3.+Townshend+Acts

= The Townshend Acts =



= Charles Townshend =

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=Objectives=
 * Examine and analyze four primary source documents dealing with British taxation in the colonies.
 * Analyze the words of American colonists in response to the Townshend Acts
 * Respond and reflect on the primary sources included in the lesson.
 * Identify examples of ways in which women took part in political protests against Britain.
 * Identify how colonial reaction continued to change in the face of evolving interference by the British government

=Introduction= Read the Introduction to the Townshend Acts below, mark it up with annotations and CCQ's and then summarize the Main Idea of the Townshend Acts. In order to do this you should embed the document in your virtual notebook, after copying and pasting the content into your own Crocodoc file.

Here is the link to this document: Crocodoc Townshend Acts

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=Women and their Response to the Townshend Acts.= =Process= You are going to be split up into four groups, each one being assigned one of the documents below to examine. You should open the EtherPad that you will all share in order to read the document, comment on it, and collaboratively come to a decision on Point of View of the creator and should support that point of view with detailed evidence and insightful analysis of that evidence explaining how it supports the point of view.

After reading each document, you will see a set of questions about the document, which you do not need to answer but they might be useful for helping you begin your online etherpad discussion about each document and the point of view of the creator.

It is important to really spend some time getting your heads around this stuff. You are becoming an expert group and your classmates will rely upon you to help them understand your document.

Female Patriotism: Women Called to Action
Etherpad on Gadsden Address [|EXAMINE DOCUMENT]
 * 1) How does Gadsden feel about women?
 * 2) Based on what you know about Colonial women, what is the significance of Gadsden’s address to the South Carolina Assembly?
 * 3) Gadsden’s intent was first to convince and then to enlist women to support colonial boycotts against British policies. Predict Gadsen’s success or failure.

Poetry: A Female Poet’s Literary Resistance
Etherpad on Poetry [|EXAMINE DOCUMENT]
 * 1) Why is Hannah Griffitts’ background significant?
 * 2) What does the speaker suggest women do to oppose the Townshend Duties?
 * 3) What is Griffitts’ opinion of Grenville, why?
 * 4) Who is the target of the women’s boycott?
 * 5) Who does the speaker think has more power, men or women? Support with evidence.
 * 6) Based on the views expressed in the poem, how would Griffitt respond to Gadsden’s address?

**Spinning Bees: Public Displays of Defiance**
[|EXAMINE DOCUMENT]
 * Etherpad on Spinning Bees**
 * 1) What is this passage describing? Cite evidence to support your answer.
 * 2) What is the political reason for the women to engage in this activity?
 * 3) Do you think that this political action would be successful? Why or why not?

**Protest Songs and Poetry: Women’s call to action**
Using your APPARTS ([|PDF]) chart, analyze these two sources. In your groups, write a colonial protest song or a poem. Be sure to use historical facts and evidence from the lesson. [|EXAMINE DOCUMENT]
 * Etherpad on Protest Songs**

=Resources=
 * 1) Excerpt from James Otis’ address to the Supreme Court of Massachusetts regarding the Writs of Assistance ([|HTML])
 * 2) Christopher Gadsden 1769 address to South Carolina Assembly ([|HTML])
 * 3) Hannah Griffitts, The Female Patriots, 1768 poem ([|HTML])
 * 4) [|Royall Tyler] (1757-1826) as written in his manuscript The Bay-Boy, published first in The Prose of Royall Tyler ([|Vermont Historical Society], 1972) [] ([|HTML])

=﻿Expert Group Share-out=

You've now had a chance to really understand one of these four documents. Now is your chance to help out your classmates!

You will be split into groups of 4 (one person from each expert group). Once in those groups you will present your document to each other by explaining what you believe to be the creator's point of view, as well as explaining the main idea or intent of the document.

Each group of four experts will then collate their results into a Google Docs document. Once all four have crafted a good Google Doc then you should each upload this document to your virtual notebooks.

Google Docs

=Assessment= The year is 1770, Christopher Gadsden is visiting Hannah Griffitts in her home in Philadelphia. Working in pairs you are to write __//**and record**//__ a dialogue between Gadsden and Griffitts in which they discuss the impact of the Townshend Acts on the colonists. Your dialogue should convey the historical perspective of each person based upon your understanding of the primary source documents. Below are a few questions to consider as you create this fictional dialogue. In order to record this you should plan to either create a Podcast or a video. Choose from the tools below to create your recordings:
 * What questions would they ask one another?
 * Would they agree or disagree with one another? What points would they make?
 * Would they respect one another’s viewpoints?
 * Would they be inclined to work together to oppose the Townshend Acts?

Video Tools Audio Tools

=Dialogue Rubric:= This is how your recording will be graded. Remember preparation is the key here! ([|PDF])

=Summary - //in a slide...//= After analyzing the primary source documents and responding to the lesson questions, you have learned that colonists had strong opinions about British taxation. While the British continued policies aimed at collecting taxes, the colonists resisted. Women played a crucial role in the effort to resist British policies. Through economic boycotts, spinning bees, petitions, and poetry, female patriots made their voices heard. As protests became more organized, life in the colonies would be more difficult for colonists who did not participate. In order to answer these questions you should create a slideshow using [|www.slide.com]. Make sure that you answer the questions by using symbols and metaphors
 * Based on what you have learned about the colonists’ opposition to the Townshend Acts, what can you conclude about the different forms of resistance used?
 * Consider those who disagreed with the boycotts and the harsh tactics used by the colonists. Describe what life in Boston would be like for them?