L2+Cooper+Marcy

** UNIVERSITY **** OF MAINE AT FARMINGTON ** ** COLLEGE **** OF EDUCATION ****, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** c. Trace and critique the roots and evolution of democratic ideals and constitutional principles in the history of the United states and the world using historical sources. Students will complete a checklist for content before turning in a paper copy of their essay. After receiving feedback from me they will make changes before posting it to their blog. Each student will then peer review each others' blog entries using the checklist and comment with one positive statement and one constructive criticism. The students will then be given time to make necessary changes according to peer feedback. During different points in the teaching segment students will be checked for their understanding. If all the students have cell phones with texting capabilities then they can text me on a scale from 1-5, 1 being they do not understand and 5 being they really get it. If that is not the case then I'll do a thumb check, thumbs up for understanding and thumbs down if they do not get it. After this assessment I will change my instruction as necessary according to the needs of the students. My students will do quick writes on their blogs either during class or for homework and I'll check those and comment or answer any questions they have. Students will be able to critique the colonists' grievances, their beliefs about their rights, and how they fixed their problems with George III by writing an essay and posting it to the students' blog. Technology: Teacher: powerpoint slide show for presentation and music example Students: blog, comment on other students' blogs, and find their own music example to embed in their blog. Content Area: Math: calculate how much each person owes for gummy bears Music: find contemporary music with the same theme. Students will do the think, pair, share form of cooperative learning. During the partner section they will partner with their winter seasonal partners which will be chosen the first day of school. The share section will be a class discussion about what the students came up with for solutions to the problems of the colonies.
 * __ Teacher’s Name __**** : Ms. Cooper __Date of Lesson__: 2 **
 * __ Grade Level __**** : 11 __Topic__: The Problems of the Colonies **
 * __ Objectives __**
 * Student will understand that ** differences existed in the beliefs about the rights, power, and the role of government between the colonists and Britain.
 * Student will know ** important events, people, and vocabulary such as Thomas Paine, Patrick Henry, Sam Adams, George III, Boston Tea Party, Lord North, Proclamation of 1763, Quartering Act, Sugar Act, Stamp Act, Colonists, Taxation without representation, Townshend Acts, Tories, and John Locke.
 * Student will be able to do ** critique the colonists' grievances, their beliefs about their rights, and how they fixed their problems with George III.
 * __ Maine __****__ Learning Results Alignment __**
 * Content Area ** Social Studies- E. History
 * Standard Label ** E1. Historical Knowledge, Concepts, Themes, and Patterns
 * Grade Level Span ** Grade 9-Diploma- "The Revolutionary Era, 1754-1783"
 * Performance Indicator(s) ** Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.
 * Rationale ** This lesson covers the change in the colonists beliefs about their rights, influenced by John Locke, how that evolution occurred, and how the colonists fixed the problem.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * Verbal ** - We will discuss hook as a class.
 * Logical**- We will calculate how much did the gummy bears cost and what will they cost for each student compared to taxes/deficit of England's treasury and what the war will cost to each colonist.
 * Visual**- Power point presentation.
 * Kinesthetic**- Students will get into groups and use their laptops.
 * Musical**- There will be a break in class to find a song that talks about beliefs.
 * Interpersonal**- Students will organize the information of the lesson individually in the Think section of the cooperative learning.
 * Intrapersonal**- The cooperative learning activity: Think, Pair, Share.
 * Naturalist**- There will be pictures in the power point show of Appalachian Mountains and Proclamation line of 1763.
 * Modifications/Accommodations **
 * // I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //**

Students with special needs or deficient writing skills may use Inspiration to frame the main ideas of the essay.

Absent Students: Students are expected to check the class wiki for any assignments and for class notes even when they are absent from class. Feel free to email me if you have any questions at any time. You are expected to work with your seasonal partners if you have questions about make up work. If problems arise please let me know so those issues can be resolved. Students can write a persuasive essay instead or on top of the essay critiquing the colonies. In the persuasive essay, the student would pick one problem and choose a solution that the colonies did not do and explain why that would have been better using historical facts and attitudes of the day. gummy bears laptop with powerpoint projector and screen problem solutions chart individual laptops music clip Wikispace Blog accounts I need the gummy bears for the hook. The laptop with power point, the projector and white screen for the teaching session. The problem solutions chart for the students to fill out during the cooperative learning activity. The individual laptops so the students can find the music and do their quick writes. I need the wikispace for the class agenda. The students need their own blog accounts for the quick writes and the essay. Content notes George III- [] Boston Tea Party-[] Proclamation of 1763- [] Quartering Act 1774-[] Sugar Act- 1764 [] Stamp Act 1765- [] Taxation without representation-[] John Locke- [] Townshend Acts 1767- []
 * Extensions **
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**

Homework Tea party account, [] John Locke-[] Patrick Henry speech- [] Teacher: powerpoint slide show for presentation, music example, and comment on students' quickwrites. Students: blog, comment on other students' blogs, and find their own music example to embed in their blog. Hook, Gummy Bears: 10 mins Quickwrite 5 mins Powerpoint 25 mins Music: find a contemporary song that talks about beliefs and embed it to the blog the student's just wrote: 5 mins Think, Pair, Share 15 mins Final discussion 20 mins The class room will be arranged in twos facing the board. Students will understand that differences existed in the beliefs about the rights, power, and role of government between the colonists and Britain. The reason we are doing this today is to see an example of people who believed in an idea and were willing to work to attain it. //Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.// Gummy Bear activity. Tell the class the day before that I have realized how hard they have been working in class and that I was going to buy them gummy bears today. I will give them the gummy bears. After a few minutes I'll ask them for the money for their share of the gummy bears. I'll tell them that I talked to Mr.(teacher in the school) and he said that since I was not getting any benefit from buying the gummy bears, I should tell you to pay me back. Go around the room asking who has money for it. Calculate how much each student would owe. When the students start to say well you said... introduce how the colonies had to pay for the French and Indian war through new taxes after the Prime minister promised the colonists they did not have to. Have the students quick write in their blogs how having to pay for the gummy bears made them feel. Explain how opinion in England had changed and then start the lesson. **Where, Why, What, Hook, Tailor: Verbal, Visual, Interpersonal, Logical.** 15 mins
 * __ Maine __****__ Standards for Initial Teacher Certification and Rationale __**
 * // Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * Rationale ** : The class agenda will be posted on the wiki ahead of class so that students will always know what we will be doing and what will follow each activity. This will help students who need to have organization in the classroom. Students will have the opportunity to think first about the problems the colonies faced and then work with a partner to make those ideas better. This will help any students that are shy or that like to work with other people. Students that like the details can analyze how changing certain events could have changed the best solution in their essay. Students that like to create will like the brain storm activity and choosing a song.
 * // • Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * Rationale ** : The facet I use in this lesson is Interpret. Students will critique the problems and solutions the colonists had with Great Britain. This ties into the MLR by showing where the change in the beliefs about rights came from and what happened as a result of that. Please see attached content notes.
 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale ** :
 * Verbal ** - We will discuss hook as a class.
 * Logical**- We will calculate how much did the gummy bears cost and what will they cost for each student compared to taxes/deficit of England's treasury and what the war will cost to each colonist.
 * Visual**- Power point presentation.
 * Kinesthetic**- Students will get into groups and use their laptops.
 * Musical**- There will be a break in class to find a song that talks about beliefs.
 * Interpersonal**- Students will organize the information of the lesson individually in the Think section of the cooperative learning.
 * Intrapersonal**- The cooperative learning activity: Think, Pair, Share.
 * Naturalist**- There will be pictures in the power point show of Appalachian Mountains and Proclamation line of 1763.
 * Technology:**
 * // • Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * Rationale ** : Students will complete a checklist for content before turning in a paper copy of their essay. After receiving feedback from me they will make changes before posting it to their blog. Each student will then peer review each others' blog entries using the checklist and comment with one positive statement and one constructive criticism. The students will then be given time to make necessary changes according to peer feedback. During different points in the teaching segment students will be checked for their understanding. If all the students have cell phones with texting capabilities then they can text me on a scale from 1-5, 1 being they do not understand and 5 being they really get it. If that is not the case then I'll do a thumb check, thumbs up for understanding and thumbs down if they do not get it. My students will do quick writes on their blogs either during class or for homework and I'll check those and comment or answer any questions they have. Students will be able to critique the colonists' grievances, their beliefs about their rights, and how they fixed their problems with George III by writing an essay and posting it to the students' blog.
 * __ Teaching and Learning Sequence __**** : **

I will teach the lesson using a powerpoint (with pictures of people, the mountains, and the Proclamation line) and throughout the lecture I will check for understanding with the thumbs system. Students will know important events, people, and vocabulary such as Thomas Paine, Patrick Henry, Sam Adams, George III, Boston Tea Party, Lord North, Proclamation of 1763, Quartering Act, Sugar Act, Stamp Act, Colonists, Taxation without representation, Townshend Acts, Tories, and John Locke (see content notes). The students will find a contemporary song that talks about beliefs and embed it into the blog they wrote for their quick write. I will write this list of problems the colonists had on the board: taxation without representation, no settling past the Appalachian mountains, increased taxes, restricted trade, Indian troubles, and paying for a war they fought. Students will brain storm the ideas of the lesson using the Think, Pair, Share form of cooperative learning with their seasonal partner. Students will organize the information using a Problem Solutions Chart. After, we will regroup as a class and discuss the problems, the alternative solutions the students came up with and the solutions the colonists used. This discussion and brainstorming will help the students see other solutions for the problems the colonists had. By knowing the other options, students will better be able to critique the colonists' actions. At the end of their essay each student will say whether he or she agrees with the colonists' actions. Students will complete a checklist for content before turning in a paper copy of their essay. After receiving feedback from me they will make changes before posting it to their blog. Each student will then peer review each others' blog entries using the checklist and comment with one positive statement and one constructive criticism. The students will then be given time to make necessary changes according to peer feedback. **Equip, Explore, Experience, Rethink, Revise, Refine, Tailors: Visual, Verbal, Intrapersonal, Naturalist, Kinesthetic, Interpersonal, Musical.** 65 mins

Students will self assess their essay using the checklist. Students will hand in a paper copy of their essay with a completed checklist to the teacher. I will provide feed back and give the paper back to the students within 2 days. However, any questions the student has can be put in their blog during their quick writes. I will also comment on students' blogs within 24 hours of the post. Students will have good knowledge of the different leaders and what they did during the revolution. This lesson is about what those leaders believed. The students will have ongoing background readings about the events of the period. The night before this lesson will include readings about John Locke and an excerpt from Patrick Henry. The essay will need to be on the blog 2 days after I hand them back. Students will have until a week before this unit ends to comment on the blogs of their peers. Each students' essay will need to be finalized by the end of the unit. I will score them then. For homework students need to study for a quiz next class over the major events leading up to the Revolution. **Evaluate** Until the end of the Unit


 * Content Notes**
 * George III**-The Peace of Paris (1763) ended the Seven Years' War with France, with the strenuous, anti-French policies of the elder Pitt emphasizing naval superiority in the colonial warfare. Great Britain emerged from the conflict as the world's greatest colonial power. England thrived under peacetime conditions, but George's commitment to taxing the American colonies to pay for military protection led to hostilities in 1775. The colonists proclaimed independence in 1776, but George obstinately continued the war until the final American victory at Yorktown in 1781. The Peace of Versailles, signed in 1783, ensured British acknowledgment of the United States of America. The defeat cost George dearly: his sanity was stretched to the breaking point and his political power decreased when William Pitt the Younger became Prime Minister in 1783. George reclaimed some of his power, driving Pitt from office from 1801-04, but his condition worsened again and he ceased to rule in 1811.


 * Boston** **Tea Party**-The colonies refused to pay the levies required by the Townsend Acts claiming they had no obligation to pay taxes imposed by a Parliament in which they had no representation. In response, Parliament retracted the taxes with the exception of a duty on tea - a demonstration of Parliament's ability and right to tax the colonies. In May of 1773 Parliament concocted a clever plan. They gave the struggling East India Company a monopoly on the importation of tea to America. Additionally, Parliament reduced the duty the colonies would have to pay for the imported tea. The Americans would now get their tea at a cheaper price than ever before. However, if the colonies paid the duty tax on the imported tea they would be acknowledging Parliament's right to tax them. Tea was a staple of colonial life - it was assumed that the colonists would rather pay the tax than deny themselves the pleasure of a cup of tea.The colonists were not fooled by Parliament's ploy. When the East India Company sent shipments of tea to Philadelphia and New York the ships were not allowed to land. In Charleston the tea-laden ships were permitted to dock but their cargo was consigned to a warehouse where it remained for three years until it was sold by patriots in order to help finance the revolution.In Boston, the arrival of three tea ships ignited a furious reaction. The crisis came to a head on December 16, 1773 when as many as 7,000 agitated locals milled about the wharf where the ships were docked. A mass meeting at the Old South Meeting House that morning resolved that the tea ships should leave the harbor without payment of any duty. A committee was selected to take this message to the Customs House to force release of the ships out of the harbor. The Collector of Customs refused to allow the ships to leave without payment of the duty. Stalemate. The committee reported back to the mass meeting and a howl erupted from the meeting hall. It was now early evening and a group of about 200 men disguised as Indians assembled on a near-by hill. Whopping war chants, the crowd marched two-by-two to the wharf, descended upon the three ships and dumped their offending cargos of tea into the harbor waters.


 * Proclamation of 1763**- The end of the French and Indian War in 1763 was a cause for great celebration in the colonies, for it removed several ominous barriers and opened up a host of new opportunities for the colonists. The French had effectively hemmed in the British settlers and had, from the perspective of the settlers, played the "Indians" against them. The first thing on the minds of colonists was the great western frontier that had opened to them when the French ceded that contested territory to the British. The royal proclamation of 1763 did much to dampen that celebration. The proclamation, in effect, closed off the frontier to colonial expansion. The King and his council presented the proclamation as a measure to calm the fears of the Indians, who felt that the colonists would drive them from their lands as they expanded westward. Many in the colonies felt that the object was to pen them in along the Atlantic seaboard where they would be easier to regulate. No doubt there was a large measure of truth in both of these positions. However the colonists could not help but feel a strong resentment when what they perceived to be their prize was snatched away from them. The proclamation provided that all lands west of the heads of all rivers which flowed into the Atlantic Ocean from the west or northwest were off-limits to the colonists. This excluded the rich Ohio Valley and all territory from the Ohio to the Mississippi rivers from settlement.

WHEREAS DOUBTS HAVE BEEN ENTERTAINED whether troops can be quartered otherwise than in barracks, in case barracks have been provided sufficient for the quartering of all the officers and soldiers within any town, township, city, district, or place within His Majesty's dominions inNorth America; and whereas it may frequently happen from the situation of such barracks that, if troops should be quartered therein they would not be stationed where their presence may be necessary and required be it therefore enacted by the King's Most Excellent Majesty, by and with the advice and consent of the Lords ... and Commons, in this present Parliament assembled ... that, in such cases, it shall and may be lawful for the persons who now are, or may be hereafter, authorized by law, in any of the provinces within His Majesty's dominions in //North America//, and they are hereby respectively authorized, empowered, and directed, on the requisition of the officer who, for the time being, has the command of His Majesty's forces in //North America//, to cause any officers or soldiers in His Majesty's service to be quartered and billeted in such manner as is now directed by law where no barracks are provided by the colonies. 2. And be it further enacted by the authority aforesaid that, if it shall happen at any time that any officers or soldiers in H is Majesty's service shall remain within any of the said colonies without quarters for the space of twenty four hours after such quarters shall have been demanded, it shall and may be lawful for the governor of the province to order and direct such and so many uninhabited houses, outhouses, barns, or other buildings as he shall think necessary to be taken (making a reasonable allowance for the same) and make fit for the reception of such officers and soldiers, and to put and quarter such officers and soldiers therein for such time as he shall think proper. 3. And be it further enacted by the authority aforesaid that this act, and everything herein contained, shall continue and be in force in all His Majesty's dominions in North America, until March 24, 1776.
 * Quartering Act**- (actual document wording)


 * Sugar Act**- On April 5, 1764, Parliament passed a modified version of the Sugar and Molasses Act (1733), which was about to expire. Under the Molasses Act colonial merchants had been required to pay a tax of six pence per gallon on the importation of foreign molasses. But because of corruption, they mostly evaded the taxes and undercut the intention of the tax — that the English product would be cheaper than that from the French West Indies. This hurt the British West Indies market in molasses and sugar and the market for rum, which the colonies had been producing in quantity with the cheaper French molasses. The First Lord of the Treasury, and Chancellor of the Exchequer Lord Grenville was trying to bring the colonies in line with regard to payment of taxes. He had beefed up the Navy presence and instructed them to become more active in customs enforcement. Parliament decided it would be wise to make a few adjustments to the trade regulations. The Sugar Act reduced the rate of tax on molasses from six pence to three pence per gallon, while Grenville took measures that the duty be strictly enforced. The act also listed more foreign goods to be taxed including sugar, certain wines, coffee, pimiento, cambric and printed calico, and further, regulated the export of lumber and iron. The enforced tax on molasses caused the almost immediate decline in the rum industry in the colonies. The combined effect of the new duties was to sharply reduce the trade with Madeira, the Azores, the Canary Islands, and the French West Indies (Guadelupe, Martinique and Santo Domingo (now Haiti)), all important destination ports for lumber, flour, cheese, and assorted farm products. The situation disrupted the colonial economy by reducing the markets to which the colonies could sell, and the amount of currency available to them for the purchase of British manufactured goods. This act, and the Currency Act, set the stage for the revolt at the imposition of the Stamp Act.


 * Stamp Act 1765**-The Stamp Act was passed by the British Parliament on March 22, 1765. The new tax was imposed on all American colonists and required them to pay a tax on every piece of printed paper they used. Ship's papers, legal documents, licenses, newspapers, other publications, and even playing cards were taxed. The money collected by the Stamp Act was to be used to help pay the costs of defending and protecting the American frontier near the Appalachian Mountains (10,000 troops were to be stationed on the American frontier for this purpose). The actual cost of the Stamp Act was relatively small. What made the law so offensive to the colonists was not so much its immediate cost but the standard it seemed to set. In the past, taxes and duties on colonial trade had always been viewed as measures to regulate commerce, not to raise money. The Stamp Act, however, was viewed as a direct attempt by England to raise money in the colonies without the approval of the colonial legislatures. If this new tax were allowed to pass without resistance, the colonists reasoned, the door would be open for far more troublesome taxation in the future.Few colonists believed that they could do anything more than grumble and buy the stamps until the Virginia House of Burgesses adopted Patrick Henry's Stamp Act Resolves. These resolves declared that Americans possessed the same rights as the English, especially the right to be taxed only by their own representatives; that Virginians should pay no taxes except those voted by the Virginia House of Burgesses; and that anyone supporting the right of Parliament to tax Virginians should be considered an enemy of the colony. The House of Burgesses defeated the most extreme of Henry's resolutions, but four of the resolutions were adopted. Virginia Governor Fauquier did not approve of the resolutions, and he dissolved the House of Burgesses in response to their passage.


 * Taxation without representation**- A fundamental difference of opinion had developed between British authorities and the Americans on the related issues of taxing the colonists and their representation in Parliament. On the surface, the Americans held to the view of //actual representation//, meaning that in order to be taxed by Parliament, the Americans rightly should have actual legislators seated and voting in London. [|James Otis] argued for this form of representation in the [|Stamp Act Congress] in 1765, but few other delegates supported him. The British, on the other hand, supported the concept of //virtual representation//, which was based on the belief that a Member of Parliament virtually represented every person in the empire and there was no need for a specific representative from Virginia or Massachusetts, for example. In fact, virtual representation was not unknown in America. Legislators in the Virginia House of Burgesses could live in one district while representing another one. It could also be argued that property-owning adult males in much of colonial America virtually represented non-voting women, slaves and men without property. Yet the differentiation between actual and virtual representation was really a convenient fiction from the American side. Most colonists realized the total impracticability of sending representatives across the Atlantic. London was too far away, too much time would be needed to issue instructions to colonial representatives, and any American representation would be so badly outnumbered as to make it totally ineffectual. If taxes were necessary, then the Americans wanted their own assemblies to impose them. Further, the colonists wanted Parliamentary recognition of this perceived right. Essentially, "No taxation without representation" really meant, "No taxation by Parliament. No representation in Parliament. Let us run our own affairs."


 * Tories**- an american colonist in support of British rule.


 * John Locke**- John Locke's intellectual curiosity and social activism also led him to consider issues of general public concern in the lively political climate of seventeenth-century England. In a series of //Letters on Toleration//, he argued against the exercise of any governmental effort to promote or to restrict particular religious beliefs and practices. His [|epistemology] is directly relevant to this issue: since we cannot know perfectly the truth about all differences of religious opinion, Locke held, there can be no justification for imposing our own beliefs on others. Thus, although he shared his generation's prejudice against "enthusiastic" expressions of religious fervor, Locke officially defended a broad toleration of divergent views. Locke's political philosophy found its greatest expression in the Two Treatises of Civil Government, published anonymously during the same year that the //Essay// appeared under his own name. In the First Treatise Locke offered a point-by-point critique of [|Robert Filmer]'s Patriarchia, a quasi-religious attempt to show that absolute monarchy is the natural system of human social organization. The [|Second Treatise on Government] develops Locke's own detailed account of the origin, aims, and structure of any civil government. Adopting a general method similar to that of [|//Hobbes//], Locke imagined an original state of nature in which individuals rely upon their own strength, then described our escape from this primitive state by entering into a [|social contract] under which the state provides protective services to its citizens. Unlike Hobbes, Locke regarded this contract as revokable. Any civil government depends on the consent of those who are governed, which may be withdrawn at any time. Each and every individual must concur in the the original agreement to form such a government, but it would be enormously difficult to achieve unanimous consent with respect to the particular laws it promulgates. So, in practice, Locke supposed that the will expressed by the majority must be accepted as determinative over the conduct of each individual citizen who consents to be governed at all. ([|2nd Treatise §97-98]) Although he offered several historical examples of just such initial agreements to form a society, Locke reasonably maintained that this is beside the point. All people who voluntarily chooses to live within a society have implicitly or tacitly entered into its formative agreement, and thereby consented to submit themselves and their property to its governance. ([|2nd Treatise §119]) or form of the government so established is a matter of relatively less importance, on Locke's view. ([|2nd Treatise §132]) What matters is that legislative power—the ability to provide for social order and the common good by setting standing laws over the acquisition, preservation, and transfer of property—is provided for in ways to which everyone consents. ([|2nd Treatise §134-8]) Because the laws are established and applied equally to all, Locke argued, this is not merely an exercize in the arbitrary use of power, but an effort to secure the rights of all more securely than would be possible under the independence and equality of the state of nature.

Townshend was perceptive enough to realize that during the [|Stamp Act Crisis], the Americans had objected to what they had described as //internal// taxation. That distinction puzzled the chancellor, but nonetheless he set about creating a clearly //external// tax, reasoning that the colonists could not possibly object. Legislation emerged from Parliament in 1767 and soon met with thunderous opposition in America, where Townshend quickly became a very unpopular figure. The Townshend Acts included the following: Townshend died shortly after Parliament enacted these measures and was succeeded by Lord North, who had the unenviable task of confronting the growing unrest. Fortunately for North, much of the violent opposition that had greeted the Stamp Act was absent this time. Instead, much of the protest came in written forms, such as [|John Dickinson]’s //Letters from a Farmer in Pennsylvania// and [|Samuel Adams]’ circular letter on behalf of the Massachusetts House of Representatives. Those writings helped to convince the public that they should abide by stringent [|nonimportation agreements], which had an almost immediate and devastating effect on trade with Britain.
 * Townshed Acts 1767**- Charles Townshend, known as “Champagne Charlie” to his friends, was the chancellor of the exchequer in the period following the repeal of the [|Stamp Act]. Hoping to enhance his political career, he tackled the pressing problem of imperial finance. Riots in England convinced him that tax relief was needed at home, but he hoped to reduce the national debt by imposing taxes in the colonies. This made sense to Townshend and others because the recent [|French and Indian War] had been fought on behalf of the colonies and had contributed mightily to the indebtedness.
 * 1) ** New York **** Restraining Act. ** In 1765, Parliament had imposed a [|Quartering Act] that required the colonial assemblies to provided basic necessities for British soldiers stationed within their confines. The New York legislature objected, arguing that a disproportionate number of soldiers was stationed within its borders. They responded to the Parliamentary dictate by appropriating a lesser amount than that demanded; an angry Townshend arranged for the suspension of the recalcitrant assembly.
 * 2) ** Customs Service Reorganization. ** Townshend, like others before him, realized that the collection of customs duties was terribly inefficient. Earlier reforms had brought little real change. The following steps were taken in an attempt to thwart smuggling and increase revenues:
 * A new Board of Customs Commissioners was created and headquartered in [|Boston] — the hotbed of resistance to the [|Acts of Trade].
 * The use of [|writs of assistance] was specifically authorized to help discover contraband; this was a senseless move because the unpopular search warrants had already been upheld by the courts and a new airing of the issue served only to inflame American passions.
 * New [|admiralty courts] were created in Boston, Philadelphia and [|Charleston]; the existing court in Halifax was deemed too far away to be effective.
 * 1) ** Townshend Duty Act. ** The chancellor succeeded in getting Parliament to enact new duties, clearly //external// in nature, on paint, paper, glass, lead and tea imported into the colonies. Other than tea, the specified items were not produced in any quantity in the colonies at that time, but the capability to manufacture them in America was apparent. Of special note in this legislation was the clear statement that the intent was to raise revenue for the payment of the salaries of royal officials in the colonies, thus bypassing a role traditionally played by the assemblies.
 * Reflection: **