articles of confederationhistorywithmrwallace.com/wp-content/uploads/2020/u.s. history 1/… ·...

**This activity is borrowed from EdHelper.com.**

Name: Class: U.S. History 1 Date:

Mr. Wallace

Articles of Confederation

The Declaration of Independence made a new country. This new

country had to make laws. The colonies did not know how to work

together. Britain used to make all the decisions. Now the Americans

had to make them. There would have to be a government in each

state. There would also have to be one for the whole country.

It was 1776. The Continental Congress worked on making a

new government. This would be in charge of the whole country.

They thought one government was very important. The country

would need one to win the war.

They couldn't write a constitution that everyone would like. A

constitution tells the laws of a nation. Most people did not think of themselves as Americans. They were loyal

to their state. People also were afraid. They had just gotten their freedom from Britain. They didn't want

another strong government.

In 1777 the constitution was finished. It was called the Articles of Confederation. It was the first constitution

in America.

The Articles started many new things. Each state sent one person to a congress. The person had one vote.

The congress could declare war and make money. The congress worked with other countries. This seemed like

a lot of power. States had more. Congress could pass a law. But nine of the thirteen states had to agree. The

law could not go into effect until they did.

Congress also had little power to raise money. It could not make rules about trade. It couldn't pass laws to

make new taxes. Congress could not make any money for itself. It had to ask the states to give them money. The

states did not have to if they didn't want to.

The government was very weak. There was no president. There was no one to make sure the laws were followed.

The states had to make sure the laws were followed. There were no courts to help settle arguments between

the states. The new government did not make the states become one strong country.

Finally, in 1783, the country was free. The war was over. Soon people were not sure the country would make it.

The Articles of Confederation did not help. The states started to argue. Every state made different money. Some

states did not take money from the other states. There was no way to end the arguments.



Mr. Wallace


Congress owed other countries a lot of money. They had borrowed money to help win the war. They could not

pay this money back. The Articles of Confederation said that Congress could not make a tax. There was no way to

get the money.

The government was weak. It could not force other countries to do what America wanted them to do. Britain

did not take all of their troops home after the war. It left some of them in the Ohio Valley. Spain closed one of its

ports. Farmers were not allowed to use it. This was hard on farmers in the west. They needed the port to send

their goods to other places.

It was clear to many people. The Articles of Confederation were not working. The government was weak

and getting weaker. States were in charge. The Congress could not force anyone to do what was needed for the

country. Soon, the Congress would have to go back to work. They would have to write a new constitution so

America would survive.


Questions

1. When were the Articles of Confederation written?

A. 1778 B. B. 1776 C. 1777

2. What is a constitution?

3. What was one problem the Articles of Confederation had?

A. They could not make money. B. They could not start new taxes. C. They could not declare war.

4. How many states had to agree to a new law?

A. Thirteen B. Nine C. Ten

5. The states had to give Congress money.

A. True B. False

6. Which country closed a port to farmers?

A. Spain B. France C. Britain



Mr. Wallace


How many of these can you write about? Think! Write! Check all the ones you answered.

What do you think was the Articles of Confederation's biggest problem? Why?

Write a constitution for your classroom. Include laws and how arguments will be settled.

Don't stop writing. Use a blank piece of paper to continue.


Mr. Wallace

The Articles of Confederation

Directions: Read the information about the Articles of Confederation; answer the questions that follow.

**This Articles of Confederation reading activity was found online.**

Prior to the Constitution of the United States, the law of the land between March 1, 1781 and

March 4, 1789 was the Articles of Confederation. It was used as the first constitution, written

during the Revolutionary War, but was later replaced in 1789. The same people wrote both

documents, but there were many changes later made in the U.S. Constitution.

The Articles of Confederation was only five pages, and was basically the agreement between

the states and the government of how the government would function in America. There were

thirteen articles written and agreed upon by the original 13 states or colonies at the time.

The thirteen articles were brief and to the point with each of them summarized.

Article I: It gave the new states a name: United States of America

Article II: This gave freedom to the states, independence from the national government in

matters that were not part of the government.

Article III: Allowed the states to come together if necessary for defense, liberty, cooperation.

Article IV: Allowed citizens freedom of movement between each state, as well as each state

respecting the other states' laws.

Article V: Set up the congress and permitted representatives from each state.

Article VI: Restricted states coming together to sign treaties to start a war without permission.

Article VII: Allowed the states to appoint officers when an army was needed for self-defense.

Article VIII: States were responsible for paying money to a national treasury for government

expenses. Each state would owe an amount based on their size.

Article IX: Summarized the powers the government had over the states, including controlling

the value of money used between the states.

Article X: Set up rules for a committee to work when the Congress was not in session.

Article XI: Stated 9 out of 13 states had to agree to allow a new state to join the country.

Article XII: America will pay all debts owed to other countries.

Article XIII: Made it mandatory for the states to follow the decisions of Congress, and the

country would be perpetual (last forever). If any changes had to be made to the

articles, it would require approval by the Congress and by all of the states.

The advantage of the articles was it brought the 13 states together, but on the other hand it

gave the states more power than the national government. At the time the articles were written,

there was also no executive branch, and the judicial branch of the government was very limited.

Many people were worried their rights would not be respected if there was not a stronger central

government. Basically, the Congress and the national government had very little power. This was

the main reason the Articles of Confederation was replaced by the current United States

Constitution, which included more government oversight and eventually gave more rights to the

citizens of the United States.

https://www.softschools.com/language_arts/reading_comprehension/social_studies/132/articles_of_confederation/


Mr. Wallace

The Articles of Confederation

Directions: Read the information about the Articles of Confederation; answer the questions that follow.

**This Articles of Confederation reading activity was found online.**

1) Which of the following best describes the Articles of Confederation?

a) The first U.S. constitution between the states and the government and how the

government would function in America.

b) The document which named the country: The United States of America.

c) The rights given to the citizens of the U.S.

d) An agreement between the federal government and the colonies about how the people

would be governed.

2) The Articles permitted the states to come together for all of the following EXCEPT:

a) Defense b) Liberty c) Rebellion Cooperation

3) Which of the following was NOT permitted by the Articles of Confederation?

a) Setting up Congress and representatives from each state.

b) States coming together to sign treaties to start a war.

c) Pay debts owed to other countries.

d) Citizens' movement between each state.

4) How many states had to be in agreement for new states to join the country?

a) 13 b) 10 c) 11 d) 9

5) Which of the following was a problem with the Articles of Confederation?

a) The national government had more power than the states.

b) The people of the states had no rights.

c) The national government had less power than the states.

d) The people of the 13 states had too many rights.

6) Which article made it mandatory for states to pay money to a national treasury for

government expenses?

a) Article VIII b) Article VII c) Article XII d) Article IX

https://www.softschools.com/language_arts/reading_comprehension/social_studies/132/articles_of_confederation/

©

Stu

de

nt

Ha

nd

ou

ts,

Inc

.

w

ww

.stu

de

nth

an

do

uts

.co

m

Name: __________________________________________ Date: ______________________ Class: _______

Text courtesy of the U.S. State Department, Bureau of International Information Programs, 2005

©

Stu

de

nt

Ha

nd

ou

ts,

Inc

.

w

ww

.stu

de

nth

an

do

uts

.co

m

4.2 The Articles of Confederation

The struggle with England had done much to

change colonial attitudes. Local assemblies had

rejected the Albany Plan of Union in 1754, refusing to

surrender even the smallest part of their autonomy to

any other body, even one they themselves had elected.

But in the course of the Revolution, mutual aid had

proved effective, and the fear of relinquishing individual

authority had lessened to a large degree.

John Dickinson produced the "Articles of

Confederation and Perpetual Union" in 1776. The

Continental Congress adopted them in November 1777,

and they went into effect in 1781, having been ratified

by all the states. Reflecting the fragility of a nascent

sense of nationhood, the Articles provided only for a

very loose union. The national government lacked the

authority to set up tariffs, to regulate commerce, and to

levy taxes. It possessed scant control of international

relations: A number of states had begun their own

negotiations with foreign countries. Nine states had

their own armies, several their own navies. In the

absence of a sound common currency, the new nation

conducted its commerce with a curious hodgepodge of

coins and a bewildering variety of state and national

paper bills, all fast depreciating in value.

Economic difficulties after the war prompted

calls for change. The end of the war had a severe effect

on merchants who supplied the armies of both sides

and who had lost the advantages deriving from

participation in the British mercantile system. The states

gave preference to American goods in their tariff

policies, but these were inconsistent, leading to the

demand for a stronger central government to implement a

uniform policy.

Farmers probably suffered the most from

economic difficulties following the Revolution. The supply

of farm produce exceeded demand; unrest centered

chiefly among farmer-debtors who wanted strong

remedies to avoid foreclosure on their property and

imprisonment for debt. Courts were clogged with suits for

payment filed by their creditors. All through the summer of

1786, popular conventions and informal gatherings in

several states demanded reform in the state

administrations.

That autumn, mobs of farmers in Massachusetts

under the leadership of a former army captain, Daniel

Shays, began forcibly to prevent the county courts from

sitting and passing further judgments for debt, pending the

next state election. In January 1787 a ragtag army of

1,200 farmers moved toward the federal arsenal at

Springfield. The rebels, armed chiefly with staves and

pitchforks, were repulsed by a small state militia force;

General Benjamin Lincoln then arrived with

reinforcements from Boston and routed the remaining

Shaysites, whose leader escaped to Vermont. The

government captured 14 rebels and sentenced them to

death, but ultimately pardoned some and let the others off

with short prison terms. After the defeat of the rebellion, a

newly elected legislature, whose majority sympathized

with the rebels, met some of their demands for debt relief.

©

Stu

de

nt

Ha

nd

ou

ts,

Inc

.

w

ww

.stu

de

nth

an

do

uts

.co

m

Name: __________________________________________ Date: ______________________ Class: _______

Text courtesy of the U.S. State Department, Bureau of International Information Programs, 2005

Directions: Read the passage, then answer the questions below.

1. Who produced the “Articles of Confederation and Perpetual Union” in 1776?

2. The Articles of Confederation provided for a powerful federal government.

Circle one: True False

3. What Massachusetts farmer, a former army captain, led a rebellion against the growing number of judgments for debt?


Mr. Wallace

The Revolutionary Era Biography

Copyright © by Holt, Rinehart and Winston. All rights reserved.

9 The Revolutionary Era

Haym Salomon c. 1740–1785

Once the American Revolution had officially

begun, the American colonies were faced with the task of finding and

paying for supplies for their army. To secure funds, the fledgling

government turned to a trusted financier, Haym Salomon. His efforts and

business acumen enabled the colonies to finance and ultimately win the

war.

The son of a rabbi, Haym Salomon (sometimes known as Solomon) was

born in 1740 in Lissa, Poland. As a young man, he traveled widely in

Europe, learning most European languages. It is believed that he left

Poland sometime after 1764 and arrived in New York City in the

early 1770s.

Salomon established himself as a commission merchant in New York

City, buying and selling goods for customers for a fee. After the

Revolutionary War started, Salomon stayed in New York and was arrested

by the British. He was paroled and released to a German general who

needed an aide. While working for the German mercenary army, Salomon

operated his own business and married and fathered a son.

Salomon remained a faithful Patriot, willing to risk his life for the

revolution. Speaking with German mercenary soldiers in German so the

British soldiers could not understand, he persuaded the mercenaries to

defect. Salomon also helped French and American prisoners escape, often

giving them money to help them flee.

Eventually, the British discovered Salomon’s secret activities. He would

probably have been executed if he had not escaped. He fled New York in

1778, leaving his wife and son and everything he owned behind.

Salomon headed to Philadelphia where he tried unsuccessfully to get a

job from the Continental Congress. Penniless, Salomon was forced to start

over, which he did, building up a new business as a commission merchant.

He eventually brought his wife and son to Philadelphia.

WHY HE MADE HISTORY A merchant

and financier, Haym Salomon helped

finance the American side of the

Revolutionary War.

As you read the biography below, think about

why Haym Salomon supported the efforts of the

American colonists. Why do you think he

became involved in the American Revolution? N

atio

nal

Arc

hiv

es (

148

-GW

-1124

)


Mr. Wallace

The Revolutionary Era Biography



Only three years later, Salomon was one of the leading dealers in bills of

exchange, a document similar to today’s personal check. Buying and

selling these bills, Haym Salomon was paid a fee for his services. Because

he was fluent in so many different languages, he got business from the

Spanish, French, and Dutch governments.

Eventually Salomon’s skills gained the attention of Robert Morris, the

Continental Congress’s superintendent of finance. He needed help to fund

the Yorktown campaign. Salomon arranged the financing for the

Continental Army and handled the bills of exchange, carefully managing

their sale on the market to ensure that each sold for the highest value

possible. Because so much money passed through Salomon’s hands, people

long believed, incorrectly, that he had funded the Revolution himself.

But Salomon was generous with his own money, too, loaning and often

giving money to members of Congress. An observant Jew as well as a

Patriot, Salomon helped fund the first synagogue built in Philadelphia and

supported Jewish charities.

Salomon died in 1785 from an illness, possibly tuberculosis, that was

believed to have developed during his imprisonment by the British. His

death put his family in financial trouble because most of his money was

tied up in government notes and securities. These had to be sold quickly to

settle his estate. They sold at such low prices there was nothing left for his

family.

Though Salomon’s own money was practically gone when he died, his

financial genius is credited with helping the Patriots achieve victory in the

Revolutionary War.

WHAT DID YOU LEARN?

1. Recall How did Salomon help fund the American Revolution?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

2. Make Inferences The vast majority of colonists were Christians. What can you learn

about their attitudes towards Jews from Haym Salomon’s biography?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


Mr. Wallace

The Revolutionary Era History and Geography



News Traveled Slowly The Declaration of Independence was signed on July 4, 1776, but it took

more than two weeks for the document to be distributed throughout the

colonies. In some cities, it took several more days for the Declaration to be

printed in all the newspapers.

The table below lists the first newspapers to print the full text of the

Declaration of Independence in each city. Use the table and the map on the

following page to complete the Map Activity and answer the questions that

follow.

MAP ACTIVITY

1. Gather four highlighters or pens of different colors. With the first highlighter or pen,

fill in the box next to “Printed within 5 days” in the map’s key. Use the same color to

shade or underline the names of the cities on the map that printed the Declaration of

Independence within 5 days of its signing. Use the table to find this information.

2. Use the second highlighter or pen to do the same for those cities that printed the

Declaration within 6 to 10 days of its signing.

3. Use the third highlighter or pen to do the same for those cities for those cities that

printed the Declaration within 11 to 15 days of its signing.

4. Use the fourth highlighter or pen to do the same for those cities that printed the

Declaration within 16 to 20 days of its signing.

City Newspaper

Date Declaration

Printed

Philadelphia, Pennsylvania Pennsylvania Evening Post July 6

Baltimore, Maryland Dunlap’s Maryland Gazette July 9

New York, New York Constitutional Gazette July 10

Annapolis, Maryland Maryland Gazette July 11

New London, Connecticut Connecticut Gazette July 12

Providence, Rhode Island Providence Gazette July 13

Hartford, Connecticut Connecticut Courant July 15

Exeter, New Hampshire New Hampshire Gazette July 16

Salem, Massachusetts American Gazette July 16

Worcester, Massachusetts Massachusetts Spy July 17

New Haven, Connecticut Connecticut Journal July 17

Boston, Massachusetts Continental Journal July 18

Williamsburg, Virginia Virginia Gazette July 20

Watertown, Massachusetts Boston Gazette July 22


Mr. Wallace

The Revolutionary Era History and Geography



ANALYZING MAPS

1. Analyze In which city was the Declaration of Independence printed first? Why do

you think that was the case?

____________________________________________________________________

2. Location Which two cities in the table are closest to Philadelphia?

____________________________________________________________________

3. Location Which city in the table is farthest from Philadelphia?

____________________________________________________________________

4. Analyze Is it accurate to say that the farther a city is from Philadelphia, the longer it

took for the Declaration to be printed in that city’s newspapers? Explain.

____________________________________________________________________


Mr. Wallace

The Revolutionary Era Social Studies Skills

Interpreting Charts

LEARN THE SKILL

Charts are visual representations of information, such as facts and

statistics. They are used to simplify, organize, and summarize information.

Simple charts combine or compare information, tables classify information

by groups, and diagrams illustrate processes or steps. Charts are useful in

interpreting, comparing, analyzing, and evaluating historical information.

The following strategies can be used to interpret charts.

• Identify the type of information given in the chart. The title and

column headings tell what the chart is about.

• Look at the way information is organized. Charts can be organized

alphabetically, chronologically, or in other ways.

• Analyze the information in the chart. Interpret, compare, and

contrast the information in the chart to draw conclusions and make

inferences or predictions.

PRACTICE AND APPLY THE SKILL

Review the chart, then answer the questions that follow.

British Acts and Colonial Reactions

Act Purpose Colonial Reaction

Stamp Act To raise tax revenue Colonists refused to use the

required stamps and

organized protests.

Tea Act To give an advantage to the

British East India Company

Colonists smuggled tea and

held protests, including the

Boston Tea Party

Intolerable Acts To punish the colonies for

protesting earlier acts

Colonial leaders met in

Philadelphia to prepare a list

of grievances about British

rule.

1. What information is given in the chart?

____________________________________________________________________

2. How is the information organized?

____________________________________________________________________

3. What conclusions can be drawn from the information in the chart?

____________________________________________________________________



P C I R E P R O D U C I B L E

Name: Date:

U . S . H I S TO R Y S H O R TS49

THE FIGHT FOR FREEDOM

In 1775, many colonists wanted America to become its own country. The only way to gain their freedom was to go to war. The colonists would have to fight against the British army.

The problem was that the colonists did not have an army. Each town had a small group of armed men to defend it. In Massachusetts, some towns had special fighters who could get ready for battle quickly. They were called Minutemen. Colony leaders knew more soldiers were needed, so they asked for volunteers. Soon, every town had Minutemen to protect it.

The British army had a secret plan. About 700 British soldiers began marching from Boston, Massachusetts, to Concord, Massachusetts. The soldiers wanted to take or destroy some military supplies the colonists had hidden. On the way, the soldiers were going to stop in Lexington, Massachusetts, to arrest Samuel Adams and John Hancock. These men were two of the colonies’ most important leaders.

The colonists in Boston found out what the British were planning to do. Paul Revere and two other men rode to Lexington and Concord. They went to warn the Minutemen that the British were coming.

When the British got to Lexington, they were surprised. The colonists already knew the army was coming. Seventy Minutemen stood waiting. Adams and Hancock had already left to keep from being captured. Someone fired a gun, and the fighting began. After this battle ended, the British marched on to Concord.

Minutemen were also waiting for the British in Concord. When the British soldiers got close to town, the Minutemen started firing at them. The battle began. The British took some of the supplies the colonists had hidden. The rest of the supplies had been moved to a safer place.

Then, the British headed back to Boston. All along the way, Minutemen shot at the British soldiers as they marched by. The Minutemen were hiding behind trees and stone walls. It was hard for the British to hit their targets since they could not see the Minutemen.

The Battles of Lexington and Concord were over. Now, the British knew the colonists were willing to fight them. There was no doubt that the colonists were serious about wanting their freedom from England. The American Revolution had begun.

R E P R O D U C I B L E


THE FIGHT FOR FREEDOMName: Date:

Multiple ChoiceCircle the best answer, and write the letter in the box.


1. The American Revolution began in __________. A. 1775 B. 1620 C. 1861 D. 1492

2. The colonists fought against the __________ army. A. French B. Canadian C. Spanish D. British

3. The first battle of the American Revolution was at __________. A. Concord B. Boston C. Lexington D. Yorktown

4. The British planned to arrest __________ and John Hancock. A. Paul Revere B. George Washington C. Samuel Adams D. Benedict Arnold

5. When the British arrived in Lexington, the Minutemen were __________. A. standing ready to fight B. working on their farms C. firing their guns D. looking for the hidden supplies




Crossword PuzzleWrite the best answer in each blank, and complete the crossword puzzle.


1.

4.

6.

8.

9.

10.

7.

3.

5.

2.

4. The British took some military __________, but the rest had been moved to a safer place.

6. The __________ __________ began in 1775.

8. The Minutemen shot at the British soldiers from behind __________ and stone walls.

9. The British army planned to arrest Samuel Adams and John Hancock in __________.

10. After the Battles of Lexington and Concord, the British marched back to __________.

ACR

OSS

DO

WN

1. __________ __________ and two other men went to warn the people in Lexington and Concord that the British were coming.

2. The British planned to take military supplies the colonists had hidden in __________.

3. The __________ could get ready for battle quickly.

5. Colony leaders needed __________ to fight against the British army.

7. The colonists were serious about wanting their __________ from England.





Map – The British Troops’ MarchUse the map to answer the following questions. Write the answers in complete sentences.

1. About how far was it from Boston to Lexington?

_____________________________________________________________

_____________________________________________________________

2. About how far was it from Lexington to Concord?

_____________________________________________________________

_____________________________________________________________

3. About how many miles did the British soldiers have to march to go back to Boston from Concord?

_____________________________________________________________

_____________________________________________________________

Boston

Lexington

Mys

tic R

iver

Charles River

Sudb

ury

Rive

r

Concord

S

EW

NRoute of theBritish troops

20 4

Miles




Extension ActivitiesChoose one of the following activities to complete. Write the answer in complete sentences.


1. Why is Paul Revere one of America’s heroes? Look on the Internet or at the library to find three facts about Paul Revere.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

2. Ralph Waldo Emerson, a famous American writer, wrote a poem called “The Concord Hymn.” Look on the Internet or at the library to find out what this poem is about. Why did Emerson write the poem? In what year did he write it?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

3. The Minutemen were some of the first people to use guerrilla warfare. Look on the Internet or at the library to find out what guerrilla warfare is. How does guerrilla warfare work?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________



QUIZ: THE FIGHT FOR FREEDOMName: Date:

True/FalseDecide if each statement is true or false, and write “true” or “false” in the blank.

Multiple ChoiceCircle the best answer, and write the letter in the box.


Short AnswerAnswer the following question in complete sentences.

__________ 1. The American Revolution started in 1861.

__________ 2. It took the Minutemen a long time to get ready for battle.

__________ 3. The first battle of the American Revolution was at Lexington.

__________ 4. Samuel Adams and John Hancock were arrested in Lexington.

__________ 5. The Minutemen shot at the British soldiers from behind trees.

6. Paul Revere and two other men rode to __________ and Concord to warn the colonists that the British were coming.

A. Lexington B. Boston C. Philadelphia D. Yorktown

7. The colonists wanted their freedom from __________. A. Portugal B. France C. England D. Spain

8. On the march back to Boston, why was it difficult for the British soldiers to shoot back at the Minutemen?

_____________________________________________________________

_____________________________________________________________



Mr. Wallace

Interchangeable Parts

Directions: Read the information about Interchangeable Parts; answer the questions that follow.

**This Interchangeable Parts reading activity was found online.**

Americans take for granted that when they purchase a light bulb or replacement oil

filter, those parts will fit where they are supposed to fit. These mass-produced items are

interchangeable. All the rotating tubs produced for a specific brand of washing machine

will be identical to work in any washing machine of the same model.

This was not always the case. Each of George Washington’s soldiers in

the American Revolution carried a musket an individual gunsmith made. Although most

weapons looked alike, their parts could not be used in other muskets. For example, a

trigger spring from one musket could not be used in another because it would not be the

correct size and shape. Each part of the musket had been made and fitted for only

one musket.

In 1778 a French engineer, Honore Blanc, began experimenting with making

muskets from mass-produced, identical parts. He convinced the government to buy his

weapons because he could take ten muskets apart, dump the pieces into a box, and then

draw out the pieces at random to re-assemble them. This meant the price of producing or

repairing even complex machines would decrease.

Eli Whitney, the inventor of the cotton gin, performed the

same demonstration in 1798 to secure a contract to produce

10,000 weapons for the United States Army. The officials Eli

Whitney, the inventor of the cotton gin, performed the same

demonstration in 1798 to secure a contract to produce 10,000

weapons for the United States Army. The officials watching

this demonstration did not know, however, that Whitney had

only produced rough parts with a machine, and then he

employed gunsmiths to spend dozens of hours filing them

down by hand to be identical. He had not solved the problem

of machine-producing interchangeable parts.

Eli Terry of Connecticut did produce “pillar and scroll” clocks in 1814 with

true interchangeable parts. However, Terry’s clocks were built almost entirely of wooden

parts. Mass production of interchangeable metal parts had not been mastered. By 1832

Simeon North and John Hall had solved the problem. They manufactured rifles by first

stamping out roughly similar parts, and then having a milling machine cut them down

almost identically before gunsmiths used files to finish any rough edges.

Interchangeable parts would change the American economy radically. Goods became

cheaper, but the need for specialized craftsmen such as gunsmiths, shoe-makers, or dress-

makers declined. Workers did not need as much training to run a machine that merely

stamped out parts according to a master pattern.

http://cicerosystems.com/history/unit/early-republic/content/2363/4787


Mr. Wallace

Interchangeable Parts

Directions: Read the information about Interchangeable Parts; answer the questions that follow.


1) These craftsmen produced individual rifles and muskets.

A) coopers

B) cobblers

C) gunsmiths

D) armory masters

2) He conducted the first demonstration of weapons produced with interchangeable parts.

A) Honore Blanc

B) Gustavus Adolphus

C) Henry Colt

D) Simeon North

3) He manufactured the first mass-produced clocks with interchangeable parts.

A) Eli Whitney in 1798

B) Simeon North in 1832

C) Honore Blanc in 1778

D) Eli Terry in 1814

4) By the 1830s interchangeable metal parts were first stamped out by machine, and finally

finished by craftsmen filing them down. In between, they were cut to very nearly the

same size by

A) water wheels

B) milling machines

C) clockwork drills

D) gunsmiths



Mr. Wallace

Historical Leaders: Cincinnatus v. George Washington

Directions: Read the information about Historical Leaders; answer the questions that follow.


Cincinnatus

519 - 430 B.C.

Lucius Quinctius Cincinnatus was one of the early heroes of the Roman republic, whose

story has been told and retold so many times it is difficult to be sure exactly which parts are

legendary and which parts are true. According to legend, Cincinnatus had retired as consul and

returned to his farm. In 457 B.C., Rome was at war with the Aequi and the army defending the

city had just been defeated. In a panic, the Senate authorized the current consul to appoint

a dictator to take complete power during the emergency. Fearful Roman leaders visited

Cincinnatus on his farm and asked him to become dictator and save Rome. Although he knew his

family might starve if he left, Cincinnatus immediately set his plow aside and left to raise a new

army.

Cincinnatus called all remaining men of military age to join the army. He led this army to

attack. Surprised, the Aequi army panicked. Cincinnatus agreed to spare their lives if they threw

down their weapons and surrendered. After defeating the enemy, he refused all honors and went

home to his farm. The lesson of the great man who volunteered to save his country and then

refused to keep dictatorial power has been an example of honorable conduct ever since. The real

story, however, is much more complicated.

Cincinnatus was a patrician, Rome’s elite ruling class. Throughout his life, he opposed

extending political rights to the plebeians, the common people. When Cincinnatus was consul,

the plebeians wanted the senate to create a written code of laws to protect

their rights. Cincinnatus helped to defeat this proposal. He also returned from retirement a

second time, in 439 B.C., to put down a plebeian revolt.

Cincinnatus is an example of the kind of contradictions that exist in any society. His sense

of honor kept him from abusing power when it was offered to him. However, his political views

often left him in the position of opposing the rights of a large percentage of Rome’s population

because he believed granting those rights would lead to the city’s destruction.

George Washington

1732 - 1799

George Washington commanded the Continental Army during the American Revolution,

presided over the Constitutional Convention, and served as the first President of the United

States. He was, as Henry Lee so aptly stated, “First in war, first in peace, and first in the hearts of

his countrymen.” More than two hundred years later, the story of a young George confessing to

his mother, “I cannot tell a lie, I chopped down that cherry tree,” is taught in schools across

America. The story, however, is not factual. A biographer created it several years after

Washington’s death to emphasize the first president’s honesty.

Washington spent most of his life trying to find a balance between his idea

of good character and his personal ambition. In his early years, Washington longed to join the



Mr. Wallace




wealthy planter class or to achieve glory as a military officer. He worked hard as a surveyor to

make the money needed to buy land. He married a wealthy woman and became one of Virginia’s

largest slave owners. As a militia officer, he fought in the French and Indian War. Washington’s

military experience led Congress to offer him command of the Continental Army.

At the end of the Revolution, some officers, unhappy because Congress had not paid their

salaries, wanted General Washington to lead them against the government and make

himself dictator. Washington, however, thought this action was dishonorable and

refused. Instead, he retired from the military and returned to his Mount Vernon plantation.

After the Constitution was ratified, Washington was coaxed out of retirement to serve as the

first President of the United States. Although he was widely respected, some criticized his harsh

treatment of tax protesters during the Whiskey Rebellion. After serving two terms, Washington

refused to stand for election a third time. He feared it might set a poor precedent that would lead

to indefinite presidential terms. Then, the president would be more like a king than an elected

official. So, once again, he returned to his private life.

George Washington tried not to allow his ambitions to override his sense of honor and

correct conduct. Nevertheless, it is important not to overemphasize Washington’s honor without

examining all aspects of his life. To do so would result in an inaccurate understanding of this

great American.

Similarities

Both Lucius Quinctius Cincinnatus and George Washington were military and political

leaders who placed their country’s interests before their own. Both men received appointments to

high office with almost complete power over the government, and each man voluntarily

relinquished that power. Cincinnatus and Washington each faced such a decision not once, but

twice, and became legendary leaders because they placed honor and country over self-interest.

It is equally important, however, to recall that Cincinnatus and Washington were wealthy

men from the highest social class in their societies; and both men believed their social class

should always be the ruling class. Cincinnatus fought against political rights for the Plebeians

and helped to defeat the Plebian Revolt; Washington owned many slaves, and led the army to

end an uprising of poor farmers in the Whiskey Rebellion. Cincinnatus and Washington were

great leaders, but even great leaders have many sides to their lives and personalities.



Mr. Wallace




1) Why did Cincinnatus become dictator of Rome? Use evidence from the text to support your answer.

2) What precedent did George Washington set as President of the United States of America? Why did

he choose to set this precedent? Use evidence from the text to support your answer.

3) How did Cincinnatus and Washington demonstrate the importance of honor to future military and

political leaders? Use evidence from the text to support your answer.

4) What beliefs did Cincinnatus and Washington share about the position of poor people in their

societies?

5) Why is it important to remember the greatness of a leader such as Cincinnatus or Washington as well

as their decisions that we might criticize today?


Name _____________________________ Class _________________ Date __________________

The Revolutionary Era Section 1


31 Interactive Reader and Study Guide

Key Terms and People

Samuel Adams prominent Boston rebel

Stamp Act British law that required a government tax stamp on all legal documents

writs of assistance British law that gave customs officers the right to search colonial

homes without a search warrant

Boston Massacre fight between Bostonians and British soldiers that left five colonists

dead

Committees of Correspondence groups formed to spread news of British injustices

from colony to colony

Intolerable Acts set of four British laws intended to punish colonists; one law closed the

port of Boston

First Continental Congress meeting in 1774 of delegates from all the colonies

minutemen colonial soldiers who would be ready to resist a British attack at short notice

Section Summary

BRITAIN PASSES NEW LAWS

The French and Indian War left Britain with huge

debts. It also left 10,000 British soldiers in America.

The British thought the Americans should pay the

costs. They passed a law that taxed sugar and

molasses imported from the French and Spanish West

Indies. Samuel Adams of Boston declared that it was

wrong to make colonists pay taxes when they had no

representation in Parliament. In 1765 Britain passed

the Stamp Act. This said that all legal documents had

to have a government tax stamp. The Quartering Act

forced colonists to find living space for British

soldiers in America. These laws angered the colonists.

More laws were passed. One allowed writs of

assistance. These gave customs officers the right to

search houses without a search warrant.

THE COLONISTS RESPOND

Merchants in Boston, New York, and Philadelphia

agreed not to import taxed items. Except for the tax on

MAIN IDEA A series of increasingly restrictive laws angered many American colonists,

leading to rebellion against Britain.

What war left Britain with

huge debts?

_______________________

_______________________

What was the Stamp Act?

_______________________

_______________________

_______________________

Name _____________________________ Class _________________ Date __________________




tea, most of the taxes were repealed. People were still

angry with the British. In 1770 colonists began

throwing snowballs at British soldiers. The soldiers

shot at them and killed five people. This was known

as the Boston Massacre. Samuel Adams came up

with the idea of Committees of Correspondence.

These groups would spread news of British injustices

from one colony to another. To punish the colonists,

the British passed the Intolerable Acts. One of these

laws closed the port of Boston.

THE FIRST CONTINENTAL CONGRESS

In 1774 delegates from all the colonies met in the

First Continental Congress. This brought the

colonists some unity. The Congress protested British

actions. They issued a Declaration of Rights. They

also agreed not to import or use British goods and to

stop most exports to Britain. They formed a force of

minutemen. These were colonial soldiers who would

be ready to resist a British attack at short notice. The

Congress agreed to meet again the following spring.

THE BATTLES OF

LEXINGTON AND CONCORD

Before the Continental Congress could meet again,

war began in Massachusetts. The British tried to seize

gunpowder the colonists had stored in Concord. Paul

Revere and others rode to alert the colonists. The

minutemen met the British at Lexington. This was the

first battle of the Revolutionary War. The British then

went to Concord. After an exchange of gunfire, the

British retreated toward Boston.

CHALLENGE ACTIVITY

Critical Thinking: Elaborate Read Henry Wadsworth Longfellow’s poem

The Midnight Ride of Paul Revere. Write another stanza for it.

Where was the first battle

of the Revolution?

_______________________

Underline the things that

the First Continental

Congress did.

How many people were

killed at the Boston

Massacre?

_______________________

Name _____________________________ Class _________________ Date __________________





Second Continental Congress meeting in 1775 of delegates from all the colonies

Thomas Jefferson Virginia delegate to the Second Continental Congress; wrote the first

draft of the Declaration of Independence

Continental Army colonial army formed by the Second Continental Congress

John Adams Massachusetts delegate to the Second Continental Congress; suggested

Washington should lead the Continental Army

Battle of Bunker Hill first major battle of the American Revolution

Loyalist colonist on the side of Britain

Thomas Paine influential writer who supported American independence

Common Sense Paine’s pamphlet that argued in favor of independence

Virginia Declaration of Rights first official call for American independence; issued by

the Virginia Convention in 1776

Abigail Adams wife of John Adams who became famous for her letters to her husband

Section Summary

THE SECOND CONTINENTAL

CONGRESS TAKES ACTION

The Second Continental Congress met in 1775.

Members included Benjamin Franklin, John Hancock,

and Thomas Jefferson. Some delegates wanted

independence. Others were loyal to Britain. However,

since war had already begun in New England the

Congress formed a Continental Army. John Adams,

from Massachusetts, suggested that George

Washington command the army. The Congress

agreed. It issued two documents. One explained why

the colonists took up arms. The other asked the king to

use his authority to settle differences. The king

declared the colonies to be in rebellion.

MORE VIOLENCE IN BOSTON

Fighting was going on in several places. The Green

Mountain Boys, a colonial force, captured Fort

MAIN IDEA As a revolutionary ideology grew and conflicts with Britain continued, the Second

Continental Congress declared American independence.

Who commanded the

Continental Army?

_______________________

How did the king respond

to the colonists’ petition for

reconciliation?

_______________________

_______________________

Name _____________________________ Class _________________ Date __________________




Ticonderoga from the British. The British occupied

Boston. This led to the Battle of Bunker Hill. It was

the first major battle of the Revolutionary War. The

British won. However, the colonists had fought well.

This raised their confidence. In March 1776, with

Washington in command, the colonists gained control

of Boston. The British and many Loyalists fled.

Loyalists were people who sympathized with Britain.

In the winter of 1775–1776 Benedict Arnold led an

unsuccessful colonial attack on Quebec. In the South,

the colonists were able to stop a British invasion.

THE DECLARATION OF INDEPENDENCE

The ideas of natural rights and the social contract were

important to many colonial leaders. Thomas Paine

helped make these ideas clear to ordinary Americans.

He wrote a pamphlet called Common Sense. It

persuaded many Americans to support independence.

In May 1776 the Virginia Convention of Delegates

issued the Virginia Declaration of Rights. It called

for American independence. In June a Virginia

delegate presented a resolution in favor of

independence to the Continental Congress. Thomas

Jefferson was chosen to write the first draft of a

declaration. Other men made some changes. The

Congress approved the Declaration of Independence

on July 4, 1776.

REACTIONS TO INDEPENDENCE

About one-fourth of the colonists stayed loyal to

Britain. Loyalist sympathies were especially strong

among former government officials and members of

the Anglican Church. Several regiments of Loyalists

fought with the British. Some Loyalists left the

country. Abigail Adams described the Patriot

celebrations in Boston. She wrote many letters to her

husband, John Adams. He was a delegate serving in

the Continental Congress in Philadelphia.

CHALLENGE ACTIVITY

Critical Thinking: Elaborate Read a selection of Abigail Adams’s letters

to her husband. Make a quote board containing some of her ideas.

Circle the date when the

Declaration of

Independence was

approved.

Who was Abigail Adams?

_______________________

_______________________

Underline the name of the

first major battle of the

American Revolution.

Name _____________________________ Class _________________ Date __________________





Redcoats British soldiers who wore red coats

Battle of Saratoga battle won by the Americans; considered the turning point of the

Revolutionary War

Valley Forge place where the Continental Army survived a bitter winter

inflation a fall in the value of paper money, accompanied by a rise in prices

Marquis de Lafayette French noble who came to help the American cause

Section Summary

THE PEOPLE BEHIND THE

AMERICAN REVOLUTION

When the war began, Britain was a world power. It

had a well-trained army of soldiers, known as

Redcoats for their red uniforms. However, the British

army also hired many German soldiers. The Americans

had fewer soldiers. They were not well trained. There

was no navy. The Continental Congress was short of

money. It was hard to get arms and supplies.

Patriot women found ways to take part in the war.

A few disguised themselves as men and became

soldiers. Others helped the troops. Some served as

couriers, scouts, and spies. Some turned their homes

into hospitals. Some raised money. Some knit wool

stockings and made bandages.

African Americans also participated. They fought

on both sides. Sometimes the British offered them

their freedom if they would fight on their side. There

were African Americans in the New England forces.

James Middleton led a Massachusetts regiment. He

was the only black commissioned officer in the

Continental Army. Most African American soldiers

were given lowly duties.

Some Native Americans supported the British.

Others supported the Americans.

MAIN IDEA While the colonies and the British began with different strengths and weaknesses,

the Revolutionary War demonstrated Washington’s great leadership.

From where did the British

hire soldiers?

_______________________

Underline the ways that

women served the Patriot

cause.

Name _____________________________ Class _________________ Date __________________




REVOLUTIONARY BATTLES IN THE NORTH

The British captured New York. The American

soldiers were forced across the river into New Jersey

and then Pennsylvania. In traditional European

warfare, armies did not fight in the winter.

Washington did not follow those rules. On Christmas

night of 1776 he and the army crossed the Delaware

River and occupied Trenton, New Jersey. Next, he and

the army captured Princeton. British troops under

General Howe captured Philadelphia. The Continental

Congress fled the city.

A BRITISH SETBACK AT SARATOGA

British General Burgoyne led a campaign in upstate

New York. He planned to meet other British troops at

Albany. At Saratoga, Burgoyne and his troops found

themselves surrounded by American troops. On

October 17, 1777, the British were forced to

surrender. The Battle of Saratoga is considered the

turning point of the war.

WASHINGTON’S LEADERSHIP

AT VALLEY FORGE

The winter of 1777–1778 was a low point in the

Revolution. The American army wintered at Valley

Forge. It was bitterly cold. Food was scarce. The men

wore ragged uniforms and lived in tents. Washington’s

character and common sense held the forces together.

Paying for the war was a problem. The Congress

did not have the power to tax. The value of paper

money fell, and prices rose. This is called inflation.

Some farmers and merchants chose to sell to the

British, who had gold. This caused food shortages at

Valley Forge. However, the American cause found

support in Europe. One European who came to help

was the Marquis de Lafayette. He was a French

noble who became Washington’s aide.

CHALLENGE ACTIVITY

Critical Thinking: Drawing Inferences Do research on Generals Gates,

Schuyler, and Arnold. Write a two-page report on the roles they played

during the Battle of Saratoga.

Why was paying for the war

a problem?

_______________________

_______________________

How did Washington break

the rules of warfare?

_______________________

_______________________

What battle was the turning

point of the Revolutionary

War?

_______________________

_______________________

Name _____________________________ Class _________________ Date __________________





George Rogers Clark Kentucky pioneer who led colonial forces against the British in the

West

Nathanael Greene commander of colonial forces in the Carolinas

Charles Cornwallis British commander in the South

Count de Rochambeau general who led 6,000 French soldiers on the side of the

Americans

Bernardo de Gálvez Spanish governor of Louisiana who attacked British forts

Battle of Yorktown battle that led to Cornwallis’s surrender

Treaty of Paris 1783 treaty that ended the American Revolution

Section Summary

REVOLUTIONARY BATTLES

IN THE WEST AND SOUTH

After the Battle of Saratoga, military action shifted to

the South and the West. George Rogers Clark led an

expedition against the British. Clark was a Kentucky

pioneer. He led a small force down the Ohio River.

Clark’s men captured British settlements in present-

day Illinois. Later he captured Vincennes.

In 1778 the British shifted their strategy. They

planned to campaign in the South. Loyalist

sympathies seemed to be strongest there. However,

the British soon found that the Patriots were just as

strong there as in New England. The British faced

many surprise raids. A new American general took

over colonial forces in the South. His name was

Nathanael Greene. His troops fought the troops of

Charles Cornwallis at Guilford Court House. The

British won, but with very heavy losses.

AMERICA’S EUROPEAN ALLIES

France became America’s strongest ally. Spain and

the Netherlands also gave aid. At first the French

government sent guns and ammunition. After the

MAIN IDEA A strengthened Continental Army, along with European allies, helped the

colonists achieve a victory at Yorktown.

Circle the name of the

American general in the

South.

Why did the British move

their campaign to the

South?

_______________________

_______________________

_______________________

Name _____________________________ Class _________________ Date __________________




Battle of Saratoga, France formally recognized the

United States as a nation. They sent an army. It was

led by a French general, the Count of Rochambeau.

Spain joined the war in 1779. The Spanish governor

of Louisiana was Bernardo de Gálvez. He attacked

British forts on the Mississippi and the Gulf Coast of

Florida. He defeated the British in Baton Rouge,

Natchez, Mobile, and Pensacola.

VICTORY AT YORKTOWN

Washington sent Lafayette to Virginia to stop

Cornwallis. In July 1781 Cornwallis built a fort at

Yorktown. He thought British ships would come to

take his troops to Charleston or New York. However,

France’s Caribbean fleet blockaded the sea around

Yorktown. Lafayette kept Cornwallis trapped on the

peninsula until Washington and Rochambeau got

there. The Battle of Yorktown lasted about three

weeks. Cornwallis surrendered on October 19, 1781.

This was the end of the war. It took two years to

negotiate a peace treaty. The Treaty of Paris was not

signed until 1783.

REVOLUTION CHANGES AMERICA

After the war, politics became more democratic. More

men got to vote. There was a new idea of equality.

However, women did not gain any rights. Married

women still could not sign contracts or own property.

In 1780 Pennsylvania passed a law for the gradual end

of slavery. In the 1780s the New England states also

ended slavery. Change came more slowly to the

South. Many states passed laws separating church and

state. There were many economic problems as a result

of the war. It had cost a lot of money. The Continental

Congress had borrowed to pay for it. Soon it would

meet again. It would discuss economic issues and a

new system of government.

CHALLENGE ACTIVITY

Critical Thinking: Elaborate Read Thomas Jefferson’s Statute of

Religious Liberty. Summarize what you read in one page.

Who was the Count of

Rochambeau?

_______________________

_______________________

Why did Cornwallis go to

Yorktown?

_______________________

_______________________

Which states ended slavery

after the war?

_______________________

_______________________

Name: Class: Women’s History Date: .

Mr. Wallace

Directions: Read the story, and then answer the questions that follow.

Mae Jemison

Dr. Mae Jemison was the first African-American woman to enter space. She was part of the crew of the Space Shuttle Endeavour in September 1992.

Mae Jemison was born in Alabama in 1956. A few years after her birth, the family moved to Chicago where Mae attended school. She was an excellent student and graduated high school when she was only 16. She went to Stanford University where she studied engineering, and then to medical school at Cornell.

After becoming a doctor, Mae joined the Peace Corps in 1983, serving as a medical officer in the West African countries of Sierra Leone and Liberia.

NASA selected Dr. Jemison for astronaut training in 1987. In her first mission aboard the Shuttle Endeavour in 1992, Dr. Jemison was Science Mission Specialist on the flight.

Dr. Jemison is an excellent dancer and is interested in the theater. Some of her other hobbies are photography, skiing and studying foreign languages. She speaks Russian, Japanese, and Swahili, as well as English.

In 1993, Dr. Jemison resigned from NASA. She currently works on projects to advance technology and improve healthcare in developing countries.


Mr. Wallace


Mae Jemison

1) Where was Mae Jemison born?

a) Alabama b) Michigan c) Illinois d) None of these

2) How many languages, including English, does Mae Jameson speak?

a) Two b) Three c) Four d) Five

3) Where did Mae Jemison attend high school?

a) Chicago b) Houston c) New York d) None of these

4) Where did Mae Jemison get her medical degree?

a) Harvard b) Stanford c) Cornell d) None of these

5) What did Mae Jemison do right after getting her medical degree?

a) She joined the Peace Corps as a medical officer.

b) She was hired by NASA.

c) She got another degree in foreign languages.

d) None of the Above.

6) When was Mae Jemison born?

a) 1926 b) 1956 c) 1983 d) The story doesn’t say.

7) For which of these space missions was Mae Jemison a crew member?

a) Discovery b) Endeavor c) Enterprise d) Atlantis

8) Which of these is NOT a hobby of Mae Jemison?

a) dancing b) photography c) gardening d) The story doesn’t say

9) Mae Jameson has degrees in both medicine and literature.

a) True b) False c) The story doesn’t say.


Mr. Wallace


Amelia Earhart

Amelia Earhart was an aviation pioneer - the first woman to fly solo across the Atlantic Ocean.

Earhart, born in 1897, didn't discover flying until she was in her mid-20's. Until then, she

couldn't quite figure out what she wanted to do. She was a volunteer nurse in Canada during

World War 1, went to medical school for a while, and even spent time working as a mechanic.

In 1920 Amelia Earhart went to a California air show with her father. After a ride in an airplane

she knew she had found her calling. She started taking lessons right away and soon became an

excellent pilot. Within 6 months of getting her license she purchased her first plane. It was

bright yellow, and she named it The Canary.

In just a few years, Amelia Earhart began to break records. She broke the altitude record of

14,000 feet. Then, in 1928, she was invited to be the navigator on a flight across the Atlantic.

She was the first woman to make that journey.

Four years later, in 1932, Earhart tried the same trip across the Atlantic, but this time she

wanted to pilot the airplane by herself. Severe weather forced her to land in Ireland instead of

Paris. Despite that, she was successful in becoming the first woman to fly solo across the

Atlantic.

Amelia Earhart continued to fly over the next several years. She also wrote and gave speeches

about flying and women's rights. First Lady Eleanor Roosevelt was so inspired by Earhart that

she signed up for flying lessons. Roosevelt got a student permit, but never followed through

with the lessons.

In 1937, Earhart tried to fly around the world, but ended up disappearing somewhere in the

South Pacific. Neither her plane nor her remains have ever been found.


Mr. Wallace


Amelia Earhart

1) True or False. First Lady Eleanor Roosevelt took flying lessons from Earhart.

a) True b) False

2) Where did Earhart land in her historic 1932 flight across the Atlantic?

a) Ireland b) London c) Paris d) None of these

3) Which of these jobs did Amelia Earhart NOT do?

a) mechanic b) volunteer nurse c) school teacher d) None of these

4) What name did Earhart give her first airplane?

a) The Canary b) Piper c) Atlantic d) The story does not say

5) Where was Earhart supposed to land in her historic 1932 flight across the Atlantic?

a) Ireland b) London c) Paris d) None of these

6) In what year did Amelia Earhart fly across the Atlantic alone?


7) When was Amelia Earhart born?


8) Where did Earhart first discover her love of flying?

a) at a California air show b) in Canada c) in Paris d) The story doesn’t say

9) Which of these did Amelia Earhart NOT do?

a) fly around the word

b) fly across the Atlantic Ocean

c) break the altitude record

d) The story does not say.

Name: Class: Women’s History Date:

Mr. Wallace

Women in History (U.S. Edition): Susan B. Anthony


Susan Brownell Anthony was an American civil rights leader who was instrumental in the quest to

grant woman the right to vote (suffrage).

Susan was born the daughter of Quaker parents on February 15, 1820. The family soon moved to

New York State where Susan received her education at a school her father ran. It was here where

she developed political inclinations and took a strong stance against slavery.

In 1854, Anthony devoted herself to the rights of women and advocated complete equality

between men and women. Anthony and Elizabeth Cady Stanton published the weekly paper,

"The Revolution," which contained equality literature and other political messages. She became

vice-president-at-large of the National Woman's Suffrage Association (NWSA) from 1869 until

1892, when she became president. On November 5, 1872,

Anthony asserted her 14th amendment right (to vote) and voted for Ulysses S. Grant in the

presidential election. At the time, it was illegal for women to vote and Anthony was arrested. In

1878, woman suffrage was introduced to Congress, but the idea floundered for many years. In the

meantime, Anthony and several other women published, The History of Woman Suffrage in 1884.

It wasn't until 1920 that the 19th Amendment (allowing women to vote) was ratified in Congress;

14 years after her death. Susan B. Anthony was honored on the U.S. dollar coin minted in 1979.

1) During Susan B. Anthony's lifetime....

a) Women would not be granted the right to vote.

b) The 19th Amendment was passed.

c) Susan B. Anthony was honored on her own coin.

d) Women would be granted the right to vote.

2) Susan B. Anthony was _ slavery.

c) indifferent toward b) against c) allowed d) for

**This Susan B. Anthony reading comprehension activity was found online at MrNussbaum.com.**


Mr. Wallace

Women in History (U.S. Edition): Susan B. Anthony


3) Why was Susan B. Anthony arrested?

a) She refused to leave the scene of a crime

b) Laws at the time made it illegal for women to run for president

c) No one knows

d) She voted illegally

4) Susan B. Anthony was mainly interested in....

a) the rights of slaves b) the rights of women to practice religion

c) the rights of women to work d) the rights of women to vote

5) Which of the following books would most likely feature literature on Susan B. Anthony?

a) The history of Quaker Celebrations in America b) The biography of Ulysses S. Grant

c) The Struggle for the 19th Amendment d) Women in Congress

6) Susan B. Anthony was NOT a(n)....

a) member of Congress b) author

c) President of an organization d) abolitionist (a person against slavery)

7) Which of the following is the best definition for "suffrage"?

a) Right to run for office b) Right to protest

c) Right to not suffer d) Right to vote

8) When Suffrage was introduced to Congress in 1878....

a) Congress approved it two years later b) Congress immediately approved it

c) Congress would never approve it. d) Congress did not approve it.

9) Which of the following is NOT true about Susan B. Anthony?

a) She lived in New York State. b) She became President of the NWSA in 1869.

c) She was educated by her father. d) She helped Elizabeth Cady Stanton publish a

weekly newspaper.

10) Which event happened last?

a) 1921 b) Susan B. Anthony died

c) passage of the 19th Amendment d) Susan B. Anthony attempted to vote

**This Susan B. Anthony reading comprehension activity was found online at MrNussbaum.com.**

Non-fiction: The Ride Stuff

© 2012 ReadWorks®, Inc. All rights reserved. Article: Copyright © 2008 Weekly Reader Corporation. All rights reserved. Weekly Reader is a registered trademark of Weekly Reader Corporation. Used by permission.

1

The Ride Stuff One small step for a woman, one giant leap for womankind! Astronaut Sally Ride became the first American woman to voyage, or travel, to space. She made the journey on June 18, 1983. WR News student reporter Leah Meador talked with Ride about her starring role in NASA’s history.

NASA Sally Ride checks in with NASA from the space shuttle in 1983.

Leah Meador: How did you feel when you were going into space? Sally Ride: I was unbelievably excited. There is no amusement park ride even close to the experience of flying into space.

LM: What inspired you to become an astronaut? SR: I was always interested in science from the time that I was in second or third grade. Science was always my favorite subject.

LM: What did it mean to you to be the first U.S. woman to go into space? SR: It meant a lot to me to be [a] role model ... for young girls who wanted to be astronauts.

LM: Who is the person that supported you the most while you were trying to become an astronaut? SR: My high school science teacher. She was a good teacher, but what was really important to me is that she helped me build my confidence ... She helped me believe in myself.

© 2012 ReadWorks®, Inc. All rights reserved.

1

Name: _____________ Date: _______________________

1. Which statement best describes Sally Ride?

A first American woman scientist B first woman space traveler C first space traveler D first American woman space traveler

2. In what order are the questions asked?

A in chronological order, dealing first with Ride’s childhood then her adulthood B from most important to least important C from least difficult to most difficult D in no particular order

3. Sally Ride’s experience during her school years set her on a path to become an

astronaut. What information from the text best supports this conclusion?

A Sally Ride was the first American woman to go into space and she loved the subject of science.

B Sally Ride’s favorite subject was science and her science teacher helped Sally build her confidence.

C Sally Ride said it meant a lot to her to be a role model for young girls who want to be astronauts.

D Sally Ride spoke to a student reporter and she made a historic achievement. 4. The author writes that Sally Ride had a “starring role” in NASA’s history. Why did the author most likely choose the term starring?

A because Sally Ride studied stars for NASA B because Sally Ride had an important role in NASA’s history C because Sally Ride had a career as an actress at one point D because Sally Ride was extremely bright, like a star

5. What is this passage mostly about?

A women who achieve “firsts” B space travel for women C the first American female space traveler D the future of American space travel

© 2012 ReadWorks®, Inc. All rights reserved.

2

6. How did Sally Ride’s high school science teacher help her? Use evidence from the text

to support your answer. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 7. Explain what the author means in the first sentence: “One small step for a woman,

one giant leap for womankind!” _____________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 8. The question below is an incomplete sentence. Choose the answer that best completes the sentence. Sally Ride was the first American woman to go to space; _________, she became a role model for young girls who wanted to be astronauts.

A next B as a result C finally D on the other hand

9. Answer the following questions based on the sentence below. On June 18, 1983, astronaut Sally Ride became the first American woman to voyage, or travel, in space. Who? astronaut Sally Ride (did) What? ___________________________________________________________ Where? ________________________________________________________________ When? ________________________________________________________________


Mr. Wallace

Women in History (U.S. Edition)


Rosa Parks

Rosa Parks, now referred to as "the mother of the freedom movement," was an African American who

worked as a seamstress in Montgomery, Alabama.

Rosa and her husband Ray worked for the local civil rights group to fight against the unfair laws and

treatment of black people. At that time, in the 1950's, black people were not allowed to sit or even stand

in the front section of any public bus.

On December 1, 1955, as Rosa was coming home from work, the bus driver asked her to give up her seat

to a white man. She politely refused. The police were called and she was arrested. With this small act,

Rosa Parks changed history.

The black people of Montgomery were very angry at Rosa's arrest. They decided to boycott the

Montgomery bus system. For more than one year, Montgomery's black citizens walked, carpooled or

cycled. They refused to ride the buses. The boycott lasted 381 days.

This boycott led to the 1956 Supreme Court ruling declaring that everyone, no matter what the color of

their skin, had equal rights on public buses. It was a major victory.

Rosa Parks moved to Michigan in 1957 and continued to fight for equal rights for African Americans.

She returned to Montgomery several times to support Martin Luther King Jr. in his efforts for civil rights.

Rosa Parks received many awards and honors. In 1996, the Medal of Freedom Award was presented to

her by President Clinton who called her "the first lady of civil rights".

She died in 2005 at the age of 92


Mr. Wallace

Women in History (U.S. Edition)


Rosa Parks

1) What resulted from the Montgomery bus boycott?

a) The court passed a law to make public buses fair for all people.

b) Rosa Parks went to jail.

c) The buses were taken off the road.


2) Where did Rosa Parks live in the 1950's?

a) Detroit, Michigan b) Mobile, Alabama c) Montgomery, Alabama d) The story doesn’t say.

3) When did Rosa Parks die?

a) 1957 b) 1992 c) 2005 d) The story does not say.

4) What did Rosa Parks do that got her arrested in 1955?

a) She hit a man on the bus

b) She refused to give up her seat on the bus to a white man

c) She didn’t pay the bus fare.


5) What do you think boycott means?

a) Stop using. b) Take over. c) Ride. d) None of these.

6) Where did Rosa Parks move to in 1957?

a) Washington D.C. b) Michigan c) Alabama d) The story doesn’t say.

7) What job did Rosa Parks have?

a) Bus driver b) Seamstress c) Police officer d) The story doesn’t say.

8) Which President called Rosa Parks "the first lady of civil rights"?

a) President Kennedy b) President Clinton c) President Obama d) The story doesn’t say

9) How long was the Montgomery bus Boycott?

a) 30 weeks b) 1-year c) 381 days d) The story doesn’t say.

Name: Class: U.S. History 1 Date: .

Mr. Wallace

Chapter 5: Section 1: The Articles of Confederation – Day 1

Directions: Using your textbook (pg. 144 – 145), answer the following questions, in complete sentences (where

appropriate).

1) Americans were setting up new governments, while also fighting the British. What did most of the 13

states write?

2) What prized British rights were “echoed” in these things that were written?

3) What were the three branches of government that each state had? What was the function of each?

a)

b)

c)

4) Who held more power in the state governments (the governor or the legislature); why?

5) Instead of a king, or any other supreme authority, what type of “authority” did Americans want? How

(where) did this new “authority” get its power to rule?

6) Which 4 groups of people seldom owned property or took part in government?

7) What did women do during the Revolutionary War? How were women politically active before the war?

8) What did republican motherhood encourage? What did author Judith Sargent Murray maintain about the

education that young women should receive?

BEFORE YOU READ

SECTION

1 The Articles of Confederation

MAIN IDEAIn order to carryon the war andbuild a new nation,Americans had tocreate a frameworkof government,but their firstattempt had manyweaknesses.

READING FOCUS 1. What were some key aspects of the

new American republic?

2. What was the structure of the newnational government?

3. What problems did theConfederation face?

4. What did the government accom-plish in the Northwest Territory?

KEY TERMS AND PEOPLElegislative branchjudicial branchexecutive branchrepublicArticles of ConfederationLand Ordinance of 1785Northwest Ordinance

Almost as though they were separatenations instead of separate states, somestates had their own currencies.

The States,

THE INSIDESTORY

Why was Pennsylvania money worthless in New York? In 1774,at the First Continental Congress, Patrick

Henry declared bravely: “The distinctions between Virgin-ians, Pennsylvanians, New Yorkers, and New Englanders areno more. I am not a Virginian but an American.”

Patrick Henry’s words were inspiring. Yet even afterthe Americans won the Revolutionary War and the 13colonies became states, they were still struggling to uniteas Americans. Loyalty to one’s state remained stronger thanany feeling of national unity.

In many ways, each state behaved like a small country.Some had their own navies and made treaties with foreignnations. Small states and large states were at odds. Some

states, including New York and New Hampshire, argued overland claims. Trade and the economy caused most clashesamong states.

Financial chaos reigned in the early years. For starters,many states printed their own paper money. If you had apocket full of paper money printed in Pennsylvania, youcould not spend it in New York or Virginia. States alsoimposed tariffs, or import taxes, on goods shipped fromother states. An out-of-state ship that docked at a Virginiaport without paying the tariff could be seized and sold.

The lack of unity made commerce especially difficult incertain states. James Madison wrote: “New Jersey, placedbetween Philadelphia and New York, was likened to a casktapped at both ends; and North Carolina, between Virginiaand South Carolina, to a patient bleeding at both arms.”

Soon the states would attempt to come together undera new national government. If Americans were truly to unite,they would need to invent a government that would addressthe needs of all the states. Americans would also need tofind a balance between state and national government.

144 CHAPTER 5

UNITED

COLLECTION OF THE AMERICAN NUMISMATIC SOCIETY, NEW YORK

TAKINGNOTES

As you read,take notes

identifying the powers ofgovernment under theArticles of Confederation.Record your notes in agraphic organizer like theone shown here.


CREATING A NEW GOVERNMENT 145

The American Republic While Americans were fighting for independence from Britain, they were also setting up new governments. Most of the 13 states wrote new constitutions. These state constitutions echoed many prized British rights, including repre-sentative government, the rule of law, limits on government power, and individual liberties.

New state governments Despite differ-ences among the states, their governments had many similarities. Each state government had three branches. The legislative branchlegislative branch made the laws. The judicial branchjudicial branch interpreted the laws. The executive branchexecutive branch—the governor—carried out the laws. Remembering their experience with authoritarian royal governors, the states chose to limit the governor’s power. Instead, elected legislatures held more power.

Republicanism Above all, Americans did not want a king or any other supreme author-ity over them. Going back to the ideas of John Locke, they wanted a republicrepublic, a political sys-tem without a monarch. It would rule “with the consent of the governed.” No government in the world at that time was based on this idea. The ideal of republicanism was that hard-working, property-owning citizens would be active in government. Reality, of course, was different. Women, African Americans, Native Americans, and poor white laborers seldom owned prop-erty or took part in government.

Republican motherhood The Revolution-ary War did bring a shift in women’s roles. Dur-ing the war, women ably managed farms and businesses. Some women fought in battle or defended their homes with axes and muskets. American women had become politically active for the first time before the war, organizing boycotts and later supporting the war effort.

The idea of republican motherhood devel-oped from these roots. People recognized that women had the first opportunity to educate children in civic virtues and responsibilities. Republican motherhood encouraged mothers to raise their sons to be patriotic future leaders and their daughters to be intelligent, patriotic, and competent so they could run households and educate their own children.

Judith Sargent Murray, a contemporary author, maintained that young women should

be educated in reasoning, not just household skills. After infancy, she noted, boys and girls were given very different educations:

HISTORY’S VOICES

“How is the one exalted, and the other depressed, by the contrary modes of education which are adopted! the one is taught to aspire, and the other is early confined and limited. As their years increase, the sister must be wholly domesticated, while the brother is led by the hand through all the flowery paths of science.”

—Judith Sargent Murray, quoted in Founding Mothers

READING CHECK Making Inferences Whydid the states create weak executive branches?

SkillsFOCUS READING LIKE A HISTORIAN

The Sedgwicks, a prominent Federalist family in Massachusetts,valued education. In this painting, Pamela Dwight Sedgwick ispictured with her daughter, Catharine, who became a writer.

Interpreting Visuals Why did the family choose to include abook in this portrait?

See Skills Handbook, p. H30

ACADEMIC VOCABULARYconstitutionsdocumentscontaining thebasic laws andprinciples of astate or nation

REPUBLICAN MOTHERHOOD

The book suggests theimportance of educationto the Sedgwick family.

The Sedgwick home ispictured in the background.

articles of confederationhistorywithmrwallace.com/wp-content/uploads/2020/u.s. history 1/… ·...

Documents