"No taxation without representation!" was the cry. The colonists were not merely griping about the Sugar Act and the Stamp Act. They intended to place actions behind their words. One thing was clear — no colony acting alone could effectively convey a message to the king and Parliament. The appeals to Parliament by the individual legislatures had been ignored. It was James Otis who suggested an intercolonial conference to agree on a united course of action. With that, the Stamp Act Congress convened in New York in October 1765.

Writs of assistance, or general search warrants, were granted to British customs inspectors to search colonial ships. The inspectors had long been charged with this directly but, until this time, had not carried it out. Violators did not receive the benefit of a trial by jury; rather, they were at the mercy of the British admiralty courts. Worst of all, the British now began levying taxes against American colonists. What had gone wrong?

"Nervous tension" is the term that best describes the relationship between the American colonies and England in the aftermath of the Stamp Act repeal. Several issues remained unresolved. First, Parliament had absolutely no wish to send a message across the Atlantic that ultimate authority lay in the colonial legislatures. Immediately after repealing the Stamp Act, Parliament issued the Declaratory Act.

This kit provides teachers and other educators with the materials and guidance to help fourth grade students understand the reasons that the British colonists elected to declare their independence from King George III between the years 1763-1776. As a part of these lessons students will be encouraged to consider the intent and impact of media documents from a variety of points of view including those of the colonists, King George, patriots, loyalists, slaves and Native Americans.

This collection uses primary sources to explore the events that led up to the American Revolutionary War. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Confronting the National Debt: The Aftermath of the French and Indian War
The Stamp Act and the Sons and Daughters of Liberty
The Townshend Acts and Colonial Protest
The Destruction of the Tea and the Coercive Acts
Disaffection: The First Continental Congress and American Identity

By the end of this section, you will be able to:

Explain the purpose of the 1765 Stamp Act
Describe the colonial responses to the Stamp Act

U.S. History is designed for a two-semester American history sequence. It is traditional in coverage, following a roughly chronological outline, and using a balanced approach that includes political, economic, social, and cultural developments. At the same time, the book includes a number of innovative and interactive features designed to enhance student learning. Instructors can also customize the book, adapting it to the approach that works best in their classroom.