Solution Manual for The Brief American Pageant A History of the Republic, Volume I To 1877,

Solution Manual for The Brief American Pageant A

History of the Republic, Volume I To 1877, 9th Edition

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CHAPTER 8
America Secedes from the Empire, 1775–1783

LEARNING OBJECTIVES
After having read the chapter, students should be able to:
• Outline the early actions of the colonists and British as the conflict between them grew larger.

• Assess the role of ideas and rhetoric in the colonies' move toward splitting with Britain.

• Summarize the early conflicts between the Patriots and Britain.

• Explain how the war took on a more global character, and the impact that global force s had upon the
conflict in North America.

• Examine the end of the war and why America was able to achieve a diplomatic victory that far exceeded
its military and economic strength.

CHAPTER OUTLINE
I. Early Skirmishes, 1775
A. Congress Drafts George Washington
B. Bunker Hill and Hessian Hirelings
C. The Failed Attempt to Conquer Canada
II. American “Republicanism”
A. Thomas Paine Preaches Common Sense
III. The Declaration of Independence, 1776
A. Jefferson’s “Explanation” of Independence
IV. Patriots and Loyalists
A. Patriots and Loyalists
V. The Fighting Fronts
A. General Washington at Bay
B. Burgoyne’s Blundering Invasion
VI. The French Alliance, 1778
A. Revolutionary America and the World
B. Blow and Counterblow
C. The Land Frontier and the Sea Frontier
VII. Yorktown, 1781
A. Yorktown and the Final Curtain

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 Chapter 8: America Secedes from the Empire, 1775–1783

VIII. The Peace of Paris, 1783

A. Peace at Paris
B. A New Nation Legitimized

CHAPTER SUMMARY
Even after the shooting began at Lexington and Concord, the Second Continental Congress did not at first pursue
independence. The Congress’s most important action was selecting George Washington as military commander.
After further armed clashes, George III formally proclaimed the colonists in rebellion. In early 1776, Thomas
Paine’s Common Sense finally persuaded Americans to fight for independence as well as liberty. Paine and other
leaders promoted the Revolution as an opportunity for self-government by the people, though more conservative
republicans disliked revolutionary egalitarianism and hoped to retain a strong political hierarchy without
monarchy. Jefferson’s Declaration of Independence deepened the meaning of the American Revolution by
proclaiming it a fight for self-evident and universal human rights applicable to all peoples everywhere.
The committed revolutionary Patriots, only a minority of the American population, had to fight a civil war with
Loyalist Americans as well as the professionally trained and better-armed British army and navy. Loyalists were
strongest among conservatives, city-dwellers, and Anglicans (except in Virginia). Patriots were strongest in New
England and among Presbyterians and Congregationalists.
In the first phase of the war, Washington was barely able to hold off the British, who botched their grand plan to
isolate New England and quash the rebellion quickly. Victory in the Battle of Saratoga brought Americans new
respect and the prospect of international assistance. Partially compromising their idealistic revolutionary beliefs
that traditional military alliances were wrong, Franklin and other U.S. emissaries joined an alliance with France.
With active French involvement, the Revolutionary War became a world war.
American fortunes turned very sour in 1780–1781, as political and economic troubles again nearly led to defeat.
But General Nathanael Greene’s Continental army in the South held on until Cornwallis stumbled into a French-
American trap at Yorktown. Lord North’s ministry collapsed in Britain, and American negotiators achieved an
extremely generous settlement from the new Whig government in London.

CHAPTER THEMES
Theme: When hostilities began in 1775, the colonists were still fighting for their rights as British citizens within
the empire. But in 1776, inspired by the revolutionary idealism proclaimed in Tom Paine’s incendiary Common
Sense, they began fighting not only for independence but for an end to monarchy and the establishment of a new
government and society based on principles of republicanism and liberty.
Theme: A combination of Washington’s generalship and British bungling in 1776–1777 prevented a quick British
victory and brought crucial French assistance to the Revolutionary cause. Despite severe difficulties and a civil
war with the Loyalists, the Patriots sustained their armies in the field. The military victory at Yorktown was
followed by a stunning diplomatic victory in the Paris peace settlement of 1783.
Theme: American independence was recognized by the British only after the conflict had broadened to include
much of Europe. American diplomats were able to secure generous peace terms because of the international
political scene: Britain’s recently reorganized government that favored peace and France’s inability to make good
on its promises to Spain.

SUGGESTED LECTURE/DISCUSSION TOPICS

1. Expand on how Common Sense and the Declaration of Independence changed the meaning of the fighting.
Explain why even Patriots were at first reluctant to proclaim independence and how they eventually came to
link their struggle for rights with the break from Britain.

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Chapter 8: America Secedes from the Empire, 1775–1783

2. Discuss how Washington and his generals essentially pursued a defensive strategy in the early phase of the
war, while the British had to try for a quick victory. Explain why the Battle of Saratoga was so crucial
politically as well as militarily.
3. Consider the political dimensions of the war, particularly the civil war between Patriots and Loyalists. Focus
on the role of the American military effort in swinging the neutral population to the Patriot cause.
4. Explore the war from the perspective of African Americans: why some fought as Loyalists, others as Patriots,
and what contributions they made to the war effort of both sides. Explain how black Americans seized on the
Patriots´ egalitarian rhetoric to challenge the institution of slavery but met with little success.
5. Explain the intellectual roots of the Declaration of Independence in Enlightenment thought. Focus on the
political philosophers, such as John Locke and Jean-Jacques Rousseau, whose work informed the thinking of
Revolutionary leaders like Jefferson about liberty, “natural rights,” and other key concepts.
6. Consider the role of women in the American Revolution, including both their part in revolutionary events and
the new understandings that began to develop regarding their public role as “daughters of liberty.” Explain
both the opportunities and constraints for women that the war and the resulting ideology of “republican
motherhood” brought.
7. Compare the American Revolution to other major national revolutions. Comparisons with revolutions in
countries like France, Russia, and China, as well as with struggles for independence in “new nations” like
Mexico, India, and Iran, might be especially illuminating. Use these comparisons to ask whether “American
Revolution” or “War for Independence” is the best term for the conflict.
8. Place the war in a broad global perspective. Consider the stakes for the Europeans powers that became
actively involved or proclaimed their “armed neutrality.” Explore the American war´s connections to
other colonial conflicts around the globe.

CHARACTER SKETCHES

Thomas Paine (1737–1809)

Paine’s Revolutionary propaganda in Common Sense and The Crisis played a critical role in arousing American
patriotism in 1776–1777. But because of his later role in the French Revolution, and especially because of his
fierce, sarcastic attacks on Christianity in his later book, The Age of Reason, Paine has long been the most
controversial of the American Revolutionary heroes. Many people have wanted to deny him a place among the
true American patriots and “founding fathers.” Theodore Roosevelt, for instance, once called him a “dirty little
atheist.”
After the American Revolution, Paine traveled to Britain and France seeking primarily to promote his iron-bridge
invention. He became a French citizen and was elected to the Revolutionary Convention. His stirring work, The
Rights of Man, a reply to Edmund Burke’s Reflections on the Revolution in France, sold hundreds of thousands of
copies and made him a wanted man in Britain.
Paine’s political idiosyncrasies and anti-Christian polemics in Europe caused a severe decline in his reputation in
America. When he finally came back to the United States in 1801, even his influential friends, like Jefferson,
avoided him, and he ended his life in poverty. After his death a British admirer dug up his bones and shipped them
to Britain, where they were lost.
Quote: “One of the strongest natural proofs of the folly of hereditary right in kings is that nature disapproves it,
otherwise she would not so frequently turn it into ridicule by giving mankind an Ass for a Lion. . . . But where,
some say, is the King of America? I’ll tell you, friend, He reigns above, and doth not make havoc of mankind like
the Royal Brute of Great Britain.” (Common Sense, 1776)
REFERENCE: Eric Foner, Tom Paine and Revolutionary America (1976).

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
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 Chapter 8: America Secedes from the Empire, 1775–1783

Richard Henry Lee (1732–1794)

Richard Henry Lee, the most eloquent Revolutionary orator besides Patrick Henry, was the author of the
resolution declaring independence that was adopted in July of 1776.
Lee came from the wealthy and influential Virginia Lee clan. Along with Henry, he gained political influence
with his speeches attacking the Stamp Act and British economic domination of the colonies. He was a
commanding presence at the Philadelphia Congress; John Adams was awed by him and called him a “masterly
man.” His brother, Francis Lightfoot Lee, also signed the Declaration of Independence.
His career declined after the Revolution, and like Henry, he was an Anti-Federalist in the fight over the
Constitution. Tall and slender, Lee had receding red hair and a musical voice.
Quote: “Why then do we longer delay? Why still deliberate? Let this most happy day give birth to the American
republic. Let her arise, not to devastate and conquer, but to re-establish the reign of peace and law.” (Speech to
Second Continental Congress, 1776)
REFERENCE: Oliver Perry Chitwood, Richard Henry Lee: Statesman of the Revolution (1967).

John Paul Jones (1742–1792)

A naval hero of the American Revolution, Jones is known as the founder of the United States Navy. Although he
professed deep commitment to America, he was a Scottish immigrant who actually spent little time in the United
States, preferring to live abroad after the Revolution.
His original name was John Paul. He added the “Jones” in 1773, evidently to conceal his identity after being
accused of killing a mutineer aboard a British merchant ship that he was commanding. He then came to Virginia,
made influential friends like Robert Morris, and received authorization to begin a navy. The heroic fight when he
lashed the Serapis to his Bonhomme Richard made him an international hero, although in Britain he was
considered a pirate because of his raids on coastal towns.
An extremely complex personality, Jones has puzzled historians and has often been the subject of novels, plays,
and poems. Despite his service to America’s republican cause, he was devoted to King Louis XIV of France and
near the end of his life became an officer in the navy of the despotic czarina of Russia, Catherine II.
Quote: “America has been the country of my fond election, from the age of thirteen, when I first saw it. I had the
honor to hoist, with my hands, the flag of freedom, the first time it was displayed on the River Delaware; and I
have attended it, with veneration, ever since on the ocean.” (1779)
REFERENCE: Evan Thomas, John Paul Jones: Sailor, Hero, Father of the American Navy (2003); Samuel Eliot
Morison, John Paul Jones (1959).

George Rogers Clark (1752–1818)

Clark was the American frontiersman whose daring exploits won the trans-Appalachian west for the new United
States.
Born in Virginia, Clark went west at age nineteen to work as a surveyor along the Ohio River. Clark became a
leader of the frontier settlers, who deeply resented the British authorities’ connections with Indians. Clark returned
to Virginia in 1776 to receive a militia commission to attack British forts. He hoped to raise at least 500 men, but
only 175 joined him.
After his great successes in the Illinois campaign and the capture of Vincennes, he attempted to capture the British
fort at Detroit in 1779, but failed. Besides his skill at frontier warfare, he proved especially adept at persuading
many Indians to abandon the British and support the French and Americans, or at least to remain neutral.
He had little success after the war. Jefferson initially offered him command of the expedition to explore
Louisiana, but the position went instead to his brother William.
Quote: (Speech to Indians) “The Great Spirit has caused your old Father the French King and other nations to join
the big Knife (Washington) and fight with them, so that the English have become like a deer in the woods.”
REFERENCE: Lowell H. Harrison, George Rogers Clark and the War in the West (1969).

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Chapter 8: America Secedes from the Empire, 1775–1783

QUESTIONS FOR CLASS DISCUSSION

1. What was radical and new in the Declaration of Independence, and what was old and traditional? What did
statements like “all men are created equal” mean in their historical context, and what did they come to mean
later?
2. Was military strategy or politics the key to American victory in the war?
3. Why, after bullets began flying in April 1775, did the colonists continue to profess their loyalty to the king
until mid-1776? What factors account for the turn to declaring independence?
4. What difference does it make to understand the Revolution as a civil war between Americans as well as a war
against the British? How important were the Loyalists in the prosecution and outcome of the war? Is it ironic
that some Loyalists were just as motivated by a desire for liberty as the Patriots (such as slaves who fought
for the British to gain their freedom, or religious minorities that believed the British would be more
religiously tolerant than fellow colonists)?
5. Was there a particular moment between 1763 and 1783 when colonists become “Americans” instead of
“Englishmen,” or was it a process?
6. What has the Revolution meant to later generations of Americans, including our own? Do we still think of the
United States as a revolutionary nation? Why or why not?

THOUGHT/DISCUSSION QUESTIONS FOR BOXED FEATURES

Makers of America: The Loyalists

1. Considering the bloody fates that befell comparable groups of loyalists in other revolutions such as in France
and Russia, did American Loyalists receive relatively just treatment?
2. Did the Loyalists act primarily out of conviction and feelings of patriotism toward Britain, or out of self-
interest?
3. If you had been an African American, free or slave, in 1776, would you have tried to back the Patriot cause or
the Loyalist cause? Why?

Examining the Evidence – A Revolution For Women? Abigail Adams

Chides Her Husband, 1776
1. How is this document both an example of gender and class status for women in revolutionary America?
2. What do private letters such as the one between Abigail and John Adams tell historians about marriage,
politics, and the age of the American Revolution?

Varying Viewpoints – Whose Revolution?

Additional Quotes
• Carl L. Becker, Beginnings of the American People (1915).
A “progressive” view of the Revolution as the product of social conflict among colonial groups:
“It was the opposition of interests in America that chiefly made men extremists on either side. . . . Those
men who wished to take a safe middle ground, who wished neither to renounce their country nor to mark
themselves as rebels, could no longer hold together.”
• Bernard Bailyn, The Ideological Origins of the American Revolution (1967).
An “ideological” view of the Revolution as resulting from the colonists’ ideas about liberty and power:

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
 Chapter 8: America Secedes from the Empire, 1775–1783

“The colonists believed they saw emerging from the welter of events during the decade after the Stamp Act
a pattern whose meaning was unmistakable. . . . They saw about them, with increasing clarity, not merely
mistaken, or even evil, policies violating the principles upon which freedom rested, but what appeared to be
evidence of nothing less than a deliberate assault launched surreptitiously by plotters against liberty both in
England and in America. . . . This belief transformed the meaning of the colonists’ struggle, and it added an
inner accelerator to the movement of opposition. . . . It was this . . . that was signaled to the colonists after
1763, and it was this above all else that in the end propelled them to Revolution.”

Questions
1. According to each of these viewpoints, what provided the fuel that drove the colonists from particular
political disagreements to Revolutionary assertion of independence?
2. How would each of these historians interpret the common view of the American Revolution as a fight for
liberty?
3. How would each of these historians make sense of the Americans´ willingness to compromise principles to
better fight for them, such as in the alliance with France?

SUGGESTED STUDENT EXERCISES

1. Ask students to take the perspective of colonists loyal to the crown, and write a Declaration of Loyalty. Have
them begin with a grand rhetorical statement of philosophy and proceed to a list of colonial transgressions
against the crown. Discuss whether a Declaration of Loyalty might have been able to effectively compete
with the arguments found in the Declaration of Independence in the battle for American hearts and minds.
2. Have students read excerpts from Thomas Paine’s pamphlet Common Sense. Ask them to analyze the key
points and why it became so popular and influential in the colonies.
3. Have students read the Declaration of Independence. Ask them to think about the Declaration as both a
timeless statement of principles and a practical tool to aid the Revolutionary cause. Have them compare the
short-term and long-term historical significance of the grand rhetoric in the first part and the specific charges
in the second part.
4. Using a map, trace the military campaigns month by month, and year by year, stressing the concentration of
the earliest battles in New England, the shift in action to the middle colonies, and the decisive final
campaigns in the southern colonies. Have students analyze why the war followed this general geographic
trajectory.
5. Show students images of the earliest flags used by the American forces and how they evolved into the
familiar stars and stripes model. Discuss what this evolution suggests about the development of colonial unity
and the rejection of ties to Britain.
6. Show students cartoons lampooning the Edenton Tea Party. Ask them to think about how women’s roles in
boycotts and other activities both drew on gender roles and seemed to challenge them. What does the cartoon
reveal about the response to women who behaved in political ways?\

INTERNET RESOURCES
African Americans and the American Revolution, by Edward Ayres
http://www.historyisfun.org/learn/learning-center/colonial-america-american-revolution-learning-
resources/american-revolution-essays-timelines-images/african-americans-and-the-american-revolution/

All the News? The American Revolution and Maryland’s Press

http://msa.maryland.gov/msa/stagser/s1259/121/5912/html/0000.html

Archiving Early America

http://www.earlyamerica.com/

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Solution Manual for The Brief American Pageant A History of the Republic, Volume I To 1877,

Chapter 8: America Secedes from the Empire, 1775–1783

Hargrett Library Rare Map Collection – Revolutionary America

http://www.libs.uga.edu/darchive/hargrett/maps/revamer.html

Library of Congress Exhibition: Religion and the Founding of the American Republic
http://www.loc.gov/exhibits/religion/rel03.html

Library of Congress Exhibition: Benjamin Franklin: In His Own Words

http://www.loc.gov/exhibits/franklin/

Library of Congress Exhibition: Creating the United States

http://www.loc.gov/exhibits/creating-the-united-states/

Library of Congress Exhibition: Thomas Jefferson

http://www.loc.gov/exhibits/jefferson/

Library of Congress Exhibition: John Bull and Uncle Sam: Four Centuries of British-American Relations
http://www.loc.gov/exhibits/british/brit-2.html

National Park Service: The American Revolution

http://www.nps.gov/revwar/

North Carolina History Project: Edenton Tea Party

http://www.northcarolinahistory.org/commentary/50/entry

VIDEO RESOURCES
Liberty! The American Revolution (PBS, 2004)
http://www.pbs.org/ktca/liberty/

Africans in America: Episode 2, Revolution (PBS, 1998)

http://www.pbs.org/wgbh/aia/tvandbeyond/tvbeyonddescrprog2.html

American Experience: John and Abigail Adams (PBS, 2006)

http://www.pbs.org/wgbh/amex/adams/filmmore/index.html

American Experience: Patriots Day (PBS, 2005)

http://www.pbs.org/wgbh/amex/patriotsday/index.html

Benjamin Franklin (PBS, 2002)

http://www.pbs.org/benfranklin/index.html

American Revolution History Videos (History Channel)

http://www.history.com/topics/american-revolution/american-revolution-history/videos

Tea, Taxes, and the American Revolution: Crash Course World History #28 (Crash Course)
https://www.youtube.com/watch?v=HlUiSBXQHCw

Revolution (Goldcrest Films, 1985)

https://www.youtube.com/watch?v=avCXb58GNRU

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

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