The causes and effects of colonisation

British retaliation after the Boston Tea Party was harsh. The residents of Boston had to pay for the tea and the harbour was closed to all traffic. All meetings were prohibited and the legislative assembly was dissolved. Soldiers were billeted on private householders.

In September 1774 representatives of twelve of the thirteen colonies assembled in Philadelphia to plan their strategy to fight for freedom. Their document, Declaration of Rights and Grievances was sent to Britain to no avail. The first clash between the colonists and British troops took place at Lexington. At the second congress in Philadelphia, George Washington was appointed supreme commander of the colonial troops.

During the third congress in Philadelphia the famous Declaration of Independence was drawn up by Benjamin Franklin, Thomas Jefferson and John Adams. On 4 July 1776 the Declaration of Independence was accepted by the congress. According to the declaration all men are born equal and therefore all men have inalienable rights such as the right to life, liberty and the pursuit of happiness. All governments receive their power from their subjects and for this reason it is justifiable to overthrow a tyrannical government. The declaration also criticised British policy and listed the colonists’ grievances.

In 1787 the American constitution was adopted, in which the rights, freedom and priviledges of all Americans were written down. The thirteen colonies were linked in a federation. This meant that each colony still retained a large degree of independence, e.g. each colony or state had its own legislative body which dealt with local affairs.

George Washington became the first president of the United States of America. The capital was named after the first president, namely Washington.

In 1777 the Union Jack (British flag) was replaced by the stars and stripes. The new flag consisted of thirteen horizontal red and white stripes with thirteen stars in the left-hand corner. In the course of time other states were added to the original thirteen. Today there are more than fifty stars, representing the number of states in the federation of the United States of America.

The American national anthem is called “The Star-Spangled Banner”.

Assessment

Learning outcomes(LOs)

LO 1

Historical Enquiry

The learner will be able to use enquiry skills to investigate the past and present

Assessment standards(ASs)

We know this when the learner:

1.1 continues to identify and select a variety of historical and archaeological sources relevant to an inquiry [finds sources];

1.2 evaluates the sources used (e.g. “Who created the source?”, “Is it reliable?”, “How useful is the information?”) [works with sources];

1.4 presents an original idea as part of an answer to questions posed [answers the question];

1.5 communicates knowledge and understanding by constructing own interpretation and argument based on the historical sources (including extended writing, artwork, graphics and drama); uses information technology where available and appropriate [communicates the answer].

LO 2

Historical Knowledge and Understanding

The learner will be able to demonstrate historical knowledge and understanding

We know this when the learner:

2.1 begins to make links between historical events and processes in different contexts in the same period [chronology and time];

2.2 recognises that causes and effects of effects vary in importance [cause and effect];

2.3 explains charges in a wider historical and environmental context [change and continuity]

LO 3

Historical Interpretation

The learner will be able to interpret aspects of history.

We know this when the learner:

3.1 examines historical interpretation by asking relevant questions about the author of an historical source [source interpretation];

3.2 identifies and gives reasons for the different ways that the past is represented and interpreted [source interpretation];

3.3 explains why history is not objective or neutral [source interpretation];

3.4 recognises that sense of identity may influence the way events in the past are interpreted [influences on interpretation];

3.5 describes main features and uses of material remains of the past in a given context [representation of the past];

3.6 explains the importance of conserving our natural and cultural heritage (e.g. objects,

buildings, heritage sites) [representation of the past];

3.7 explains how and why people’s memories of the past might differ [representation of the past].

Memorandum

READING 1

1. No. Any: People always need leaders / laws, which signifies a form of managing. OR Their “freedom” will last until they argue with one another.

2. Any distinction related to being born within a particular class: workers had to use the back entrance of the home.

3 Tobacco can be used for smoking and chewing. It is also used as a fertiliser or for pest control, e.g. for diseases on roses.

4. Furs are the skins of animals /1/. A coat or jacket, cap or handbag /1/made from the skin of an animal /1/ can be made (bought) =3

5. Indigo is a dye made from plants with the same name. It is used to colour materials such as linen. The colour is a dark blue-violet.

READING 2

• blood bath / slaughter;
• quartered / confined to barracks;
• incident;
• attack;
• smuggle. /5/

READING 3

The research assignment is meant as a last attempt to brighten up the portfolio with a colourful piece of work and at the same time inspire the learners to do research on their own and perhaps to involve their parents.