1. Parliament v. Patriots A Colonial Era Showdown
SS.7.C.1.3 Describe how English policies and responses to
colonial concerns led to the writing of the Declaration of
Independence.
A Colonial Era Showdown

2. When the colonists first moved to the Americas…
They had a lot of freedom from Great Britain and were not closely watched.
Remember, they were 3,731 miles apart…
Discuss the different references to England with students.

3. Back in England…
Great Britain had emerged on the world stage as a country of power….which often meant they were in wars.
Because of the wars they were fighting, Britain wasn’t paying much attention to the colonies.
Once their war with France was over, England needed money as wars were expensive to fight.
England turned to the colonies as a source of income and increased taxes and started enforcing restrictions on the colonies in the form of acts…
Discuss the points with the students. The main idea is that England became highly involved in wars resulting in a large amount of debt. To reduce this debt, Parliament, with the consent of the King, instituted various taxes in the colonies to generate income for England.

4. Main Issues with the Acts
Taxation – colonists were being taxed by the British government to solve their debt issues…
Representation – policies were being made in British government without any colonial representation in Parliament…
Violation of individual rights – and the colonists’ felt their rights were being violated.

5. This is where you come in…
Half of you will be members of Parliament back in Great Britain…
…and half of you will be Patriots in the colonies in the Americas.
You will also need to identify if the act deals with:
Taxation
Representation
Individual rights
*Remind students that Parliament was responsible for making laws in England that impacted the colonies.
Remind students that Patriots were those who favored independence and opposed policies of Parliament.
Select 3-5 students to serve as “referees” who will be responsible for asking questions and scoring the arguments of each side.
Divide the class in half (excluding referees). Assign half to be Parliament and half to be Patriots.
Distribute handouts to students (Student Handout and Referee Handout)
Students will read each policy as it appears on the slide and on their worksheet.
Students will need to decide if they are in favor of or opposed to the policy based on their assigned role (Parliament or Patriot).
Students will then formulate arguments for/against that policy based on their role.
Select students from each side to present arguments. Referees will ask questions and score arguments.
On your worksheet, you will need to read each policy as it comes up on a slide and form an argument for or against the policy based on your role. The side with the most convincing argument will win the round.

6. Parliament and Patriots – make your arguments!
Stamp Act, 1765
This law imposed a tax on every legal document, newspaper, pamphlet, and deck of cards coming into the colonies.
Students should:
Identify if they are for/against the policy depending on their assigned role.
Formulate arguments for/against each policy depending on their assigned role.
Students may collaborate and then select a representative to present their brief arguments.
Referees may respectfully interject to ask questions.
Parliament and Patriots – make your arguments!

7. Parliament and Patriots – make your arguments!
Quartering Act, 1765
The British government moved the army from the western lands into the cities. The law required colonists who were innkeepers of public officials to house and feed the British soldiers.
Students should:
Identify if they are for/against the policy depending on their assigned role.
Formulate arguments for/against each policy depending on their assigned role.
Students may collaborate and then select a representative to present their brief arguments.
Referees may respectfully interject to ask questions.
Parliament and Patriots – make your arguments!

8. Parliament and Patriots – make your arguments!
Declaratory Act, 1766
The law stated that Parliament has the right to pass laws for the colonies in “all cases whatsoever.” Its purpose was to remind the colonists that the authority of the King and Parliament was superior to colonial governments.
Students should:
Identify if they are for/against the policy depending on their assigned role.
Formulate arguments for/against each policy depending on their assigned role.
Students may collaborate and then select a representative to present their brief arguments.
Referees may respectfully interject to ask questions.
Parliament and Patriots – make your arguments!

9. Parliament and Colonists – make your arguments!
Tea Act, 1773
This law gave the East India Company the sole right to sell tea to the colonies – no other companies were permitted to sell tea. The East India Company was a large and important corporation in Britain. The purpose of the law was to keep the company from going broke.
Students should:
Identify if they are for/against the policy depending on their assigned role.
Formulate arguments for/against each policy depending on their assigned role.
Students may collaborate and then select a representative to present their brief arguments.
Referees may respectfully interject to ask questions.
Parliament and Colonists – make your arguments!

10. Boston Tea Party
The estimated about of tea dumped in the harbor has been estimated at various amounts. Using the average, the amount of tea dumped in the harbor is valued at approximately 2.2 million U.S. dollars today.

11. Steps to Independence
British policies put in place that limit colonial rights.

12. Colonists move towards independence
What happened Next?

13. No Taxation Without Representation
The colonists believed taxes and other policies like these should only be passed by their colonial legislatures
Remember, Parliament, who was imposing the taxes, was over 3,000 miles away
NO TAXATION WITHOUT REPRESENTATION!
Ask students what they think is meant by “No taxation without representation”.
Colonists believed they should have representatives in Parliament if Parliament was going to tax the colonies.
Ask students: if someone is going to change a policy that impacts you, do you think it’s important you get a say in that change?

14. First Continental Congress
12 of the 13 colonies attended a general congress (meeting) to decide the best way to deal with the British government.
The Congress decided to ban trade with Great Britain.

15. Steps to Independence British policies limiting colonial rights;
Colonists demand political change;

16. And then…
The British ignored the demands of the colonists and pushed back against the trade ban, causing fighting to break out.
The fight at Lexington and Concord would become the first of the Revolutionary War.
Click video to see a short history channel video on the Battle at Lexington and Concord
NO TRADE

17. Steps to Independence British policies limiting colonial rights;
Colonists demand political change;
British ignore the colonists’ concerns;

18. Second Continental Congress
At the Second Continental Congress:
Congress officially decided to resist the British
Congress selected George Washington to lead the army
After a year, Congress asked a committee of representatives to create a document that stated why the colonists decided to fight for independence.
This document would become the Declaration of Independence

19. In summary… Hey Colonies, we have a bunch of acts for you...
No thank you!
Too bad – you’re getting them.
Then we’re leaving and doing our own thing. Bye!

20. Steps to Independence British policies limiting colonial rights;
Colonists demand political change;
British ignore the colonists’ concerns;
Declaration of Independence is written and approved.
Thomas Jefferson was the principal author of the Declaration of Independence.

21. “Too Late to Apologize” Music Video
Click on the image of the video “Too Late to Apologize” video created by Soomo publishing. The video is a short music video discussing why the colonists wanted to separate from Great Britain.
Video by Soomo Publishing

22. Checking for Understanding