P3 | APUSH | Wiley | Revolutionary War Seminar, D___

Name:Historical Context:

The year 1763 marked the end of the French and Indian War, the final defeat of the French and their Native American allies in America, along with the “defeat” of salutary neglect for the American colonies. In the immediate aftermath of war, colonists widely celebrated victory and showed immense pride in their English identity. Expressions of English patriotism were widespread. But only twelve years later (1775), these same American colonists found themselves locked in a bitter and violent conflict with the mother country that had so recently been the object of their proud respect. To this day, now over two hundred years later, the reasons behind this abrupt transition of England and its American colonies from allies to enemies is a topic of major inquiry.

Most non-historians see the Revolutionary War (1775-’81) as an organized rebellion of a united people against an oppressive tyrannical government. But the truth is more nuanced than that typical portrayal, which we were introduced to in the HBO episode on Independence: Although many colonists felt they deserved the equal rights and liberties of those in the mother country, the majority were not ready or willing to totally break away from the British Empire and start a new nation until much cajoling from individuals like Bostonian John Adams, who had witnessed confrontation with England firsthand. You’ll remember from the film, that even into 1775, debate over declaring independence was fierce among delegates at the Second Continental Congress, and as historian Howard Zinn said, even the patriotic Adams admitted only a third of the colonial population supported the war. Even those eventually persuaded to Adams’ “side” are often cast by historians as “reluctant revolutionaries,” people who were disappointed that no honorable way had been found to end the conflict and reconcile with Britain.

Essential Questions for Seminar:

Nonetheless, war came, independence was declared, and a country considered “one of the best” today (by many global ranking systems, like U.S. News & World Report) was founded. Had you been a colonist at the time, would you have been an ardent revolutionary, a reluctant one, a neutral, or loyalist? On _______________________, our class will discuss that aforementioned question, along with the interrelated questions of whether or not the colonies were justified in 1) making war against England, and 2) declaring independence from Great Britain. (Note that these are technically two separate things: war against England began in 1775, with Lexington and Concord, where colonists were fighting for their rights as English citizens. 1776, a full year later, independence was declared, with colonists basing their declaration on universal, “self-evident,” truths.) Eventually, we will divide into sides to debate whether or not independence should be declared, as if we were delegates at the Second Continental Congress.

In addressing these questions, you can consider multiple perspectives (poor whites, women, Native Americans, slaves, a colonist from MA vs. any other colony, etc.), or limit yourself to that of those in power—propertied, white men who had influence on the Second Continental Congress. We’ll spend at least half of our seminar/debate focusing on those in power. You can also consider the questions from a short-term/immediate perspective, or long-term/gradual perspective.

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Seminar Evaluation:

Your contributions to this seminar will be count as a 10-point summative grade. Your score will be determined by the following:

5 points—Seminar preparation: o Word document with notes is organized and thorougho All sources were analyzed according to the instructions belowo Word document was printed by the due date: ____________________________

5 points—Participation in seminar: o Student was engaged and actively listening to their peerso Student made at least two contributions, with at least one incorporating specific evidence from their seminar

preparationo Participation can come in the following forms:

Ask questions to particular students and/or the group Respond to a question from Ms. Wiley/a peer Make an argument concerning one of the essential questions above

Procedure:

A. Review the Road to Revolution Comic Strip, primary sources, and secondary sources from Period 3. How do those sources address the debate questions? Take notes in a word document and keep your work organized by source/document #.

B. Read the background Information from UMBC Center for History Education. How does this source address the debate questions? Take notes in your word document.

C. Read “America’s War for Independence: Just or Unjust?” by Dr. John Keown, Professor of Christian Ethics at the Kennedy Institute of Ethics. How does this source address the debate questions?

D. Read “The significance of the American Revolution,” from Defend Democracy Press. How does this source address the debate questions? Take notes in your word document.

E. Read “A reply to our critics—In Defense of the American Revolution,” by Tom Mackaman, history professor at King’s College. How does this source address the debate questions? Take notes in your word document.

F. OPTION 1 : Watch one of the lectures from renowned historian Joanne B. Freeman of Yale University. Choose one that speaks to your particular interests. While the lecture of your choosing may not directly answer the essential questions for this debate, any of her lectures will provide context that will be useful in any discussion of Revolutionary America. Search “open Yale courses American Revolution,” click videos, and see listing. Do not select the first lecture, as that is merely an overview of the readings for the course. Take notes in your word document.

OPTION 2: Conduct your own research, in the form of a lecture, documentary, or reading; the source must be credible, scholarly, and clearly related to the issues at hand in this debate.

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