such other matters as herein before charged) within the British colonies and plantations in America, a

stamp duty of two shillings and six pence.


written or printed, any notarial net, bond, deed, letter of attorney, procuration, mortgage, release, or other

obligatory instrument, not herein before charged, within the said colonies and plantations, a stamp duty of

two shillings and three pence.

16. And for and upon every pack of playing cards, and all dice, which shall be sold or used within the said

colonies and plantations, the several stamp duties following (that is to say):

17. For every pack of such cards, one shilling.

18. And for every pair of such dice, ten shillings.

19. And for and every paper called a pamphlet, and upon every newspaper, containing public news or

occurrences, which shall be printed, dispersed, and made public, within any of the said colonies and

plantations, and for and upon such advertisements as are hereinafter mentioned, the respective duties

following (that is to say):

20. For every almanac, or calendar, for any one particular year, or for any time less than a year, which shall

be written or printed on one side only of any one sheet, skin, or piece of paper, parchment, or vellum, within

the said colonies and plantations, a stamp duty of two pence.

21. For every other almanac or calendar, for any one particular year, which shall be written or printed within

the said colonies and plantations, a stamp duty of four pence.

22. And for every almanac or calendar, written or printed in the said colonies and plantations, to serve for

several years, duties to the same amount respectively shall be paid for every such year.

II

And also a duty of one shilling for every twenty shillings, in any sum exceeding fifty pounds, which shall be given,

paid, contracted, or agreed for, with, or in relation to, any such clerk or apprentice...

V

And be it further enacted ..., That all books and pamphlets serving chiefly for the purpose of an almanack, by

whatsoever name or names intituled or described, are and shall be charged with the duty imposed by this act on

almanacks, but not with any of the duties charged by this act on pamphlets, or other printed papers ...

VI

Provided always, that this act shall not extend to charge any bills of exchange, accompts, bills of parcels, bills of fees,

or any bills or notes not sealed for payment of money at sight, or upon demand, or at the end of certain days of

payment....

XII

And be it further enacted ..., That the said several duties shall be under the management of the commissioners, for

the time being, of the duties charged on stamped vellum, parchment, and paper, in Great Britain: and the said

commissioners are hereby impowered and required to employ such officers under them, for that purpose, as they

shall think proper....

37

XVI

And be it further enacted... That no matter or thing whatsoever, by this act charged with the payment of a duty, shall

be pleaded or given in evidence, or admitted in any court within the said colonies and plantations, to be good, useful,

or available in law or equity, unless the same shall be marked or stamped, in pursuance of this act, with the

respective duty hereby charged thereon, or with an higher duty....

LIV

And be it further enacted ... That all the monies which shall arise by the several rates and duties hereby granted

(except the necessary charges of raising, collecting, recovering, answering, paying, and accounting for the same and

the necessary charges from time to time incurred in relation to this act, and the execution thereof) shall be paid into

the receipt of his Majesty's exchequer, and shall be entered separate and apart from all other monies, and shall be

there reserved to be from time to time disposed of by parliament, towards further defraying the necessary expenses

of defending, protecting, and securing, the said colonies and plantations....

LVII

... offenses committed against any other act or acts of Parliament relating to the trade or revenues of the said

colonies or plantations; shall and may be prosecuted, sued for, and recovered, in any court of record, or in any court

of admiralty, in the respective colony or plantation where the offense shall be committed, or in any court of vice

admiralty appointed or to be appointed, and which shall have jurisdiction within such colony, plantation, or place,

(which courts of admiralty or vice admiralty are hereby respectively authorized and required to proceed, hear, and

determine the same) at the election of the informer or prosecutor.....

38

Exhibit 2:

The Quartering Act of 1765

(Note: Quartering Act of 1774 was an Intolerable Act)

March 24, 1765

AN ACT to amend and render more effectual, in his Majesty's dominions in America, an act passed in this present

session of parliament, intituled, An act for punishing mutiny and desertion, and for the better payment of the army and

their quarters.

WHEREAS ... [by the Mutiny Act of 1765] ... several regulations are made and enacted for the better government of

the army, and their observing strict discipline, and for providing quarters for the army, and carriages on marches and

other necessary occasions, and inflicting penalties on offenders against the same act, and for many other good

purposes therein mentioned; but the same may not be sufficient for the forces that may be employed in his Majesty's

dominions in America: and whereas, during the continuance of the said act, there may be occasion for marching and

quartering of regiments and companies of his Majesty's forces in several parts of his Majesty's dominions in America:

and whereas the publick houses and barracks, in his Majesty's dominions in America, may not be sufficient to supply

quarters for such forces: and whereas it is expedient and necessary that carriages and other conveniences, upon the

march of troops in his Majesty's dominions in America, should be supplied for that purpose: be it enacted ...,

That for and during the continuance of this act, and no longer, it shall and may be lawful to and for the constables,

tithingmen, magistrates, and other civil officers of villages, towns, townships, cities, districts, and other places, within

his Majesty's dominions in America, and in their default or absence, for any one justice of the peace inhabiting in or

near any such village, township, city, district or place, and for no others; and such constables ... and other civil

officers as aforesaid, are hereby required to billet and quarter the officers and soldiers, in his Majesty's service, in the

barracks provided by the colonies; and if there shall not be sufficient room in the said barracks for the officers and

soldiers, then and in such case only, to quarter and billet the residue of such officers and soldiers for whom there

shall not be room in such barracks, in inns, livery stables, ale houses, victuallinghouses, and the houses of sellers of

wine by retail to be drank in their own houses or places thereunto belonging, and all houses of persons selling of rum,

brandy, strong water, cyder or metheglin, by retail, to be drank in houses; and in case there shall not be sufficient

room for the officers and soldiers in such barracks, inns, victualling and other publick ale houses, that in such and no

other case, and upon no other account, it shall and may be lawful for the governor and council of each respective

province in his Majesty's dominions in America, to authorize and appoint, and they are hereby directed and

impowered to authorize and appoint, such proper person or persons as they shall think fit, to take, hire and make fit,

and, in default of the said governor and council appointing and authorizing such person or persons, or in default of

such person or persons so appointed neglecting or refusing to do their duty, in that case it shall and may be lawful for

any two or more of his Majesty's justices of the peace in or near the said villages, towns, townships, cities, districts,

and other places, and they are hereby required to take, hire and make fit for the reception of his Majesty's forces,

such and so many uninhabited houses, outhouses, barns, or other buildings, as shall be necessary, to quarter therein

the residue of such officers and soldiers for whom there should not be room in such barracks and publick houses as

aforesaid....

II

And it is hereby declared and enacted, That there shall be no more billets at any time ordered, than there are

effective soldiers present to be quartered therein: and in order that this service may be effectually provided for, the

commander in chief in America, or other officer under whose orders any regiment or company shall march, shall, from

39

time to time, give ... as early notice as conveniently may be, in writing, signed by such commander or officer of their

march, specifying their numbers and time of marching as near as may be, to the respective governors of each

province through which they are to march....

III

[Military officers taking upon themselves to quarter soldiers contrary to this act, or using any menace to a civil officer

to deter them from their duty, to be cashiered. Persons aggrieved by being quartered on may complain to the justices,

and be relieved.]

V

Provided nevertheless, and it is hereby enacted, That the officers and soldiers so quartered and billeted as aforesaid

(except such as shall be quartered in the barracks, and hired uninhabited houses, or other buildings as aforesaid)

shall be received and furnished with diet, and small beer, cyder, or rum mixed with water, by the owners of the inns,

livery stables, alehouses, victuallinghouses, and other houses in which they are allowed to be quartered and billeted

by this act; paying and allowing for the same the several rates herein after mentioned to be payable, out of the

subsistence money, for diet and small beer, cyder, or rum mixed with water.

VI

Provided always, That in case any innholder, or other person, on whom any non commission officers or private men

shall be quartered by virtue of this act, ... (except on a march, or employed in recruiting, and likewise except the

recruits by them raised, for the space of seven days at most, for such non commission officers and soldiers who are

recruiting, and recruits by them raised) shall be desirous to furnish such noncommission officers or soldiers with

candles, vinegar, and salt, and with small beer or cyder, not exceeding five pints, or half a pint of rum mixed with a

quart of water, for each man per diem, gratis, and allow to such noncommission officers or soldiers the use of fire,

and the necessary utensils for dressing and eating their meat, and shall give notice of such his desire to the

commanding officer, and shall furnish and allow the same accordingly; then ... the non commission officers and

soldiers so quartered shall provide their own victuals; and the officer to whom it belongs to receive, or that actually

does receive, the pay and subsistence of such non commission officers and soldiers, shall pay the several sums

herein after mentioned to be payable, out of the subsistence money, for diet and small beer, to the non commission

officers and soldiers aforesaid....

VII

And whereas there are several barracks in several places in his Majesty's said dominions in America, or some of

them, provided by the colonies, for the lodging and covering of soldiers in lieu of quarters, for the ease and

conveniency as well of the inhabitants of and in such colonies, as of the soldiers; it is hereby further enacted, That all

such officers and soldiers, so put and placed in such barracks, or in hired uninhabited houses, outhouses, barns, or

other buildings, shall, from time to time, be furnished and supplied there by the persons to be authorized or appointed

for that purpose by the governor and council of each respective province, or upon neglect or refusal of such governor

and council in any province, then by two or more justices of the peace residing in or near such place, with fire,

candles, vinegar, and salt, bedding, utensils for dressing their victuals, and small beer or cyder, not exceeding five

pints, or half a pint of rum mixed with a quart of water, to each man, without paying any thing for the same....

40

XXX

And be it further enacted ... That this act ... shall continue and be in force in all his Majesty's dominions in America

from [March 24, 1765] until [March 24, 1767].

41

Exhibit 3: NOT USED

The Declaratory Act

March 18, 1766

AN ACT for the better securing the dependency of his Majesty's dominions in America upon the crown and parliament

of Great Britain.

WHEREAS several of the houses of representatives in his Majesty's colonies and plantations in America, have of

late, against law, claimed to themselves, or to the general assemblies of the same, the sole and exclusive right of

imposing duties and taxes upon his Majesty's subjects in the said colonies and plantations; and have, in pursuance of

such claim, passed certain votes, resolutions, and orders, derogatory to the legislative authority of parliament, and

inconsistent with the dependency of the said colonies and plantations upon the crown of Great Britain: ... be it

declared ...,

That the said colonies and plantations in America have been, are, and of right ought to be. subordinate unto, and

dependent upon the imperial crown and parliament of Great Britain; and that the King's majesty, by and with the

advice and consent of the lords spiritual and temporal, and commons of Great Britain, in parliament assembled, had,

hash, and of right ought to have, full power and authority to make laws and statutes of sufficient force and validity to

bind the colonies and people of America, subjects of the crown of Great Britain, in all cases whatsoever.

II. And be it further declared ..., That all resolutions, votes, orders, and proceedings, in any of the said colonies or

plantations, whereby the power and authority of the parliament of Great Britain, to make laws and statutes as

aforesaid, is denied, or drawn into question, are, and are hereby declared to be, utterly null and void to all intents and

purposes whatsoever.

42

Exhibit 4:

THE TOWNSHEND REVENUE ACT

June 29, 1767

AN ACT for granting certain duties in the British colonies and plantations in America; for allowing a drawback of the

duties of customs upon the exportation from this kingdom, of coffee and cocoa nuts of the produce of the said

colonies or plantations; for discontinuing the drawbacks payable on china earthen ware exported to America; and for

more effectually preventing the clandestine running of goods in the said colonies and plantations.

WHEREAS it is expedient that a revenue should be raised, in your Majesty's dominions in America, for making a

more certain and adequate provision for defraying the charge of the administration of justice, and the support of civil

government, in such provinces as it shall be found necessary; and towards further defraying the expenses of

defending, protecting and securing the said dominions; ... be it enacted.... That from and after the twentieth day of

November, one thousand seven hundred and sixty seven, there shall be raised, levied, collected, and paid, unto his

Majesty, his heirs, and successors, for upon and the respective Goods here in after mentioned, which shall be

imported from Great Britain into any colony or plantation in America which now is or hereafter may be, under the

dominion of his Majesty, his heirs, or successors, the several Rates and Duties following; that is to say,

For every hundredweight avoirdupois of crown, plate, flint, and white glass, four shillings and eight pence.

For every hundred weight avoirdupois of red lead, two shillings.

For every hundred weight avoirdupois of green glass, one shilling and two pence.

For every hundred weight avoirdupois of white lead, two shillings.

For every hundred weight avoirdupois of painters colours, two shillings.

For every pound weight avoirdupois of tea, three pence.

For every ream of paper, usually called or known by the name of Atlas fine, twelve shillings. ...

IV

...and that all the monies that shall arise by the said duties (except the necessary charges of raising, collecting,

levying, recovering, answering, paying, and accounting for the same) shall be applied, in the first place, in such

manner as is herein after mentioned, in making a more certain and adequate provision for the charge of the

administration of justice, and the support of civil government in such of the said colonies and plantations where it

shall be found necessary; and that the residue of such duties shall be payed into the receipt of his Majesty's

exchequer, and shall be entered separate and apart from all other monies paid or payable to his Majesty ...; and shall

be there reserved, to be from time to time disposed of by parliament towards defraying the necessary expense of

defending, protecting, and securing, the British colonies and plantations in America.

43

V

And be it further enacted ..., That his Majesty and his successors shall be, and are hereby, impowered, from time to

time, by any warrant or warrants under his or their royal sign manual or sign manuals, countersigned by the high

treasurer, or any three or more of the commissioners of the treasury for the time being, to cause such monies to be

applied, out of the produce of the duties granted by this act, as his Majesty, or his successors, shall think proper or

necessary, for defraying the charges of the administration of justice, and the support of the civil government, within all

or any of the said colonies or plantations....

X

And whereas by an act of parliament made in the fourteenth year of the reign of King Charles the Second, intituled,

An act for preventing frauds, and regulating abuses, in his Majesty's customs, and several other acts now in force, it

is lawful for any officer of his Majesty's customs, authorized by writ of assistance under the seal of his Majesty's court

of exchequer, to take a constable, headborough, or other public officer inhabiting near unto the place, and in the

daytime to enter and go into any house, shop cellar, warehouse, or room or other place and, in case of resistance, to

break open doors, chests, trunks, and other pakage there, to seize, and from thence to bring, any kind of goods or

merchandise whatsoever prohibited or uncustomed, and to put and secure the same in his Majesty's storehouse next

to the place where such seizure shall be made; and whereas by an act made in the seventh and eighth years of the

reign of King William the Third, intituled An act for preventing frauds, and regulating abuses, in the plantation trade, it

is, amongst otherthings, enacted, that the officers for collecting and managing his Majesty's revenue, and inspecting

the plantation trade, in America, shall have the same powers and authorities to enter houses or warehouses, to

search or seize goods prohibited to be imported or exported into or out of any of the said plantations, or for which any

duties are payable, or ought to have been paid; and that the like assistance shall be given to the said officers in the

execution of their office, as, by the said recited act of the fourteenth year of King Charles the Second, is provided for

the officers of England: but, no authority being expressly given by the said act, made in the seventh and eighth years

of the reign of King William the Third, to any particular court to grant such writs of assistance for the officers of the

customs in the said plantations, it is doubted whether such officers can legally enter houses and other places on land,

to search for and seize goods, in the manner directed by the said recited acts: To obviate which doubts for the future,

and in order to carry the intention of the said recited acts into effectual execution, be it enacted ..., That from and after

the said twentieth day of November, one thousand seven hundred and sixty seven, such writs of assistance, to

authorize and impower the officers of his Majesty's customs to enter and go into any house, warehouse, shop, cellar,

or other place, in the British colonies or plantations in America, to search for and seize prohibited and uncustomed

goods, in the manner directed by the said recited acts, shall and may be granted by the said superior or supreme

court of justice having jurisdiction within such colony or plantation respectively...

44

Exhibit 5: NOT USED

Administration of Justice Act

(Note: An Intolerable Act)

May 20, 1774

AN ACT for or the impartial administration of justice in the cases of persons questioned for any acts done by them in

the execution of the law, or for the suppression of riots and tumults, in the province of the Massachuset's Bay, in New

England.

WHEREAS in his Majesty's province of Massachuset's Bay, in New England, an attempt hath lately been made to

throw off the authority of the parliament of Great Britain over the said province, and an actual and avowed resistance,

by open force, to the execution of certain acts of parliament, hath been suffered to take place, uncontrouled and

unpunished, ...: and whereas, in the present disordered state of the said province, it is of the utmost importance ... to

the reestablishment of lawful authority throughout the same, that neither the magistrates acting in support of the laws,

nor any of his Majesty's subjects aiding and assisting them therein, or in the suppression of riots and tumults, ...

should be discouraged from the proper discharge of their duty, by an apprehension, that in case of their being

questioned for any acts done therein, they may be liable to be brought to trial for the same before persons who do not

acknowledge the validity of the laws, in the execution thereof, or the of the magistrate in support of whom, such acts

had been done: in order therefore to remove every such discouragement from the minds of his Majesty's subjects,

and to induce them, upon all proper occasions, to exert themselves in support of the public peace of the province,

and of the authority of the King and Parliament of Great Britain over the same; be it enacted ..., That if any inquisition

or indictment shall be found, or if any appeal shall be sued or preferred against any person, for murther, or other

capital offense, in the province of the Massachuset's Bay, and it shall appear, by information given upon oath to the

governor ... of the said province, that the fact was committed by the person against whom such inquisition or

indictment shall be found, or against whom such appeal shall be sued or preferred, as aforesaid, either in the

execution of his duty as a magistrate, for the suppression of riots, or in the support of the laws of revenue, or in acting

in his duty as an officer of revenue, or in acting under the direction and order of any magistrate, for the suppression of

riots, or for the carrying into effect the laws of revenue, or in aiding and assisting in any of the cases aforesaid; and if

it shall also appear, to the satisfaction of the said governor ... that an indifferent trial cannot be had within the said

province, in that case, it shall and may be lawful for the governor ..., to direct, with the advice and consent of the

council, that the inquisition, indictment, or appeal, shall be tried in some other of his Majesty's colonies, or in Great

Britain; and for that purpose, to order the person against whom such inquisition or indictment shall be found, ... to be

sent, under sufficient custody, to the place appointed for his trial, or to admit such person to bail, taking a

recognizance ... from such person, with sufficient sureties, ... in such sums of money as the said governor ... shall

deem reasonable, for the personal appearance of such person, if the trial shall be appointed to be had in any other

colony, before the governor, ... of such colony; and if the trial shall be appointed to be had in Great Britain, then

before his Majesty's court of King's Bench, at a time to be mentioned in such recognizances; and the governor, ... or

court of King's Bench, where the trial is appointed to be had in Great Britain, upon the appearance of such person,

according to such recognizance, or in custody, shall either commit such person, or admit him to bail until such trial....

II

And, to prevent a failure of justice, from the want of evidence on the trial of any such inquisition, indictment or appeal,

be it further enacted, That the governor ... is hereby authorised and required, to bind in recognizances to his Majesty

all such witnesses as the prosecutor or person against whom such inquisition or indictment shall be found, or appeal

sued or preferred, shall desire to attend the trial of the said inquisition, ... for their personal appearance, at the time

45

and place of such trial, to give evidence: and the said governor ... shall thereupon appoint a reasonable sum to be

allowed for the expenses of every such witness ...

VI

[Persons brought before justices etc. accused of any capital crime in the execution of their duty, to be admitted to

bail.]

VIII

And be it further enacted ... That this act ... shall ... be, and continue in force, for and during the term of three years.

46

Exhibit 6:

Quartering Act of 1774 The Intolerable Acts

June 2, 1774

WHEREAS DOUBTS HAVE BEEN ENTERTAINED whether troops can be quartered otherwise than in barracks, in

case barracks have been provided sufficient for the quartering of all the officers and soldiers within any town,

township, city, district, or place within His Majesty's dominions inNorth America; and whereas it may frequently

happen from the situation of such barracks that, if troops should be quartered therein they would not be stationed

where their presence may be necessary and required be it therefore enacted by the King's Most Excellent Majesty, by

and with the advice and consent of the Lords ... and Commons, in this present Parliament assembled ...

that, in such cases, it shall and may be lawful for the persons who now are, or may be hereafter, authorized by law, in

any of the provinces within His Majesty's dominions in North America, and they are hereby respectively authorized,

empowered, and directed, on the requisition of the officer who, for the time being, has the command of His Majesty's

forces in North America, to cause any officers or soldiers in His Majesty's service to be quartered and billeted in such

manner as is now directed by law where no barracks are provided by the colonies.

2. And be it further enacted by the authority aforesaid that, if it shall happen at any time that any officers or soldiers in

H is Majesty's service shall remain within any of the said colonies without quarters for the space of twenty four hours

after such quarters shall have been demanded, it shall and may be lawful for the governor of the province to order

and direct such and so many uninhabited houses, outhouses, barns, or other buildings as he shall think necessary to

be taken (making a reasonable allowance for the same) and make fit for the reception of such officers and soldiers,

and to put and quarter such officers and soldiers therein for such time as he shall think proper.

3. And be it further enacted by the authority aforesaid that this act, and everything herein contained, shall continue

and be in force in all His Majesty's dominions in North America, until March 24, 1776.

47

Exhibit 7:

A Proclamation by the King — 1775

August 23, 1775

By the KING,

A PROCLAMATION,

FOR

SUPPRESSING REBELLION AND SEDITION

GEORGE R.

WHEREAS many of Our Subjects in divers Parts of our Colonies and Plantations in North America, misled by

dangerous and ill designing men, and forgetting the Allegiance which they owe to the power that has protected and

supported them; after various disorderly acts committed in disturbance of the publick peace, to the obstruction of

lawful commerce, and to the oppression of our loyal subjects carrying on the same; have at length proceeded to open

and avowed rebellion, by arraying themselves in a hostile manner, to withstand the execution of the law, and

traitorously preparing, ordering and levying war against us: And whereas there is reason to apprehend that such

rebellion hath been much promoted and encouraged by the traitorous correspondence, counsels and comfort of

divers wicked and desperate persons within this realm: To the end therefore, that none of our subjects may neglect or

violate their duty through ignorance thereof, or through any doubt of the protection which the law will afford to their

loyalty and zeal, we have thought fit, by and with the advice of our Privy Council, to issue our Royal Proclamation,

hereby declaring, that not only all our Officers, civil and military, are obliged to exert their utmost endeavours to

suppress such rebellion, and to bring the traitors to justice, but that all our subjects of this Realm, and the dominions

thereunto belonging, are bound by law to be aiding and assisting in the suppression of such rebellion, and to disclose

and make known all traitorous conspiracies and attempts against us, our crown and dignity; and we do accordingly

strictly charge and command all our Officers, as well civil as military, and all others our obedient and loyal subjects, to

use their utmost endeavours to withstand and suppress such rebellion, and to disclose and make known all treasons

and traitorous conspiracies which they shall know to be against us, our crown and dignity; and for that purpose, that

they transmit to one of our principal Secretaries of State, or other proper officer, due and full information of all

persons who shall be found carrying on correspondence with, or in any manner or degree aiding or abetting the

persons now in open arms and rebellion against our Government, within any of our Colonies and Plantations in North

America, in order to bring to condign punishment the authors, perpetrators, and abetters of such traitorous designs.

Given at our Court at St. James's the twenty-third day of August, one thousand

seven hundred and seventy five, in the fifteenth year of our reign.

God save the King.

48

Exhibit 8:

Declaration of Independence - 1776

IN CONGRESS, JULY 4, 1776

The unanimous Declaration of the thirteen united States of America

When in the Course of human events it becomes necessary for one people to

dissolve the political bands which have connected them with another and to assume

among the powers of the earth, the separate and equal station to which the Laws of

Nature and of Nature's God entitle them, a decent respect to the opinions of

mankind requires that they should declare the causes which impel them to the

separation.

We hold these truths to be self-evident, that all men are created equal, that they are

endowed by their Creator with certain unalienable Rights, that among these are

Life, Liberty and the pursuit of Happiness. — That to secure these rights,

Governments are instituted among Men, deriving their just powers from the consent

of the governed, — That whenever any Form of Government becomes destructive of

these ends, it is the Right of the People to alter or to abolish it, and to institute new

Government, laying its foundation on such principles and organizing its powers in

such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed

for light and transient causes; and accordingly all experience hath shewn that mankind

are more disposed to suffer, while evils are sufferable than to right themselves by

abolishing the forms to which they are accustomed. But when a long train of abuses and

usurpations, pursuing invariably the same Object evinces a design to reduce them under

absolute Despotism, it is their right, it is their duty, to throw off such Government, and to

provide new Guards for their future security. — Such has been the patient sufferance of

these Colonies; and such is now the necessity which constrains them to alter their former

Systems of Government. The history of the present King of Great Britain is a history of

repeated injuries and usurpations, all having in direct object the establishment of an

absolute Tyranny over these States. To prove this, let Facts be submitted to a candid

world.

He has refused his Assent to Laws, the most wholesome and necessary for the public

good.

He has forbidden his Governors to pass Laws of immediate and pressing importance,

unless suspended in their operation till his Assent should be obtained; and when so

suspended, he has utterly neglected to attend to them.

49

He has refused to pass other Laws for the accommodation of large districts of people,

unless those people would relinquish the right of Representation in the Legislature, a

right inestimable to them and formidable to tyrants only.

He has called together legislative bodies at places unusual, uncomfortable, and distant

from the depository of their Public Records, for the sole purpose of fatiguing them into

compliance with his measures.

He has dissolved Representative Houses repeatedly, for opposing with manly firmness

his invasions on the rights of the people.

He has refused for a long time, after such dissolutions, to cause others to be elected,

whereby the Legislative Powers, incapable of Annihilation, have returned to the People at

large for their exercise; the State remaining in the mean time exposed to all the dangers of

invasion from without, and convulsions within.

He has endeavoured to prevent the population of these States; for that purpose

obstructing the Laws for Naturalization of Foreigners; refusing to pass others to

encourage their migrations hither, and raising the conditions of new Appropriations of

Lands.

He has obstructed the Administration of Justice by refusing his Assent to Laws for

establishing Judiciary Powers.

He has made Judges dependent on his Will alone for the tenure of their offices, and the

amount and payment of their salaries.

He has erected a multitude of New Offices, and sent hither swarms of Officers to harass

our people and eat out their substance.

He has kept among us, in times of peace, Standing Armies without the Consent of

our legislatures.

He has affected to render the Military independent of and superior to the Civil

Power.

He has combined with others to subject us to a jurisdiction foreign to our

constitution, and unacknowledged by our laws; giving his Assent to their Acts of

pretended Legislation:

For quartering large bodies of armed troops among us:

For protecting them, by a mock Trial from punishment for any Murders which they

should commit on the Inhabitants of these States:

50

For cutting off our Trade with all parts of the world:

For imposing Taxes on us without our Consent:

For depriving us in many cases, of the benefit of Trial by Jury:

For transporting us beyond Seas to be tried for pretended offences:

For abolishing the free System of English Laws in a neighbouring Province, establishing

therein an Arbitrary government, and enlarging its Boundaries so as to render it at once

an example and fit instrument for introducing the same absolute rule into these Colonies

For taking away our Charters, abolishing our most valuable Laws and altering

fundamentally the Forms of our Governments:

For suspending our own Legislatures, and declaring themselves invested with power to

legislate for us in all cases whatsoever.

He has abdicated Government here, by declaring us out of his Protection and waging War

against us.

He has plundered our seas, ravaged our coasts, burnt our towns, and destroyed the lives

of our people.

He is at this time transporting large Armies of foreign Mercenaries to compleat the works

of death, desolation, and tyranny, already begun with circumstances of Cruelty & Perfidy

scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a

civilized nation.

He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms

against their Country, to become the executioners of their friends and Brethren, or to fall

themselves by their Hands.

He has excited domestic insurrections amongst us, and has endeavoured to bring on the

inhabitants of our frontiers, the merciless Indian Savages whose known rule of warfare, is

an undistinguished destruction of all ages, sexes and conditions.

In every stage of these Oppressions We have Petitioned for Redress in the most humble

terms: Our repeated Petitions have been answered only by repeated injury. A Prince,

whose character is thus marked by every act which may define a Tyrant, is unfit to be the

ruler of a free people.

Nor have We been wanting in attentions to our British brethren. We have warned

them from time to time of attempts by their legislature to extend an unwarrantable

51

jurisdiction over us. We have reminded them of the circumstances of our emigration

and settlement here. We have appealed to their native justice and magnanimity, and

we have conjured them by the ties of our common kindred to disavow these

usurpations, which would inevitably interrupt our connections and correspondence.

They too have been deaf to the voice of justice and of consanguinity. We must,

therefore, acquiesce in the necessity, which denounces our Separation, and hold

them, as we hold the rest of mankind, Enemies in War, in Peace Friends.

We, therefore, the Representatives of the united States of America, in General Congress,

Assembled, appealing to the Supreme Judge of the world for the rectitude of our

intentions, do, in the Name, and by Authority of the good People of these Colonies,

solemnly publish and declare, That these united Colonies are, and of Right ought to be

Free and Independent States, that they are Absolved from all Allegiance to the British

Crown, and that all political connection between them and the State of Great Britain, is

and ought to be totally dissolved; and that as Free and Independent States, they have full

Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do

all other Acts and Things which Independent States may of right do. — And for the

support of this Declaration, with a firm reliance on the protection of Divine Providence,

we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor.

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