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There are 12 items indexed to this topic.


APUSH-5-F-1

Political organization


Resources:

Colonial City: Revolutionary Battleground
Resource Type: E-Seminar

Relevant transcripts:
Empire City and State

Urban Crisis: Fire and Water
Resource Type: E-Seminar

Relevant transcripts:
Solving the Fire Problem

The Struggle for Freedom
Resource Type: E-Seminar

Relevant pages:
Introduction
The American Revolution: Early Abolitionists

Relevant transcripts:
Professor Foner discusses the first attempts to abolish slavery in the North.

Fire
Resource Type: Primary Source
Since 1873, New York has had fireboxes on its streets.

The American Revolution and Its Legacy
Resource Type: Document-Based Question
In exploring the radical and conservative aspects of the American Revolution, these documents introduce students to the principles of equality and republicanism and the arguments for independence from Great Britain (via the Declaration of Independence and Thomas Paine's Common Sense).

Abigail Adams to John Adams
Resource Type: Primary Source
In 1776, Abigail Adams wrote a letter to her husband, John Adams, who was then attending the Continental Congress in Philadelphia.

Benjamin Rush on the Confederation
Resource Type: Primary Source
Benjamin Rush (c. 1745–1813) was an American physician and signer of the Declaration of Independence. He served as a member of the Continental Congress (1776–77) and for a time in the Continental army; he was also a member of the Pennsylvania convention that ratified the U.S. Constitution.

Jefferson on Slavery
Resource Type: Primary Source
Jefferson questioned the effects of slavery and slaveholding, and foretold its end.

The American Revolution and Slavery
Resource Type: Document-Based Question
The revolutionary era (1775–89) gave birth to contradictory definitions of freedom and equality. For some, freedom and equality entailed the right to property, including slave property. For others, freedom and equality implied universal entitlements that applied to all individuals, including slaves. This DBQ offers students the opportunity to debate these contradictory definitions by analyzing the definition of freedom each author uses in the provided documents.


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Historical thinking 

Discovering primary sources (4) 

Narrating history (5) 

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