Lesson Plans -- Student

DBQ: American Traitors or British Patriots?
Colonists Fight the British and Each Other
By Greg O'Brien


Directions: Part I: Short Answers

The following questions are based on the documents provided. As you analyze the documents, take into account the source of the document and the author's point of view.
  • Read each question carefully. Consider what you already know about this topic.
  • Read each document carefully. Underline key words and phrases that address the document based question. Documents may be excerpts of longer passages.
  • Answer the question that follows each document with full sentences.

    Directions: Part II: Essay

    Using the documents provided as well as your own knowledge of history, discuss the different attitudes or positions that different Americans took toward the British and towards other Americans during the revolutionary era. Discuss the differences and similarities between the patriots and the loyalists.

    Historical context:

    The American Revolution was not only a war between the American colonists and the British; it was also a war that pitted Americans against each other. Many loyalists (colonists who remained loyal to the Crown and Government of England) fought on the side of the British and were called Tories. Though all thirteen colonies did sign the Declaration of Independence, the decision among colonists to go to war was not unanimous. Many colonists, though against British policies, favored reconciliation with England over war.

    Part I: Short Answers

    Document 1: Thomas Preston, Account of the Boston Massacre

    Captain Thomas Preston's Account of the Boston Massacre (13 March 1770), from British Public Records Office, C. O. 5/759. Reprinted in Merrill Jensen (editor) English Historical Documents, Volume IX. (London, 1964) vp. 750-53.
    http://www.ukans.edu/carrie/texts/preston.html
    "On Monday night about 8 o'clock two [British] soldiers were attacked and beat. The guard iinformed me the town inhabitants were assembling to attack the troops. I saw the people in great commotion, and heard them use the most cruel and horrid threats against the troops... So far was I from intending the death of any person that I suffered the troops to go to the spot where the unhappy affair took place without any loading in their pieces (weapons); nor did I ever give orders for loading them. The mob still increased and were more outrageous, striking their clubs or bludgeons one against another, and calling out, 'come on you rascals, you bloody backs, you lobster scoundrels, fire if you dare, G-d damn you, fire and be damned, we know you dare not,' and much more such language was used. At this time I was between the soldiers and the mob. They advanced to the points of the bayonets, struck some of them and even the muzzles of the pieces, and seemed to be endeavouring to close with the soldiers.... While I was thus speaking, one of the soldiers having received a severe blow with a stick, stepped a little on one side and instantly fired, and [while] asking him why he fired without orders, I was struck with a club on my arm... On this a general attack was made on the men by a great number of heavy clubs and snowballs being thrown at them, by which all our lives were in imminent danger, some persons at the same time from behind calling out, 'damn your bloods-why don't you fire.' Instantly three or four of the soldiers fired, one after another, and directly after three more in the same confusion and hurry. The whole of this melancholy affair was transacted in almost 20 minutes. I assured the men that my words were "don't fire, stop your firing." In short, it was scarcely possible for the soldiers to know who said fire, or don't fire, or stop your firing. I am, though perfectly innocent, to expect but the loss of life in a very ignominious [disgraceful] manner."
    According to this author, who was most responsible for the Boston Massacre?



    Document 2: Paul Revere's Depiction of The Boston Massacre, 1770
    http://earlyamerica.com/review/winter96/massacre.html



    How does this portrayal of the Boston Massacre contrast with the written account in Document 1?



    Document 3: This newspaper excerpt from a 1779 edition of the "New York Gazette" is signed "Candidus" and chances are good that it was penned by loyalist author James "Candidus" Chalmers.
    http://erols.com/candidus/propda.htm
    "The rebels have hitherto been infamous for their wanton [reckless] cruelties. Their brutal treatment of Governor Franklin (Royal Governor of New Jersey), and many other persons of distinction whom I could mention, -- their barbarity to loyalists in general, and at this present hour -- hanging men for acting according to the dictates of conscience -- whipping men almost to death because they will not take up arms - - publicly whipping even women, whose husbands would not join the militia -- their confiscations, fines, and imprisonments; these things which they daily and undoubtedly practice, very ill agree with the character of humanity so lavishly bestowed on them by this writer. Nothing but a long, very long series of conduct the reverse of this can wipe off the infamy [bad reputation], which they hereby incurred [brought upon themselves]."
    Did the rebels treat the loyalists fairly? What sort of punishments could colonists expect if they were did not agree to support the rebels?



    Document 4: Patrick Henry, March 23, 1775.
    www.yale.edu/lawweb/avalon/patrick.htm
    "The question before the House is one of awful moment to this country. For my own part, I consider it as nothing less than a question of freedom or slavery. Let us not deceive ourselves, sir. These are the implements of war and subjugation; Has Great Britain any enemy, in this quarter of the world, to call for all this accumulation of navies and armies? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death!"
    This famous quote by Patrick Henry helped bring the South into the Revolutionary War. What was his major complaint against the British in this speech?



    Document 5: "A Calm Address to our American Colonies," by John Wesley, founder of Methodist Church, London England
    http://www.indwes.edu/faculty/dbartley/hnr101/wesly_am.htm
    "Nine in ten throughout England have no representative, no vote; yet they are no slaves; they enjoy both civil and religious liberty to the utmost extent. 'Who then is a slave?' Look into America, and you may easily see. See that Negro, fainting under the load, bleeding under the lash! He is a slave. And is there 'no difference' between him and his master? Yes; the one is screaming, 'Murder! Slavery!' the other silently bleeds and dies! 'But wherein then consists the difference between liberty and slavery?' Herein: You and I, and the English in general, go where we will, and enjoy the fruit of our labors: This is liberty. The Negro does not: This is slavery. Is not then all this outcry about liberty and slavery mere rant, and playing upon words?"
    How did John Wesley argue against the idea that taxation without representation was of form of slavery? How might statements like his have affected black slaves in the colonies?



    Document 6: A Plan for the Union of Great Britain and the Colonies by Joseph Galloway 1774
    http://memory.loc.gov/learn/features/timeline/amrev/rebelln/galloway.html

    Offered by Joseph Galloway of Pennsylvania; this was the first order of business for the First Continental Congress. New York, Pennsylvania, and New Jersey were especially concerned that the Colonies should reconcile with Great Britain. This was their plan for compromise. The plan was considered very attractive to most of the members, as it proposed a popularly elected Grand Council which would represent the interests of the colonies as a whole, and would be a continental equivalent to the English Parliament. After a sincere debate, it was rejected by a six to five vote. It may have been the arrival of the Suffolk County (Boston) resolutions that killed it.
    "Resolved, that this Congress will apply to His Majesty for a redress of grievances under which his faithful subjects in America labor; and assure him that the colonies hold in abhorrence the idea of being considered independent communities on the British government, and most ardently desire the establishment of a political union, not only among themselves but with the mother state, upon those principles of safety and freedom which are essential in the constitution of all free governments, and particularly that of the British legislature. And as the colonies from their local circumstances cannot be represented in the Parliament of Great Britain, they will humbly propose to His Majesty and his two houses of Parliament the following plan, for a Proposed Union between Great Britain and the Colonies of New Hampshire, the Massachusetts Bay, Rhode Island, Connecticut, New York, New Jersey, Pennsylvania, Maryland, the Three Lower Counties on the Delaware, Virginia, North Carolina, South Carolina, and Georgia."
    How might the "Political Union" Joseph Galloway proposed be different from the Declaration of Independence, which was adopted instead? What significance is there in the closeness of the vote on this plan?



    Document 7: Benedict Arnold's Open letter to Colonists, printed in The London Chronicle October 21, 1780
    http://earlyamerica.com/earlyamerica/writings/arnold
    "For the thousands who suffer under the tyranny of the usurpers [rebel leaders] in the revolted provinces ... my countrymen are duped [fooled]. I [lament] the tyranny and injustice with which [the rebel leaders] neglected to take their collective sentiments of the British proposals of peace. Rather than [accept] the insidious offers of France, a monarchy too feeble to establish independence for the colonies, the enemy of the Protestant faith, I preferred those from Great Britain. It is the generous intent of Great Britain to leave the rights and privileges of the colonies unimpaired, together with a perpetual exemption from taxation, adding such further benefits as may consist with the common prosperity of the empire."
    The name "Benedict Arnold" has become synonymous with "traitor". What reasons does he give for defecting to the British Army? Are his reasons sound?



    PART II: Essay

    Using the documents provided and your knowledge of American History, write a well-organized essay developing a thesis from the documents in Part I analyzing the differences between Americans who were loyalists and those who were rebels. Use specific examples from the documents and from your knowledge of history to explain the different reactions people had to the conflict and to each other.



    DBQ Scoring Rubric

    Short Answer: 0 -2 Points: Score of 2 - superior; Score of one- acceptable; Score of 0 - no credit

    PART I:

    Document 1:
    Score of 2: Cites the Boston colonists' aggressive attitude toward the troops, and the background for antagonism toward the army. Mentions the authors' point of view as the commander of the army regiment during the incident.
    Score of 1: Identifies the mob and/or the confusion as responsible with no elaboration.
    Score of 0: Blank, illegible or fails to address the task.

    Document 2:
    Score of 2: Identifies the formation of the British troops as orderly in the print, disorderly in the narrative and shows the commander clearly giving orders to fire in the print. Print also depicts mob as victims, not aggressors.
    Score of 1: Answer shows little distinction between the two versions.
    Score of 0: Blank, illegible or fails to address the task.

    Document 3:
    Score of 2: Uses multiple examples from the document to answer the questions. Cites outside knowledge of topic.
    Score of 1: Answer includes vague reference to text.
    Score of 0: Blank, illegible or fails to address question.

    Document 4:
    Score of 2: Cites British troops, British occupation and "tyranny" of colonies as Henry's biggest complaint. Cites patriotic zeal for freedom.
    Score of 1: restates quote without elaboration
    Score of 0: Blank, illegible, fails to address task

    Document 5:
    Score of 2: Identifies difference between rhetorical slavery (Henry) and chattel slavery, and mentions taxation as different from bondage in actual chains. Also incorporates knowledge of blacks as an important component of revolutionary society and politics.
    Score of 1: Answer contains inaccurate or incomplete analysis and interpretation of the document.
    Score of 0: Blank, illegible or fails to address the task.

    Document 6:
    Score of 2: Answer indicates the large difference between an effort at reconciliation and a declaration of independence (war), with mention of the closeness of the vote.
    Score of 1: Answer addresses part of but not the entire question, with some inaccuracies and vagueness.
    Score of 0: Blank, illegible or fails to address the task

    Document 7:
    Score of 2: Answers question thoroughly and posits answer regarding "soundness" of Arnold's decision and gives reasons from document.
    Score of 1: Answers question, but without depth of analysis or support from evaluation of the document.
    Score of 0: Blank, illegible or fails to address task



    ESSAY
    Taken from The New York State Dept. of Education
    http://www.emsc.nysed.gov/osa/socstre/gh&usinfo.html

    Score of 5:
  • Shows a thorough understanding of the theme or problem
  • Addresses all aspects of the task
  • Shows an ability to analyze, evaluate, compare and/or contrast issues and events
  • Richly supports the theme or problem with relevant facts, examples, and details
  • Is a well-developed essay, consistently demonstrating a logical and clear plan of organization
  • Introduces the theme or problem by establishing a framework that is beyond a simple restatement of the task and concludes with a summation of the theme or problem

    Score of 4:
  • Shows a good understanding of the theme or problem
  • Addresses all aspects of the task
  • Shows an ability to analyze, evaluate, compare and/or contrast issues and events
  • Includes relevant facts, examples, and details, but may not support all aspects of the theme or problem evenly
  • Is a well-developed essay, demonstrating a logical and clear plan of organization
  • Introduces the theme or problem by establishing a framework that is beyond a simple restatement of the task and concludes with a summation of the theme or problem

    Score of 3:
  • Shows a satisfactory understanding of the theme or problem
  • Addresses most aspects of the task or addresses all aspects in a limited way
  • Shows an ability to analyze or evaluate issues and events, but not in any depth
  • Includes some facts, examples, and details
  • Is a satisfactorily developed essay, demonstrating a general plan of organization
  • Introduces the theme or problem by repeating the task and concludes by repeating the theme or problem

    Score of 2:
  • Shows limited understanding of the theme or problem
  • Attempts to address the task
  • Develops a faulty analysis or evaluation of issues and events
  • Includes few facts, examples, and details, and may include information that contains inaccuracies
  • Is a poorly organized essay, lacking focus
  • Fails to introduce or summarize the theme or problem

    Score of 1:
  • Shows a very limited understanding of the theme or problem
  • Lacks an analysis or evaluation of the issues and events
  • Includes little or no accurate or relevant facts, examples, or details
  • Attempts to complete the task, but demonstrates a major weakness in organization
  • Fails to introduce or summarize the theme or problem

    Score of 0:
  • Fails to address the task
  • Illegible
  • Blank

    Selection of Primary Documents

    In the process of selecting documents for the DBQ, I began with the premise that I would challenge commonly held assumptions about the American Revolution. Specifically, it was my intent to question the level of support for the war among colonists and the perception of loyalists as traitors to the cause of American independence. The selection process for primary documents from a loyalist or British perspective focused on displaying a diversity of opinions on a myriad of issues. Many documents reiterated the exact same theme in a different voice and so the selection was made based on the clarity of the arguments for an 11th grade audience. The second step in the selection process was to choose primary documents from a Whig or rebel perspective that balanced out and contrasted as directly as possible with the Tory writings. The final step involved editing excerpts and adding explanations and definitions where appropriate.