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There are eight items indexed to this topic.


NCHS-3-1-A

The student understands the causes of the American Revolution


Resources:

Colonial City: Revolutionary Battleground
Resource Type: E-Seminar

Relevant interactive tools:
New York Versus Boston or Philadelphia
Things Happen in New York, Not Boston
New York Versus Boston or Philadelphia
Things Happen in New York, Not Boston

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).

First Continental Congress Declaration and Resolves
Resource Type: Primary Source
Representatives of twelve of the thirteen original colonies met in Philadelphia in September and October of 1774 to develop a common response to the Coercive (Intolerable) Acts.

Common Sense
Resource Type: Primary Source
Thomas Paine (1737–1809) was born in England and emigrated to the colonies in 1774. In Common Sense, Paine articulates his argument for independence.

The Declaration of Independence
Resource Type: Primary Source
In the Declaration of Independence, the Continental Congress asserted American independence from Britain and justified its decision to do so by citing a series of alleged violations of American rights.

Give Me Liberty, or Give Me Death
Resource Type: Primary Source
At the second Virginia Convention, on March 23, 1775, Patrick Henry (1736–99) delivered this speech in which he argued that war with Great Britain was inevitable.

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 (2) 

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