Expert answer:Debating the Origins of the American Revolution

  

Solved by verified expert:Hi,I need 2 – 3 typed and double-spaced paper about American history, specifically about (Unit Three) — “Debating the Origins of the American Revolution”. This is a reading and writing assignment.I will provide you with link and access to the EBook once my offer has been accepted.Book: David Emory Shi, America: The Essential Learning Edition — Volume I, 2nd Edition, W. W. Norton & Company, Inc. (2018)
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Hi,
I need 2 – 3 typed and double-spaced paper about American history,
specifically about (Unit Three) — “Debating the Origins of the
American Revolution”. This is a reading and writing assignment.
I will provide you with link and access to the EBook once my offer has
been accepted.
Book:
David Emory Shi, America: The Essential Learning Edition — Volume I, 2nd Edition,
W. W. Norton & Company, Inc. (2018)
See the attached file for details on the assignment and lesson notes.
UNIT THREE — From Colonies to States: The Birth of a
Nation
Reading Assignment

o
o

Shi, America, The Essential Learning Edition, Volume I
Chapter 4, “From Colonies to States, 1607-1776,” pages 108-147
Chapter 5, “The American Revolution, 1776-1783,” pages 156-189
Objectives
For this unit, our objectives are to understand:





How the French colonies in North America compared to those of Great Britain
The impact of the French and Indian War on the colonial psyche and the changing dynamic between the
colonies and Great Britain in the aftermath of the French and Indian War
how events of the 1770s placed the colonies on the road to revolution
how and why the rebelling colonists succeeded in the American Revolution
how the American Revolution affected different groups of people living within the newly formed United States

Lesson Notes
Moving into the 1700s, democratic impulses seemed to be at work as Enlightenment era ideals and religious
revivalism known as the Great Awakening swept through the colonies. With growing importance placed on
ideals like individualism and the inherent rights of “mankind,” the colonies increasingly found themselves
questioning their role within the greater British Empire. While the colonists very much saw themselves as
British subjects, the upheaval of the French and Indian War in the 1750s and 1760s would create a set of
conditions that pushed the colonists to begin arguing for greater rights as British subjects.
Most pointedly, the colonists began to feel as if Great Britain was enacting ever harsher restrictions on them in
the aftermath of the British victory over the French. With the need to pay-off war-time debts, maintain a
tenuous balance of power, and appease their Indian allies, the British government began to reverse its earlier
policy of benign neglect, in which the colonies had typically been left to fend for themselves. By the mid-1760s,
they began to enact more stringent land restrictions while passing heavier taxes on a wide range of services and
goods. Feeling as if they had been left out of the decision making process, some colonists were increasingly
inclined to engage in rebellious activities, as seen in the actions of groups like the Regulators and the Sons of
Liberty.
When the American Revolution began, victory for the rebelling colonists was not a foregone conclusion. Not
only were they up against the strongest empire in the world, they also were up against significant divisions on
the home front. Most of the colonists continued to see themselves as British subjects — so much so that a
number of them remained Loyalists during the conflict — and others were more beholden to separate colonial
identities rather than to a collective colonial identity (ie they saw themselves as Virginians or New Yorkers or
Pennsylvanians rather than as “Americans”).
Nevertheless, over the course of the war, a decisive spirit of nationalism began to take shape. In the process, the
colonists had articulated their goals early on with the Declaration of Independence (1776), in which they stated
their intention to separate from Great Britain and their adherence to the “inalienable rights” of “mankind,”
which suggested a believe in inherent equality. One thing to consider while you’re doing your reading,
however, is to what extent the founders believed in inherent equality for everyone. Indeed, as the new nation
began to form, significant divisions emerged and compromises were struck when it came to determining who,
exactly, was entitled to the rights established by the Declaration of Independence and the Constitution of the
United States.
As the war was being fought, significant turning points emerged on the battlefields of Saratoga and Yorktown.
Of particular importance to the eventual victory of the revolutionaries was the alliance stuck with France -which was a relationship that would prove contentious in the aftermath of the war, leading to significant
divisions amongst various political interests within the United States.
“Thinking Like a Historian” Analysis Paper Assignments
“Thinking Like a Historian” Paper #1— Debating the
Origins of the American Revolution
Reading Assignment (from your textbook):

“Thinking Like a Historian” — Debating the Origins of the American Revolution, 148-151

Secondary Source 1 — Bernard Bailyn, The Ideological Origins of the American Revolution (1992)

Secondary Source 2 — Gary Nash, “Social Change and the Growth of Prerevolutionary Urban
Radicalism” (1976)

Primary Source 1 — John Dickinson, “Letter from a Farmer in Pennsylvania” (1767)

Primary Source 2 — Governor Francis Bernard, “Letter to the Lords of Trade” (1765)
Instructions:
Note: The “Thinking Like a Historian” sections of your textbook provide us an opportunity to understand
how (and why) historians have interpreted the past in different ways. By highlighting the works of two
historians from different time periods, these sections give us a glimpse into the field of historiography —
the history of doing history. These brief excerpts are “secondary sources” — sources produced by
scholars after the fact. In addition, your textbook author (David Emory Shi) has included primary
documents to be read alongside of the secondary source excerpts. Primary documents are historical
artifacts that comes from the time period under examination and can take a variety of forms (ie letters,
diaries, political documents, movies, advertisements, etc.).
In this first “Thinking Like a Historian” section, Shi provides excerpts from two renowned historians of
the Revolutionary era who have different interpretations for how and why the Revolution occurred. After
reading the two excerpted secondary sources and the two primary sources carefully, write a two to three
typed and double-spaced paper with standard font and margins that answers the question in bold below.
Based on what you’ve read in your textbook so far, with particular attention to the two primary
documents in the “Thinking Like a Historian” section, which historian — Bailyn or Nash — do you
think has the stronger interpretation. Why?
In responding to the question above, you should include a brief summary of both Bailyn and Nash’s
respective arguments and you should take into consideration how the two primary documents either
strengthen or weaken those arguments.

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