Sec.Sec. 117, 118.—­a.  What were the Virginia Resolves of 1769?  Why were they passed?

b.  What were the Non-importation agreements?

c.  What action did the British merchants take?  What results followed?

CHAPTER 13

Sec.Sec. 119, 120.—­a.  Why were the soldiers stationed at New York?  At Boston?

b.  Describe the trouble at Boston.  Why is it called a massacre?

Sec.Sec. 121-123.—­a.  What was the work of a Committee of Correspondence?

b.  What did the British government hope to accomplish in the tea business?  Why did the colonists refuse to buy the tea?

c.  Why was the destruction of the tea at Boston necessary?

Sec.Sec. 124-126.—­a.  How did Parliament punish the colonists of Massachusetts and Boston?  Which of these acts was most severe?  Why?

b.  What effect did these laws have on Massachusetts?  On the other colonies?

c.  Explain the provisions of the Quebec Act.

d.  How would this act affect the growth of the colonies?

Sec.Sec. 127-129.—­a.  What was the object of the Continental Congress?

b.  Why was the Association so important?

c.  How was the idea of the Association carried out?

d.  What government did the colonies really have?

Sec.Sec. 130-132.—­a.  What is a rebel?  Were the Massachusetts colonists rebels?

b.  Describe General Gage’s difficulties.

c.  What was the result of Gage’s attempt to seize the arms at Concord?

GENERAL QUESTIONS

a.  Arrange, with dates, all the acts of the British government which offended the colonists.

b.  Arrange, with dates, all the important steps which led toward union.  Why are these steps important?

c.  Give the chief causes of the Revolution and explain why you select these.

TOPICS FOR SPECIAL WORK

a.  The early life of Benjamin Franklin (Franklin’s Autobiography).

b.  The early life of George Washington (Scudder’s Washington).

c.  The Boston Tea Party (Fiske’s War of Independence).

d.  The Nineteenth of April, 1775 (Fiske’s War of Independence; Lossing’s Field-Book).

SUGGESTIONS TO THE TEACHER

This section is not only the most important but the most difficult of any so far considered.  Its successful teaching requires more preparation than any earlier section.  The teacher is advised carefully to peruse Channing’s Students’ History, ch. iv, and to state in simple, clear language, the difference between the ideas on representation which prevailed in England and in the colonies.  Another point to make clear is the legal supremacy of Parliament.  The outbreak was hastened by the stupid use of legal rights which the supremacy of Parliament placed in the hands of Britain’s rulers, who acted often in defiance of the real public opinion of the mass of the inhabitants of Great Britain.