backgrounds of United States, history homework help

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Chapter 5:
How did the colonists justify their protests and ultimate rebellion? What sources did they call on? Whatphilosophies were influential? How was the language of freedom and liberty used?
Chapter 7:Compare the Articles of Confederation to the Constitution. Which document did a better job ofprotecting liberties? Running a government? Explain your answer with specific examples.
Chapter 8:
Women were increasingly coming to believe that they too had the right to knowledge, education, publicdiscourse, and employment. Discuss the various arguments being made in the late eighteenth and earlynineteenth centuries by women regarding their changing roles in the new republic.
Chapter 9
Explain how improvements in transportation and communication made possible the rise of the West asa powerful, self-conscious region of the new nation.


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BACKGROUND OF THE UNITED STATES

1

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Background of the United States.
Chapter 5: How did the colonists justify their protests and ultimate rebellion? What
sources did they call on? What philosophies were influential? How was the language of
freedom and liberty used?
In the decade after 1763 the colonies developed a ferocious self-assertiveness that would
lead to a full-scale war of independence and separation from British rule. The presence of
aggressive French and Indian neighbors had placed a severe limit on any likely colonial
dissatisfaction with British authority, as royal forces might at any time be needed to combat
invasion. Removing the French factor gave the colonists more liberty to consider their long-term
goals and aspirations. The British in turn had to consider the complex needs of a more diverse
population. Apart from the British colonists, imperial subjects in North America now included
the Catholic, French-speaking residents of Canada and the Indian allies who had played so
critical a role in earlier victories. The Indians were a source of special concern as a series of
worrying frontier wars erupted in 1763: though associated with the name of the chieftain Pontiac,
these probably reflected a lingering French influence.
Beginning in 1764 and 1765 the British parliament began levying a new series of taxes on the
colonies aimed at raising revenue to pay the expenses of administering their empire. The British
government also announced its intention to tighten up enforcement of existing customs laws,
which, because of lax enforcement over many decades, had been widely evaded by American
merchants. In fact, the taxes imposed on the colonies—a tax on molasses imported from the
West Indies into America and a stamp tax, similar to taxes already levied back in England—did
not present a major economic burden to the Americans. But the means by which the taxes were
imposed—enacted by a distant Parliament without the Americans’ consent—seemed to the
Americans to violate a principle of the English constitution that they valued dearly: the principle
of “no taxation without representation (Zinn).”
The American protests against the taxes began in the colonies’ provincial assemblies, which
sent humble petitions to Parliament asking for a repeal of what they believed to be unjust and
unconstitutional acts. But protest was not confined to humble petitions. Gradually, ordinary folks
in America’s cities and towns joined the protests, and as American resistance assumed this
popular dimension, the forms of protest—street marches and demonstrations; economic boycotts
of British goods; and, at times, violence aimed at British officials charged with enforcing the
acts—became more direct and more threatening to the authority of the Crown. What began as a
constitutio...


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