Modern History Transformed 11 – uncorrected sample chapter + TOC

Interactive Textbook Included

11

NSW STAGE 6

Interactive Textbook Included

Interactive Textbook Included

12 NSW STAGE 6

Interactive Textbook Included

SECOND EDITION NSW STAGE 6

Interactive Textbook Included

Interactive Textbook Included

8

Interactive Textbook Included

Interactive Textbook Included

Le Cornu, Bradbury, Carroll, Neale Powell, Murray, Bover, Morel

TRANSFORMED

MODERN HISTORY

12

NSW STAGE 6 MODERN HISTORY TRANSFORMED YEAR

SECOND EDITION

Daryl Le Cornu, Christopher Bradbury, Kay Carroll Troy Neale, Stephen Powell, Mina Murray Julie Bover, Jack Morel

Le Cornu, Bradbury, Carroll, Neale Powell, Murray, Bover, Morel

11

NSW STAGE 6 MODERN HISTORY TRANSFORMED YEAR

Daryl Le Cornu, Christopher Bradbury, Kay Carroll Troy Neale, Stephen Powell, Mina Murray Julie Bover, Jack Morel

Interactive Textbook Included

TRANSFORMED

MODERN HISTORY Le Cornu, Bradbury, Carroll, Neale Powell, Murray, Bover, Morel

TRANSFORMED

Le Cornu, Bradbury, Carroll, Neale Powell, Murray, Bover, Morel

Le Cornu, Bradbury, Carroll, Neale Powell, Murray, Bover, Morel

The included Interactive Textbook provides a host of additional engaging content including geography skills videos, source-based history videos, real-world case-study videos, and a range of digital activities that bring the study of the humanities to life.

An Online Teaching Suite is also available for teachers, providing additional lesson planning, teaching and assessment resources, practical tools for culturally responsive and inclusive teaching, downloadable resources and a powerful Learning Management System.

MODERN HISTORY

TRANSFORMED

12 YEAR

SECOND EDITION

YEAR

SECOND EDITION

Daryl Le Cornu, Christopher Bradbury, Kay Carroll Troy Neale, Stephen Powell, Mina Murray Julie Bover, Jack Morel

Le Cornu, Bradbury, Carroll, Neale Powell, Murray, Bover, Morel

Interactive Textbook Included

Interactive Textbook Included

Daryl Le Cornu, Christopher Bradbury, Kay Carroll Troy Neale, Stephen Powell, Mina Murray Julie Bover, Jack Morel

11

NSW STAGE 6 MODERN HISTORY TRANSFORMED

Interactive Textbook Included

12

NSW STAGE 6 MODERN HISTORY TRANSFORMED SECOND EDITION

Daryl Le Cornu, Christopher Bradbury, Kay Carroll Troy Neale, Stephen Powell, Mina Murray Julie Bover, Jack Morel

11

NSW STAGE 6 MODERN HISTORY TRANSFORMED SECOND EDITION

www.cambridge.edu.au/GO www.cambridge.edu.au/education

TRANSFORMED

TRANSFORMED

MODERN HISTORY

TRANSFORMED

MODERN HISTORY

8

7

The included Interactive Textbook provides a host of additional engaging content including geography skills videos, source-based history videos, real-world case-study videos, and a range SECOND of digital activities that bring the study of the EDITION humanities to life.

An Online Teaching Suite is also available for teachers, providing additional lesson planning, teaching and assessment resources, practical tools for culturally responsive and inclusive NSW STAGE 6 MODERN teaching, downloadable resources and a powerful HISTORY TRANSFORMED Learning Management System.

Interactive Textbook Included

MODERN HISTORY

8

7

MODERN HISTORY

YEAR

SECOND EDITION

INVESTIGATING HUMANITIES

7

11

An Online Teaching Suite is also available for teachers, providing additional lesson planning, teaching and assessment resources, practical tools for culturally responsive and inclusive teaching, downloadable resources and a powerful Learning Management System.

INVESTIGATING HUMANITIES

INVESTIGATING HUMANITIES

SECOND EDITION

8

7

11

An Online Teaching Suite is also available for teachers, providing additional lesson planning, teaching and assessment resources, practical tools for culturally responsive and inclusive teaching, downloadable resources and a powerful Learning Management System.

INVESTIGATING HUMANITIES

INVESTIGATING HUMANITIES

Daryl Le Cornu, Christopher Bradbury, Kay Carroll Troy Neale, Stephen Powell, Mina Murray Julie Bover, Jack Morel

Investigating Humanities for the Victorian Curriculum provides a flexible, comprehensive and time-saving teaching and learning solution to cover the new curriculum, with lesson planning built explicitly into the resource. The highly visual and engaging resources draw on relevant Victorian sources, case studies and examples, and include integrated skills activities and many opportunities for differentiated learning.

NSW(Bardi STAGEand 6 Kija) and Julie Bover (non-Indigenous), have developed Contributing authors, Sharon Davis integrated content across all subject areas to engage every student in learning about Aboriginal and Torres Strait Islander histories and cultures.

Interactive Textbook Included

11

Interactive Textbook Included

NSW STAGE 6

SECOND EDITION Interactive Textbook Included

Interactive Textbook Included

Interactive Textbook Included

Le Cornu, Bradbury, Carroll, Neale Powell, Murray, Bover, Morel

TRANSFORMED

MODERN HISTORY Le Cornu, Bradbury, Carroll, Neale Powell, Murray, Bover, Morel

12

NSW STAGE 6 MODERN HISTORY TRANSFORMED YEAR

SECOND EDITION

Daryl Le Cornu, Christopher Bradbury, Kay Carroll Troy Neale, Stephen Powell, Mina Murray Julie Bover, Jack Morel

11

NSW STAGE 6 MODERN HISTORY TRANSFORMED YEAR

Daryl Le Cornu, Christopher Bradbury, Kay Carroll Troy Neale, Stephen Powell, Mina Murray Julie Bover, Jack Morel

Interactive Textbook Included

The included Interactive Textbook provides a host of additional engaging content including geography skills videos, source-based history videos, real-world case-study videos, and a range SECOND of digital activities that bring the study of the EDITION humanities to life.

Interactive Textbook Included

TRANSFORMED

MODERN HISTORY Le Cornu, Bradbury, Carroll, Neale Powell, Murray, Bover, Morel

TRANSFORMED

MODERN HISTORY

12 YEAR

SECOND EDITION

Le Cornu, Bradbury, Carroll, Neale Powell, Murray, Bover, Morel

Le Cornu, Bradbury, Carroll, Neale Powell, Murray, Bover, Morel

An Online Teaching Suite is also available for teachers, providing additional lesson planning, teaching and assessment resources, practical tools for culturally responsive and inclusive teaching, downloadable resources and a powerful Learning Management System.

TRANSFORMED

Interactive Textbook Included

Daryl Le Cornu, Christopher Bradbury, Kay Carroll Troy Neale, Stephen Powell, Mina Murray Julie Bover, Jack Morel

11 YEAR

SECOND EDITION

MODERN HISTORY

An Online Teaching Suite is also available for teachers, providing additional lesson planning, teaching and assessment resources, practical tools for culturally responsive and inclusive NSW STAGE 6 MODERN teaching, downloadable resources and a powerful HISTORY TRANSFORMED Learning Management System.

Interactive Textbook Included

NSW STAGE 6 MODERN HISTORY TRANSFORMED Daryl Le Cornu, Christopher Bradbury, Kay Carroll Troy Neale, Stephen Powell, Mina Murray Julie Bover, Jack Morel

Le Cornu, Bradbury, Carroll, Neale Powell, Murray, Bover, Morel

8

7

Interactive Textbook Included

SECOND EDITION

Daryl Le Cornu, Christopher Bradbury, Kay Carroll Troy Neale, Stephen Powell, Mina Murray Julie Bover, Jack Morel

11

12

NSW STAGE 6 MODERN HISTORY TRANSFORMED SECOND EDITION

www.cambridge.edu.au/GO www.cambridge.edu.au/education

Interactive Textbook Included

An Online Teaching Suite is also available for teachers, providing additional lesson planning, teaching and assessment resources, practical tools for culturally responsive and inclusive NSW STAGE 6 MODERN teaching, downloadable resources and a powerful HISTORY TRANSFORMED Learning Management System.

Daryl Le Cornu, Christopher Bradbury, Kay Carroll Troy Neale, Stephen Powell, Mina Murray Julie Bover, Jack Morel

Investigating Humanities for the Victorian Curriculum provides a flexible, comprehensive and time-saving teaching and learning solution to cover the new curriculum, with lesson planning built explicitly into the resource. The highly visual and engaging resources draw on relevant Victorian sources, case studies and examples, and include integrated skills activities and many opportunities for differentiated learning. www.cambridge.edu.au/GO Contributing authors, Sharon Davis (Bardi and Kija) and Julie Bover (non-Indigenous), have developed www.cambridge.edu.au/education integrated content across all subject areas to engage every student in learning about Aboriginal and Torres Strait Islander histories and cultures.

An Online Teaching Suite is also available for teachers, providing additional lesson planning, teaching and assessment resources, practical tools for culturally responsive and inclusive teaching, downloadable resources and a powerful Learning Management System.

Le Cornu, Bradbury, Carroll, Neale Powell, Murray, Bover, Morel

The included Interactive Textbook provides a host of additional engaging content including geography skills videos, source-based history videos, real-world case-study videos, and a range of digital activities that bring the study of the humanities to life.

TRANSFORMED

TRANSFORMED

MODERN HISTORY

TRANSFORMED

8

7

MODERN HISTORY

8

7

11

An Online Teaching Suite is also available for teachers, providing additional lesson planning, teaching and assessment resources, practical tools for culturally responsive and inclusive teaching, downloadable resources and a powerful Learning Management System.

INVESTIGATING HUMANITIES

INVESTIGATING HUMANITIES

SECOND EDITION

8

7

11

An Online Teaching Suite is also available for teachers, providing additional lesson planning, teaching and assessment resources, practical tools for culturally responsive and inclusive teaching, downloadable resources and a powerful Learning Management System.

INVESTIGATING HUMANITIES

INVESTIGATING HUMANITIES

MODERN HISTORY

YEAR

SECOND EDITION

INVESTIGATING HUMANITIES

INVESTIGATING HUMANITIES

Investigating Humanities for the Victorian Curriculum provides a flexible, comprehensive and time-saving teaching and learning solution to cover the new curriculum, with lesson planning built explicitly into the resource. The highly visual and engaging resources draw on relevant Victorian sources, case studies and examples, and include integrated skills activities and many opportunities for differentiated learning.

NSW STAGE 6 Contributing authors, Sharon Davis (Bardi YEAR and Kija) and Julie Bover (non-Indigenous), have developed integrated content across all subject areas to engage every student in learning about Aboriginal and Torres Strait Islander histories and cultures.

The included Interactive Textbook provides a host of additional engaging content including geography skills videos, source-based history videos, real-world case-study videos, and a range SECOND of digital activities that bring the study of the EDITION humanities to life.

YEAR

Investigating Humanities for the Victorian Curriculum provides a flexible, comprehensive and time-saving teaching and learning solution to cover the new curriculum, with lesson planning built explicitly into the resource. The highly visual and engaging resources draw on relevant Victorian sources, case studies and examples, and include integrated skills activities and many opportunities for differentiated learning. www.cambridge.edu.au/GO Contributing authors, Sharon Davis (Bardi and Kija) and Julie Bover (non-Indigenous), have developed www.cambridge.edu.au/education integrated content across all subject areas to engage every student in learning about Aboriginal and Torres Strait Islander histories and cultures.

The included Interactive Textbook provides a host of additional engaging content including geography skills videos, source-based history videos, real-world case-study videos, and a range of digital activities that bring the study of the humanities to life.

An Online Teaching Suite is also available for teachers, providing additional lesson planning, teaching and assessment resources, practical tools for culturally responsive and inclusive teaching, downloadable resources and a powerful Learning Management System.

Interactive Textbook Included

NSW STAGE 6

12

YEAR

NSW STAGE 6

11

YEAR

SECOND EDITION

INVESTIGATING HUMANITIES

INVESTIGATING HUMANITIES

Investigating Humanities for the Victorian Curriculum provides a flexible, comprehensive and time-saving teaching and learning solution to cover the new curriculum, with lesson planning built explicitly into the resource. The highly visual and engaging resources draw on relevant Victorian sources, case studies and examples, and include integrated skills activities and many opportunities for differentiated learning.

NSW STAGE 6 Contributing authors, Sharon Davis (Bardi YEAR and Kija) and Julie Bover (non-Indigenous), have developed integrated content across all subject areas to engage every student in learning about Aboriginal and Torres Strait Islander histories and cultures.

The included Interactive Textbook provides a host of additional engaging content including geography skills videos, source-based history videos, real-world case-study videos, and a range SECOND of digital activities that bring the study of the EDITION humanities to life.

YEAR

Investigating Humanities for the Victorian Curriculum provides a flexible, comprehensive and time-saving teaching and learning solution to cover the new curriculum, with lesson planning built explicitly into the resource. The highly visual and engaging resources draw on relevant Victorian sources, case studies and examples, and include integrated skills activities and many opportunities for differentiated learning. www.cambridge.edu.au/GO Contributing authors, Sharon Davis (Bardi and Kija) and Julie Bover (non-Indigenous), have developed www.cambridge.edu.au/education integrated content across all subject areas to engage every student in learning about Aboriginal and Torres Strait Islander histories and cultures.

The included Interactive Textbook provides a host of additional engaging content including geography skills videos, source-based history videos, real-world case-study videos, and a range of digital activities that bring the study of the humanities to life.

An Online Teaching Suite is also available for teachers, providing additional lesson planning, teaching and assessment resources, practical tools for culturally responsive and inclusive teaching, downloadable resources and a powerful Learning Management System.

Interactive Textbook Included

NSW STAGE 6

12

YEAR

NSW STAGE 6

Le Cornu, Bradbury, Carroll, Neale Powell, Murray, Bover, Morel

12 12 NSW STAGE 6

11 www.cambridge.edu.au/GO www.cambridge.edu.au/education

Investigating Humanities for the Victorian Curriculum provides a flexible, comprehensive and time-saving teaching and learning solution to cover the new curriculum, with lesson planning built explicitly into the resource. The highly visual and engaging resources draw on relevant Victorian sources, case studies and examples, and include integrated skills activities and many opportunities for differentiated learning.

NSW(Bardi STAGEand 6 Kija) and Julie Bover (non-Indigenous), have developed Contributing authors, Sharon Davis integrated content across all subject areas to engage every student in learning about Aboriginal and Torres Strait Islander histories and cultures.

12 NSW STAGE 6

11 www.cambridge.edu.au/GO www.cambridge.edu.au/education

Investigating Humanities for the Victorian Curriculum provides a flexible, comprehensive and time-saving teaching and learning solution to cover the new curriculum, with lesson planning built explicitly into the resource. The highly visual and engaging resources draw on relevant Victorian sources, case studies and examples, and include integrated skills activities and many opportunities for differentiated learning. www.cambridge.edu.au/GO Contributing authors, Sharon Davis (Bardi and Kija) and Julie Bover (non-Indigenous), have developed www.cambridge.edu.au/education integrated content across all subject areas to engage every student in learning about Aboriginal and Torres Strait Islander histories and cultures.

The included Interactive Textbook provides a host of additional engaging content including geography skills videos, source-based history videos, real-world case-study videos, and a range of digital activities that bring the study of the humanities to life.

The included Interactive Textbook provides a host of additional engaging content including geography skills videos, source-based history videos, real-world case-study videos, and a range SECOND of digital activities that bring the study of the EDITION humanities to life.

12

NSW STAGE 6 MODERN HISTORY TRANSFORMED SECOND EDITION

Daryl Le Cornu, Christopher Bradbury, Kay Carroll Troy Neale, Stephen Powell, Mina Murray Julie Bover, Jack Morel

11

NSW STAGE 6 MODERN HISTORY TRANSFORMED SECOND EDITION

www.cambridge.edu.au/GO www.cambridge.edu.au/education

Interactive Textbook Included

Daryl Le Cornu, Christopher Bradbury, Kay Carroll Troy Neale, Stephen Powell, Mina Murray Julie Bover, Jack Morel

Investigating Humanities for the Victorian Curriculum provides a flexible, comprehensive and time-saving teaching and learning solution to cover the new curriculum, with lesson planning built explicitly into the resource. The highly visual and engaging resources draw on relevant Victorian sources, case studies and examples, and include integrated skills activities and many opportunities for differentiated learning.

Contributing authors, Sharon Davis (Bardi and Kija) and Julie Bover (non-Indigenous), have developed integrated content across all subject areas to engage every student in learning about Aboriginal and Torres Strait Islander histories and cultures.

An Online Teaching Suite is also available for teachers, providing additional lesson planning, teaching and assessment resources, practical tools for culturally responsive and inclusive teaching, downloadable resources and a powerful Learning Management System.

Le Cornu, Bradbury, Carroll, Neale Powell, Murray, Bover, Morel

The included Interactive Textbook provides a host of additional engaging content including geography skills videos, source-based history videos, real-world case-study videos, and a range of digital activities that bring the study of the humanities to life.

TRANSFORMED

SECOND EDITION

An Online Teaching Suite is also available for teachers, providing additional lesson planning, teaching and assessment resources, practical tools for culturally responsive and inclusive teaching, downloadable resources and a powerful Learning Management System.

INVESTIGATING HUMANITIES

Investigating Humanities for the Victorian Curriculum provides a flexible, comprehensive and time-saving teaching and learning solution to cover the new curriculum, with lesson planning built explicitly into the resource. The highly visual and engaging resources draw on relevant Victorian sources, case studies and examples, and include integrated skills activities and many opportunities for differentiated learning.

NSW STAGE 6 Contributing authors, Sharon Davis (Bardi YEAR and Kija) and Julie Bover (non-Indigenous), have developed integrated content across all subject areas to engage every student in learning about Aboriginal and Torres Strait Islander histories and cultures.

The included Interactive Textbook provides a host of additional engaging content including geography skills videos, source-based history videos, real-world case-study videos, and a range SECOND of digital activities that bring the study of the EDITION humanities to life.

YEAR

Investigating Humanities for the Victorian Curriculum provides a flexible, comprehensive and time-saving teaching and learning solution to cover the new curriculum, with lesson planning built explicitly into the resource. The highly visual and engaging resources draw on relevant Victorian sources, case studies and examples, and include integrated skills activities and many opportunities for differentiated learning. www.cambridge.edu.au/GO Contributing authors, Sharon Davis (Bardi and Kija) and Julie Bover (non-Indigenous), have developed www.cambridge.edu.au/education integrated content across all subject areas to engage every student in learning about Aboriginal and Torres Strait Islander histories and cultures.

The included Interactive Textbook provides a host of additional engaging content including geography skills videos, source-based history videos, real-world case-study videos, and a range of digital activities that bring the study of the humanities to life.

Interactive Textbook Included

NSW STAGE 6

12

YEAR

NSW STAGE 6

11

YEAR

SECOND EDITION

INVESTIGATING HUMANITIES

INVESTIGATING HUMANITIES

Investigating Humanities for the Victorian Curriculum provides a flexible, comprehensive and time-saving teaching and learning solution to cover the new curriculum, with lesson planning built explicitly into the resource. The highly visual and engaging resources draw on relevant Victorian sources, case studies and examples, and include integrated skills activities and many opportunities for differentiated learning.

NSW STAGE 6 Contributing authors, Sharon Davis (Bardi YEAR and Kija) and Julie Bover (non-Indigenous), have developed integrated content across all subject areas to engage every student in learning about Aboriginal and Torres Strait Islander histories and cultures.

The included Interactive Textbook provides a host of additional engaging content including geography skills videos, source-based history videos, real-world case-study videos, and a range SECOND of digital activities that bring the study of the EDITION humanities to life.

YEAR

Investigating Humanities for the Victorian Curriculum provides a flexible, comprehensive and time-saving teaching and learning solution to cover the new curriculum, with lesson planning built explicitly into the resource. The highly visual and engaging resources draw on relevant Victorian sources, case studies and examples, and include integrated skills activities and many opportunities for differentiated learning. www.cambridge.edu.au/GO Contributing authors, Sharon Davis (Bardi and Kija) and Julie Bover (non-Indigenous), have developed www.cambridge.edu.au/education integrated content across all subject areas to engage every student in learning about Aboriginal and Torres Strait Islander histories and cultures.

The included Interactive Textbook provides a host of additional engaging content including geography skills videos, source-based history videos, real-world case-study videos, and a range of digital activities that bring the study of the humanities to life.

An Online Teaching Suite is also available for teachers, providing additional lesson planning, teaching and assessment resources, practical tools for culturally responsive and inclusive teaching, downloadable resources and a powerful Learning Management System.

Interactive Textbook Included

NSW STAGE 6

12

YEAR

NSW STAGE 6

MODERN HISTORY

Interactive Textbook Included

12 12 NSW STAGE 6

11 www.cambridge.edu.au/GO www.cambridge.edu.au/education

Investigating Humanities for the Victorian Curriculum provides a flexible, comprehensive and time-saving teaching and learning solution to cover the new curriculum, with lesson planning built explicitly into the resource. The highly visual and engaging resources draw on relevant Victorian sources, case studies and examples, and include integrated skills activities and many opportunities for differentiated learning.

NSW(Bardi STAGEand 6 Kija) and Julie Bover (non-Indigenous), have developed Contributing authors, Sharon Davis integrated content across all subject areas to engage every student in learning about Aboriginal and Torres Strait Islander histories and cultures.

12 NSW STAGE 6

11 www.cambridge.edu.au/GO www.cambridge.edu.au/education

Investigating Humanities for the Victorian Curriculum provides a flexible, comprehensive and time-saving teaching and learning solution to cover the new curriculum, with lesson planning built explicitly into the resource. The highly visual and engaging resources draw on relevant Victorian sources, case studies and examples, and include integrated skills activities and many opportunities for differentiated learning. www.cambridge.edu.au/GO Contributing authors, Sharon Davis (Bardi and Kija) and Julie Bover (non-Indigenous), have developed www.cambridge.edu.au/education integrated content across all subject areas to engage every student in learning about Aboriginal and Torres Strait Islander histories and cultures.

U N SA C O M R PL R E EC PA T E G D ES

SECOND EDITION

MODERN HISTORY TRANSFORMED SECOND EDITION

www.cambridge.edu.au/GO www.cambridge.edu.au/education

Daryl Le Cornu, Christopher Bradbury, Kay Carroll Troy Neale, Stephen Powell, Mina Murray Julie Bover, Jack Morel

11 NSW STAGE 6

U N SA C O M R PL R E EC PA T E G D ES Uncorrected 4th sample pages • Cambridge University Press & Assessment © Le Cornu, et al 2026 • 978-1-009-83908-2 • (03) 8671 1400

Contents

iii

Contents About the authors How to use this resource

U N SA C O M R PL R E EC PA T E G D ES

Part 1: Investigating modern history: the nature of modern history Chapter 1

The investigation of historic sites and sources: disease, pandemics and Q Station

1.1

Introduction: contagion, control and containment

1.2

What makes North Head a significant historical site?

1.3

What led to quarantena in the new colony?

1.4

The reconstruction of Q Station using historical evidence

1.5

Etchings and evidence from the site

1.6

The contribution of archaeology and science in the investigation of the past

1.7

Q Station’s contribution to understanding Australia’s past

1.8

Chapter review

Chapter 2

The contestability of the past: peacemakers – feminist peace activists in the First World War

2.1

Introduction: peacemakers

2.2

The contestability of the past

2.3

Evaluating sources

2.4

The Hague Peace Congress

2.5

Wilson’s War

2.6

Still working for a just peace – April 1917 to 1919

2.7

The legacy of the feminist peace activists

2.8

Chapter review

Chapter 3

The twenty-first century: constructing history in an era of digital transformation

3.1

Introduction: constructing a history of the twenty-first century

3.2

1990–2000: the best decade?

3.3

2001–2008: a decade of disruption

3.4

2009–2016: from hope to shock

3.5

2017–2025: the rise of misinformation in the United States

3.6

2017–2025: Australia in the age of misinformation

3.7

What next in the twenty-first century?

3.8

Chapter review

Digital-only chapter

Uncorrected 4th sample pages • Cambridge University Press & Assessment © Le Cornu, et al 2026 • 978-1-009-83908-2 • (03) 8671 1400

iv

Modern History Transformed Year 11 Second Edition

Chapter 4 4.1

Introduction: an exploration of American exceptionalism

4.2

Previous challenges to US political norms

4.3

“Trumpism” prior to Trump

4.4

Who is Donald Trump?

4.5

Trump’s entry into politics and the 2016 election

4.6

Trump’s 2017–2020 presidential term

4.7

The 2020 electoral trail

4.8

2020 Election Day and its aftermath

4.9

Events of January 6

U N SA C O M R PL R E EC PA T E G D ES

Digital-only chapter

Contestability and commemoration: the January 6 United States Capitol attack

4.10 Reactions to the January 6 attack and how it has been commemorated 4.11 Steps for the future 4.12 Chapter review

Part 2: Investigating modern history: case studies

List A: Case studies from Australia, Europe and North America Chapter 5

The decline and fall of the Romanov dynasty

5.1

Introduction: death in a basement

5.2

Tsarism

5.3

The origins and nature of the Russian Empire

5.4

The role of Nicholas II as autocrat

5.5

Political, social and economic grievances in the Russian Empire

5.6

The development of opposition to the Romanovs

5.7

After the 1905 Revolution

5.8 5.9

The role of the First World War in the collapse of the Romanov dynasty The end of tsarism

5.10 The execution of the Romanovs 5.11 Chapter review

Chapter 6

No kings? The American Revolution, 1760s–1780s

6.1

Introduction: a significant anniversary – America 250

6.2

The historical context: British colonies in America

6.3

The historical context: European influences

6.4

Build-up to conflict: Native American lands

6.5

Build-up to conflict: movements against British taxes

6.6

Revolutionary War: opening battles

6.7

Revolutionary War: Republican ideas

6.8

Revolutionary War: leadership

6.9

Revolutionary War: turning points

6.10 A new nation: No kings?

6.11 A new nation: constitutional democracy 6.12 A new nation: legacies 6.13 Chapter review Uncorrected 4th sample pages • Cambridge University Press & Assessment © Le Cornu, et al 2026 • 978-1-009-83908-2 • (03) 8671 1400

Contents

Chapter 7

Volodymyr Zelenskyy: personality study Introduction: a different kind of leader

7.2

The Ukraine of Zelenskyy’s birth

7.3

Independent Ukraine

7.4

The Russian question

7.5

(Acting) President

7.6

The Russian invasion

7.7

Defending Ukraine’s existence

7.8

International implications

7.9

Chapter review

Digital-only chapter

U N SA C O M R PL R E EC PA T E G D ES

7.1

List B: Case studies from Asia, the Pacific, Africa, the Middle East and Latin America Chapter 8

The Meiji Restoration

8.1

Introduction: the origins of modern Japan

8.2

Key developments that allowed modernisation to take place in Japan

8.3

The end of Japan’s isolationism

8.4

The Meiji Restoration: how and why Japanese modernisation occurred

8.5

The consequences of modernisation for Japan

8.6

The significance of the Meiji Restoration in Japan, Asia and the West

8.7

Chapter review

Chapter 9

Nelson Mandela: personality study

9.1

Introduction: the loss of a great leader

9.2

The historical context and background of Nelson Mandela

9.3

Mandela’s leadership of the African National Congress

9.4

Rivonia Trial, 1963

9.5

Imprisonment on Robben Island

9.6

From prisoner to president

9.7

Mandela’s historical significance as a global leader

9.8

Chapter review

Chapter 10 Chairman Xi Jinping: personality study 10.1 A victory parade in Beijing

10.2 The rise of Xi Jinping: the China of Xi’s birth 10.3 The rise of Xi Jinping: persecution

Digital-only chapter

10.4 The rise of Xi Jinping: promotions in the CCP 10.5 Xi Jinping as China’s leader: party chief

10.6 Xi Jinping as China’s leader: paramount leader 10.7 Xi’s signature policies: trade and climate 10.8 Xi Jinping Thought 10.9 Implications of Xi Jinping: China watchers on Xi’s nationalism 10.10 Implications of Xi Jinping: international relations and Australia 10.11 Chapter review Uncorrected 4th sample pages • Cambridge University Press & Assessment © Le Cornu, et al 2026 • 978-1-009-83908-2 • (03) 8671 1400

v

vi

Modern History Transformed Year 11 Second Edition

Part 3: The shaping of the modern world Chapter 11 The First World War: a twenty-first century perspective 11.1 Introduction: the First World War’s lasting significance 11.2 The historical context

U N SA C O M R PL R E EC PA T E G D ES

11.3 The nature and course of the war: expanding the war, 1914 11.4 The nature and course of the war: the impact of the war on the home front

11.5 The nature and course of the war: stalemate and escalation, 1915–16 11.6 The nature and course of the war: hope and despair, 1917 11.7 The nature and course of the war: from catastrophe to Allied victory, 1918

11.8 The significance of the First World War: short-term effects of the war 11.9 The significance of the First World War: legacy of the war 11.10 Chapter review

Part 4: Historical inquiry skills

Chapter 12 The historical investigation project

12.1 Planning and conducting historical investigations 12.2 Locating and interrogating a range of sources

12.3 Synthesising evidence from a range of sources to develop and support a reasoned account or argument 12.4 Presenting and communicating the findings of a historical investigation

Glossary Index

Acknowledgements

Uncorrected 4th sample pages • Cambridge University Press & Assessment © Le Cornu, et al 2026 • 978-1-009-83908-2 • (03) 8671 1400

U N SA C O M R PL R E EC PA T E G D ES Uncorrected 4th sample pages • Cambridge University Press & Assessment © Le Cornu, et al 2026 • 978-1-009-83908-2 • (03) 8671 1400

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6

U N SA C O M R PL R E EC PA T E G D ES

CHAPTER

No kings? The American Revolution, 1760s–1780s

FOCUS

By using a range of historical sources, you will investigate the origins, key events and lasting significance of the American Revolution.

KEY ISSUES

You will explore: •

The historical context of the American Revolution, including: – an examination of British rule over the 13 American colonies in the eighteenth century

•

The nature of the features, people, ideas, movements, events and developments selected for study, including: – the rule of British King George III over the 13 American colonies – the contest of the great powers – the influence of revolutionary ideas from the Enlightenment – the Seven Years’ War and Pontiac’s Rebellion – the Sons of Liberty and the Boston Tea Party – the midnight ride of Paul Revere – key battles of the Revolutionary War – the leaders of both sides of the Revolutionary War, including George Washington – the end of the war and constitutional democracy

•

A relevant historical debate or issue, including: – the legacy of the American Revolution – the significance of the “No Kings” protests of 2025

Enhance your learning with these integrated online resources: Digital downloads

Videos Teachers:

Students:

• • •

Suggested responses Download or answer questions online Writing focus worksheets

• • •

Writing focus workbook Exam Generator Teachers: planning documents

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TIMELINE Origins of the conflict Age of Enlightenment begins

1763

Seven Years’ War (French and Indian War) ends

1764

Sugar Act

1765

Stamp Act and Quartering Act

U N SA C O M R PL R E EC PA T E G D ES

Late 17th century

Sons of Liberty founded

1766

Declaratory Act

1767

Townshend Duties

1770

Boston Massacre

1772

Committees of Correspondence founded

1773

Boston Tea Party

1774

Coercive (Intolerable) Acts

Continental Congress founded

War

1775

First battle at Lexington and Concord

George Washington takes command of the Continental Army Olive Branch Petition

1776

Thomas Paine’s Common Sense

4 July: Declaration of Independence

1777

Continental victory at Saratoga Articles of Confederation

1778

France-US alliance

1781

British surrender at Yorktown

1783

Treaty of Paris

The new nation 1787

Constitution of the United States The Federalist Papers

1789

First federal elections Bill of Rights

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6.1 Introduction: a significant anniversary – America 250 DRIVING QUESTION Why is the American Revolution significant today?

U N SA C O M R PL R E EC PA T E G D ES

•

From 2026 to 2033, the United States of America marks 250 years since the American Revolution. The Revolution, also known as the War of Independence, lasted eight years and cost over 50,000 lives. It ended the reign of the King of Great Britain over the American colonies and established an independent republic. For one of the most celebrated directors of historical films, Ken Burns, the anniversary was an ideal opportunity to create a comprehensive documentary series about the history of the Revolution.

Source 6.1.1 Filmmaker Ken Burns speaks at the 250th anniversary of the Battle of Lexington, near Boston, with historical re-enactors behind him

Burns has been producing documentaries since the 1980s. He popularised the “Ken Burns effect”: panning and zooming a camera across historical photographs, paintings and documents to add depth and movement. During a decade of research with his long-term collaborator, the historian Geoffrey C. Ward, Burns’s production team identified over 18,000 primary sources. These include the testimonies of more than 140 witnesses and participants: patriots, loyalists, founding fathers, women, British soldiers, Native Americans, enslaved Africans, Irish immigrants and German mercenaries. The resulting 12-hour documentary series The American Revolution first aired on television in late 2025.

Burns hoped that his series would bring Americans together to acknowledge “our American story”, regardless of who they are, what they believe or how they vote.

Source 6.1.2 A speech about The American Revolution by director Ken Burns

The American Revolution is one of the most important events in human history.

We went from being subjects to inventing a new concept, citizens, and set in motion democratic revolutions around the globe. As we prepare to celebrate the 250th anniversary of our founding, I’m hopeful that people throughout the country will come together to discuss the importance of this history and to appreciate even more what our ancestors did to secure our liberty and freedoms.

Ken Burns, Director. 2025. Quoted in a press release promoting The American Revolution documentary series.

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However, 2025 was the first year of Donald J. Trump’s second term as president, a time of upheaval in American government and society. As Burns toured theatres and battle sites to promote his documentary, the Trump White House was taking a series of controversial actions, without consulting the legislative arm of government.

These included:

U N SA C O M R PL R E EC PA T E G D ES

• declaring an illegal immigration emergency and sending masked agents to raid houses and factories and deport people without citizenship papers • declaring a crime emergency and deploying armed National Guard troops to patrol major cities • firing career public servants who criticised the Trump administration • pardoning some rioters convicted over the 6 January 2021 attack on police and lawmakers after Trump lost the 2020 election.

He also shared edited images of himself wearing a crown, with the caption “long live the king”.

Trump was also taking actions to shape how history was portrayed.

He ordered museums and parks to remove signs and exhibits that were not “patriotic” or that could be regarded as promoting “divisive race-based ideology”. He cancelled government funding for the Public Broadcasting Service (PBS), on which Burns’s documentary was televised, saying that most of its programming was “radical, Source 6.1.3 An ice sculpture of “democracy” by anti-Trump artists melts on the National woke propaganda”. Because Mall in Washington, DC in October 2025, as members of the National Guard patrol past Republican Party and Democratic Party lawmakers failed to reach compromise on the federal budget, the longest-ever government shutdown was in effect, forcing government workers to stay away from their offices or to work without pay. Meanwhile, the president demolished the entire East Wing of the White House to build a new gold-trimmed ballroom.

A month before the documentary launched, around 7 million Americans joined a day of “No Kings” protests. Protesters accused the president of undermining their rights.

In light of these events, how can we best understand the Revolution with which the United States began? Burns’s team hoped that viewers would have open discussions about the core ideals of liberty, democracy and independence, and the legacies of the Revolution.

Source 6.1.4 A remark on The American Revolution by a historian

It really is actually kind of remarkable, the way that that nation ends up cohering [in the 1770s], not around culture, not around religion, not around ancient history. It was coming together around a set of purposes and ideals for one common cause.

Christopher Brown, Historian. 2025. Interview in Episode 1 of The American Revolution.

Writing focus 6.1 Question words

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Source 6.1.5 A member of the “No Kings” protest in Atlanta Georgia, 18 October 2025, holding a sign referring to the Declaration of Independence

RESEARCH 6.1

Analysing a documentary

View the trailer or opening episode of Ken Burns’s The American Revolution (http://cambridge.edu.au/redirect/11751) and discuss the following questions as a class.

1.

2.

3.

4.

5.

What do you notice about the format of the documentary (style, kinds of sources, etc.)?

What message about the Revolution does it appear to present?

How does this match or challenge your prior knowledge of the American Revolution?

How does this relate to events in the United States today?

What do you hope to learn more about, to understand the Revolution more fully?

Historical concepts: Significance Historical skills: Historical investigation and research

REVIEW 6.1

Go online to assign and download questions, view results and more!

Online quiz

Review questions

Access sample responses and results

1. Identify how long the American Revolution lasted and the major outcome.

2. Describe the “Ken Burns effect”.

3. Explain whose voices from primary sources Burns’s team includes as voices in The American Revolution documentary.

4. Explain what the “No Kings” protests were reacting to in 2025.

5. Discuss what Ken Burns aimed to achieve with his documentary.

6. Discuss how the events of the present may influence how Americans interpret the ideals and legacies of the American Revolution.

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6.2 The historical context: British colonies in America DRIVING QUESTION What was the nature of the 13 colonies and their relationship with Britain before the American Revolution?

U N SA C O M R PL R E EC PA T E G D ES

•

Before the American Revolution, there were 13 British colonies between the Appalachian Mountains and the east coast of North America. They covered an area only one-tenth as big as the current United States, but as large as Britain, France and Germany combined. The first English settlement was at Jamestown in 1607. It was established by the Virginia Company of London under a royal charter, hoping to make money from mining and forestry.

(to MASS)

NH

MASS

NY

PA

MD

New France

RI CONN

NJ

DEL

Atlantic Ocean

VA

French Louisiana

NC

SC

GA

Key:

British colonies/frontier regions

Spanish Florida

Original 13 British Colonies in America in 1732 VA – Virginia (est. 1607) MASS – Massachusetts (est. 1620) MD – Maryland (est. 1634) CONN – Connecticut (est. 1636) DEL – Delaware (est. 1638) SC – South Carolina (est. 1653) NJ – New Jersey (est. 1664) NY – New York (est. 1664) GA – Georgia (est. 1732)

French colonies/claimed territories

Spanish colony and mission zone

NH – New Hampshire (est. 1623) RI – Rhode Island (est. 1636) NC – North Carolina (est. 1653) PA – Pennsylvania (est. 1682)

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It was followed by the Plymouth Colony in present-day Massachusetts in 1620, founded by “Pilgrims” escaping religious intolerance in Europe. The colonies displaced most of the more than 300 Native American tribes and Nations that had lived there for centuries.

By 1760, the colonies had a total population of nearly 2.5 million. There were three types of colonial governments:

U N SA C O M R PL R E EC PA T E G D ES

• R oyal colonies: The King appointed a royal governor to make final decisions, usually with an appointed colonial council and an elected assembly.

• Proprietary colonies: The King granted a wealthy “proprietor” land in America to run as a colony, either personally or through a governor.

• Charter colonies: The King gave a company or a group of settlers a royal charter, allowing them to operate a colony, typically with an elected governor.

Colonial assemblies had the power to make local laws and charge taxes. However, the governor chose most of the influential officials, and the Source 6.2.2 The State House, Philadelphia, where the Pennsylvania King was the ultimate authority. Voting for colonial assembly met. After 1776, it was known as Independence Hall. representatives was generally limited to white men who owned property, which was between 40% and 70% of white adult males.

They usually voted by saying the candidate’s name aloud, often after receiving free food and alcohol from the candidate. By the 1760s, most provinces were royal colonies, even if they had started in another form. Therefore, regardless of who was elected to the legislature, the colonies were ultimately subject to the control of King George III.

SIGNIFICANT INDIVIDUAL

King George III of Britain and Ireland (1738–1820) ruled the British Empire from 1760 to 1820. He was the first king from his royal family to be born in England and speak English fluently, and was the longest-reigning king in British history. Although he paid close attention to politics, he was a constitutional monarch. Major policy decisions, including taxing the American colonies, were made by ministers and Parliament. George was strongly anti-Catholic and is remembered as the “mad king” because, later in life, he suffered bouts of severe illness that affected his mental health. During his reign, Britain lost its American colonies, established new Source 6.2.3 A portrait of King George III colonies in Australia, took more control over Ireland, increased its possessions in India and defeated France. From 1811, his son took over his duties due to his father’s ill health. With his queen Charlotte Sophia, George had 15 children!

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Source 6.2.4 A summary of the 13 British colonies before the Revolution Colony

Established; status in 1760s

Population (approx., 1760)

Society and economy

New England colonies 1620; Royal colony

220,000

Connecticut

1635; Charter colony

142,000

Mostly English: “white” people comprised around 98% of the population.

U N SA C O M R PL R E EC PA T E G D ES

Massachusetts

Rhode Island

1636; Charter colony

45,000

New Hampshire

1623; Royal colony

39,000

Pennsylvania

1681; Proprietary colony

184,000

New York

1624; Royal colony

117,000

New Jersey

1664; Royal colony

94,000

Mixed English, Scottish, Irish, Dutch, German and Swedish populations: around 90% “white”.

Delaware

1682; Proprietary colony

33,000

Mixed trade and agriculture.

Virginia

1607; Royal colony

340,000

Maryland

1634; Proprietary colony

162,000

English, Scottish, Irish and enslaved Africans: around 40% “black”.

North Carolina

1663; Royal colony

110,000

South Carolina

1663; Royal colony

94,000

Georgia

1733; Royal colony

9,600

Merchant-based: shipping, fishing and trade.

Middle colonies

Southern colonies

Plantation-based economy.

ANALYSIS 6.1

Analysing significance 1.

2.

3.

4.

Explain the difference between the governments of a royal colony and a charter colony.

Explain what made southern colonies different from northern colonies.

Explain the extent to which colonists had a say over law making.

Discuss why the colony of Virginia might have been particularly significant.

Writing focus 6.2 Noun phrases (identify)

Historical concepts: Significance Historical skills: Historical interpretation

REVIEW 6.2 Online quiz

1.

2.

3.

4.

5.

Review questions

Access sample responses and results

Identify the location of the 13 British colonies before the American Revolution.

Describe the three types of colonial governments.

Explain who held ultimate authority over the colonies.

Compare the economies of the southern colonies and the New England colonies.

Explain the effects of the different types of colonial governments on the level of political power held by colonists.

Go online to assign and download questions, view results and more!

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6.3 The historical context: European influences DRIVING QUESTION How did European imperial competition and Enlightenment ideals influence American resistance?

U N SA C O M R PL R E EC PA T E G D ES

•

Great powers contest

mercantilism the belief that a nation’s strength comes from its wealth, and governments should manipulate trade to their people’s advantage (e.g. tariffs)

In the eighteenth century, the great powers of Portugal, Britain, France, the Dutch and Spain competed for land, markets and colonies. The theory of mercantilism drove empires to seize lands across the globe to access raw materials and markets, deploy armies to fight off competitors, and apply tariffs to protect industries at home. The empires engaged in the slave trade, which forcibly took over 12 million African people to colonies in North and South America. Most were taken to Brazil and the islands of the Caribbean. Around 388,000 were taken to colonial America, where plantation owners exploited enslaved people to grow crops that were in demand in Europe, such as sugar, coffee, tobacco and cotton.

Source 6.3.1 A plan for transporting enslaved people below the decks of an eighteenthcentury British slave ship, for a two-month transatlantic journey

Writing focus 6.3 Noun phrases (identify)

The major imperial conflict of the eighteenth century was the Seven Years’ War (1756–63), fought between Great Britain and France, and their respective allies.

In Europe, Britain’s ally Prussia defeated Austria, France and Russia, with British naval support.

In India, the British East India Company defeated French troops, making Britain the dominant colonial power over India and its cotton and tea trade. In the Caribbean and Africa, the stronger British navy weakened French colonies there.

In North America, the Seven Years’ War was known as the French and Indian War. British and American colonists – some of whom were led by George Washington – were supported by allies from the Iroquois Nation. (Europeans called Native Americans “Indians” because the first explorers thought the Americas were India.) At war’s end, Britain had won control of Canada from France and of lands east of the Mississippi River. These lands had been Native American lands for centuries and had no colonial settlements. Officers were rewarded with land grants that ignored Native American rights – for example, George Washington was given thousands of acres in what is now West Virginia. The war put Britain heavily in debt. To begin to repay these debts, the British Parliament decided to start taxing the American colonies, which, as we shall see, was one of the causes of the revolution for American independence.

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The Enlightenment

U N SA C O M R PL R E EC PA T E G D ES

The Age of Enlightenment, a mostly European philosophical movement through the seventeenth and eighteenth centuries, also influenced thinking about the future of the American colonies. This was a time of great advances in philosophy, astronomy, physics, mathematics and chemistry. Enlightenment thinkers argued that each individual should shine the “light of reason” onto the world, rather than accepting what had been common sense for generations.

In Paris, the centre of the European Enlightenment, philosophes began to raise doubts about the social status quo, such as the right of kings to rule people. The French nobleman Baron de Montesquieu argued in The Spirit of Laws (1748) that any system that allowed a monarch to be an “absolute ruler” was inevitably unfair.

Jean-Jacques Rousseau, in The Social Contract (1762), said “Man is born free, and yet everywhere he is in chains”. Rousseau wrote that all people were born with “rights”, and embraced the Enlightenment idea of popular sovereignty: the people as a whole, not an individual king, should make the laws, and no-one should be above the law.

Prominent Americans also celebrated human knowledge, read widely, experimented with the new sciences and discussed radical ideas. When they met to discuss their concerns about the way the British were controlling their colonies, they used Enlightenment language. Some of the most influential founding fathers, including Benjamin Franklin and Thomas Jefferson, also spent many years in Paris.

popular sovereignty political theory that government is created by and subject to the will of the people

founding father a leader who was instrumental in creating the United States, particularly its Declaration of Independence and Constitution

Source 6.3.2 Joseph Wright’s An Experiment on a Bird in the Air Pump, 1768. Enlightenment-era painters depicted people’s fascination with scientific experiments and new ways of understanding the world.

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SIGNIFICANT INDIVIDUAL

U N SA C O M R PL R E EC PA T E G D ES

Benjamin Franklin (1706–1790) was born in Boston, one of 17 children. His father struggled to make a living from making soap and candles. After his formal education finished when he was 10, he became an apprentice printer and later a man of many talents – author, scientist, inventor and diplomat. He worked as a writer, newspaper editor and printer in London and Philadelphia. After he had made enough money, he became a “gentleman” and devoted his energies to philosophical pursuits and public service. His famous scientific experiment with a Source 6.3.3 A portrait of Benjamin Franklin during his years key attached to a balloon in in London, beside a bust of the great scientist Isaac Newton a lightning storm developed new insights into electricity. Franklin was a delegate to the Second Continental Congress, which dispatched him to Paris in 1776 to secure French military support. He remained in France for the entire war and negotiated the final peace treaty in 1783. After returning to America, he attended the Constitutional Convention of 1787.

Source 6.3.4 The importance of freedom of speech

Freedom of speech is a principal pillar of a free government; when this support is taken away, the constitution of a free society is dissolved, and tyranny is erected on its ruins.

Benjamin Franklin. 1737. Article in Pennsylvania Gazette.

Source 6.3.5 Thomas Jefferson’s view on King George III

His majesty … is no more than the chief officer of the people, appointed by the laws, and circumscribed with definite powers, to assist in working the great machine of government.

Thomas Jefferson. 1774. A Summary View of the Rights of British America.

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Source 6.3.6 An extract of the document that served as a platform upon which many subsequent state papers of the American Revolution were based

U N SA C O M R PL R E EC PA T E G D ES

Among the natural rights of the Colonists are these: First, a right to life; Secondly, to liberty; Thirdly, to property; together with the right to support and defend them in the best manner they can.

Samuel Adams. 1772. The Rights of the Colonists: The Report of the Committee of Correspondence to the Boston Town Meeting. Old South Leaflets no. 173.

Boston: Directors of the Old South Work, 1906.

Source 6.3.7 A portrait of Thomas Jefferson, c. 1805-07.

Constantly reading, he said, “I cannot live without books”.

RESEARCH 6.2

Researching Thomas Jefferson

Starting with the Monticello website (http://cambridge.edu.au/redirect/11752), research the life of Thomas Jefferson to respond to the following prompts.

1.

2.

3.

4.

Identify the sort of family into which Jefferson was born.

Explain how Jefferson became involved in politics, and his main official roles.

Explain three great achievements of Jefferson.

Explain what Jefferson’s plantation of Monticello revealed about his character.

Historical concepts: Significance, Perspectives Historical skills: Historical investigation and research

REVIEW 6.3 Online quiz

1.

2.

3.

4.

5.

Review questions

Access sample responses and results

Identify the belief that encouraged European empires to seize land and control trade.

Define the Enlightenment idea of popular sovereignty.

Explain the effects of the Seven Years’ War on Britain’s role in North America.

Explain how Enlightenment thinkers influenced American colonial attitudes.

Discuss how useful primary sources from before the Revolution are in helping us understand what American colonists believed, using examples.

Go online to assign and download questions, view results and more!

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6.4 Build-up to conflict: Native American lands DRIVING QUESTION How did British policies anger Native Americans and colonists and contribute to discontent with British rule of the American colonies?

U N SA C O M R PL R E EC PA T E G D ES

•

While the Enlightenment raised theoretical questions about the power of kings, colonists began to question specific actions taken by King George III. His government, over 5000 kilometres away, was placing limits on colonists’ lives and ambitions, including their access to Native American lands.

SIGNIFICANT INDIVIDUAL

Much of Chief Pontiac’s life (c. 1720–1769) is poorly documented. Historians believe that his parents came from two powerful Nations of the Great Lakes region, the Ojibwa and the Ottawa.

As a leader of the Ottawa, Pontiac allied with the French against rival Nations such as the Huron and fought alongside the French during the Seven Years’ War. Pontiac was also influenced by a spiritual leader, or prophet, named Neolin of the Delaware Nation (from the region of modern-day Oklahoma). Neolin taught that British influence was harmful and corrupting.

He warned that British goods and practices, including metal tools, alcohol, missionaries and colonists, were a “poison” that threatened Native American cultures and ways of life.

Source 6.4.1 An artist’s impression of Chief Pontiac

After Britain defeated France and took control of Canada, the British governor Jeffrey Amherst abandoned the diplomatic practices the French had used when dealing with Native Americans. Instead of honouring alliances and gift-giving traditions, the British adopted a policy of “subjection”. This involved restricting trade and sending British troops into Native American lands. For the Ottawa and other Nations in the Great Lakes region, these actions appeared to be an attempt to destroy them. Pontiac argued that the British should be driven out and sent back across the Atlantic. In May 1763, Pontiac called for an armed uprising. He led attacks on British forts, including the siege of Detroit, in what became known as “Pontiac’s Uprising” (1763–66). After the uprising failed, Pontiac is believed to have lived quietly in a French-speaking area of Illinois. He was killed in 1769 during a dispute with a rival warrior.

Long after his death, Pontiac’s name continued to be used as a symbol of strength and resistance. In his honour, the Detroit-based car manufacturer General Motors produced vehicles under the “Pontiac” brand from 1926 to 2010.

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ANALYSIS 6.2 Analysing a source Source 6.4.2 Chief Pontiac called for Native American unity against the British after the French and Indian War.

U N SA C O M R PL R E EC PA T E G D ES

It is important for us, my brothers, that we exterminate from our lands this nation which seeks only to destroy us. You see as well as I do that we can no longer supply our needs, as we have done from our brothers, the French. The English sell us goods twice as dear as the French do, and their goods do not last …

When I go to see the English commander and say to him that some of our comrades are dead, instead of bewailing their death, as our French brothers do, he laughs at me and at you. If I ask for anything for our sick, he refuses with the reply that he has no use for us. From all this you can well see that they are seeking our ruin. Therefore, my brothers, we must all swear their destruction and wait no longer. Nothing prevents us: They are few in numbers, and we can accomplish it. … What do we fear? It is time.

Chief Pontiac of the Ottawa Nation. 1763. Address to a gathering of Ottawa, Huron and Potawatomie peoples, 5 May. Translated by Robert Navarre, a French-Canadian official in Detroit.

1. Describe Pontiac’s view on the difference between the English and the French.

2. Describe what Pontiac accuses the English of doing.

3. Explain the origin of the source (where, when, who) and how that relates to the events of the time.

4. Analyse the value and limitations of the source in helping us understand the origins of the American Revolution.

Historical concepts: Perspectives Historical skills: Analysis and use of sources

Pontiac’s attacks on British forts spread quickly along the frontier between white settlements and Native American lands. Fourteen Nations joined the uprising: the Ottawa, Delaware, Potawatomie, Shawnee, Mingo (Seneca), Wyandot, Ojibwe, Huron, Choctaw, Piankashaw, Kickapoo, Tunica, Peoria and Mascouten Nations. They fought to reassert their sovereignty over their lands.

Within two months, they had overrun most British forts in the west, cut British communication lines and laid siege to nearby white settlements. Around 500 white settlers were killed, along with an unknown number of Native Americans. As violence spread, “anti-Indian” sentiment grew among colonists. When 20 unarmed Susquehannock people were massacred in December 1763, many colonists blamed British policies for creating the conditions that led to the violence.

Although Pontiac’s uprising did not achieve outright victory, it forced a change in British policy. In 1766, Pontiac negotiated a peace settlement that included British recognition of Native American autonomy over western lands. This angered many colonists, as British officials declared further white settlement west of the Appalachian Mountains illegal. The boundary was marked on maps as the Proclamation Line.

Writing focus 6.4 Transitional phrases

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ue be c1 774

284

An ne xe dt

oP rov

inc

49°

eo fQ

Hudson Bay Company

U N SA C O M R PL R E EC PA T E G D ES

(to MASS)

NH

MASS

NY

Province of Quebec

at i on Lin e of 17 63

RI

DEL

Atlantic Ocean

VA

oc

NC

Pr

Indian Reserve

Spanish Louisiana

NJ

MD

la m

Illinois Country

CONN

PA

SC

GA

Key:

Original 13 colonies

West Florida

Other British colonies, 1763

British interior territories (Quebec)

East Florida

Spanish territory Indian Reserve

Proclamation Line of 1763

Source 6.4.3 Map of British colonies in North America after the Seven Years’ War, showing the (pink) Proclamation Line that limited any further westward settlement

REVIEW 6.4

Go online to assign and download questions, view results and more!

Online quiz

1.

2.

3.

4.

5.

6.

Review questions

Access sample responses and results

Identify Chief Pontiac and which Nation he led.

Explain why Native Americans viewed British policies as a threat.

Explain Pontiac’s Uprising.

Explain the Proclamation Line, and colonists’ attitudes towards it.

Explain how Pontiac’s Uprising changed British policy.

Discuss why British decisions after the Seven Years’ War increased colonial unrest.

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6.5 Build-up to conflict: movements against British taxes DRIVING QUESTION How did rising colonial resistance to British taxes and events in Boston push the colonies towards armed conflict?

U N SA C O M R PL R E EC PA T E G D ES

•

From 1764, facing debts from the Seven Years’ War and threats from Native American Nations, the British Parliament imposed taxes on the colonies to raise funds.

Colonists started to identify as either “loyalists” or “patriots”.

loyalists colonists who remained loyal to the British crown, also known as Tories

patriots colonists who supported independence/ the Revolution, also known as Whigs

RESEARCH 6.3

Investigating colonial laws

Starting with the Library of Congress website (http://cambridge.edu.au/redirect/11753), research the British taxes/laws imposed on the colonies between 1764 and 1774. For at least five laws, note their purpose and consequences.

Historical concepts: Causation Historical skills: Historical investigation and research

SIGNIFICANT INDIVIDUAL

Samuel Adams (1722–1803) was a leading Boston radical. He struggled in business and did not do well in his original job as a tax collector, but he excelled in politics. Adams developed the secret organisation called the Sons of Liberty in 1765, and spoke at many town meetings to inspire crowds to reject British goods and interference.

He supported complete independence from Britain earlier than most other colonists. Adams represented Massachusetts in the Continental Congresses and signed the Declaration of Independence, although he refused to support the Constitution until it was amended to include a Bill of Rights. He later served as governor of Massachusetts, and his second cousin, John Adams, served as the second US president.

Source 6.5.1 A portrait of Samuel Adams

In 1766, the British Parliament passed the Declaratory Act, stating that it had the right to make laws for the American colonies “in all cases whatsoever”. The following year, Parliament imposed the Townshend Duties, a series of tariffs on imported goods such as paper, glass and tea. Patriots were outraged that a legislative body in which they had no representatives was taxing them. In “Letters from a Farmer in Pennsylvania” (1767–68), the lawyer John Dickinson condemned this practice as “taxation without representation”, arguing that “those who are taxed without their own consent, expressed by themselves or their representatives, are slaves”.

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Samuel Adams called on the colonies to unite in resistance. Groups such as the Sons of Liberty and other patriotic gangs began intimidating loyalists and enforcing boycotts. In response to growing unrest, Britain sent two regiments of troops to Boston.

U N SA C O M R PL R E EC PA T E G D ES

SIGNIFICANT GROUP

Writing focus 6.5 Noun phrases (develop)

The Sons of Liberty was a secret paramilitary group established in Boston and New York in 1765 to organise protests against British taxes and actions. It was probably started by Samuel Adams in Boston, and took its name from a speech by the Irishman Isaac Barré in the British Parliament, who referred to American colonists as “these Sons of Liberty”. Their motto was “No taxation without representation”, and their methods included gathering mobs from taverns to join protests, including the ransacking of Thomas Hutchinson’s house in Boston because of his role under the Stamp Act, street marches and the 1773 Boston Tea Party.

By the outbreak of war, there were Sons of Liberty chapters in all 13 colonies.

Source 6.5.2 The Sons of Liberty sometimes “tarred and feathered” loyalists, or officials who collected taxes.

Justice and injustice: the Boston Massacre

By 1770, 4000 British troops had been stationed in Boston for two years, resulting in tension between the Redcoats (named for the red uniforms worn by British soldiers) and the town’s 15,000 colonists. In February, a customs official shot dead a 12-yearold boy who had been throwing snowballs and rocks at his house. On Monday, 5 March, a sentry guarding the Custom House on King Street hit a young man who had been taunting him. That evening, a crowd of 300 angry civilians gathered to protest.

Facing them was Captain Thomas Preston and seven armed Redcoats. When Preston ordered the crowd to disperse, they threw sticks and snowballs at the soldiers.

When Private Hugh Montgomery was knocked off his feet by one of the projectiles, he fired his gun into the crowd. Other soldiers then joined in. Within moments, they had shot 11 civilians, killing five instantly. Two more later died of their injuries. Shocked protesters regrouped in nearby streets, and additional armed soldiers arrived. However, Thomas Hutchinson, the American-born loyalist acting as governor of Massachusetts, managed to calm the situation and promised that the incident would be investigated.

The following day, a town meeting was held. It demanded that British troops leave the city, and they were withdrawn to Fort William in Boston Harbor. Within days, competing accounts of the incident began to circulate. The town meeting published a pamphlet describing the event as an unprovoked “horrid massacre”. Loyalists responded with their own pamphlet, portraying it as an “unhappy disturbance” caused by violent street gangs. Another form of propaganda attracted even greater public attention. Within three weeks, Boston printers began selling broadsides, or posters, depicting what became known as the “Boston Massacre”.

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The best-known broadside was “The Bloody Massacre” by Paul Revere, a metalworker strongly committed to patriot causes. However, Revere’s image was not original. The original drawing, titled “The Fruits of Arbitrary Power”, had been created by a younger artist, Henry Pelham. Pelham had lent the drawing to Revere while he struggled to organise engraving and printing. Revere produced and published his own version without Pelham’s consent, leading Pelham to accuse him of being as dishonest as a highway robber.

U N SA C O M R PL R E EC PA T E G D ES

Both broadsides expressed the artists’ horror at British “Redcoat” soldiers killing colonists. Neither Revere nor Pelham had witnessed the event, although both lived nearby. Their images were based on second-hand accounts and were intended as propaganda to turn public opinion against British rule. The images accurately show the number of soldiers and victims involved, but they do not represent the full scale of the crowd or the objects thrown at the soldiers. This omission downplays the Redcoats’ claim that they were acting in self-defence. The Boston Town Meeting sent copies of the broadsides, along with its report describing a “horrid massacre”, by ship to Britain. There, a local printer reproduced and sold them to the British public, raising serious doubts about the role of British soldiers in America.

ANALYSIS 6.3

Analysing a source

1. Describe the body language of the soldiers. Why might the artist have depicted them in this way?

2. Describe the body language of the civilians. Why might the artist have depicted them in this way?

3. Explain the origin of the source (where, when, who) and how that relates to American–British relations at the time.

4. Analyse the value and limitations of the source in helping us understand the origins of the American Revolution.

Source 6.5.3 Paul Revere’s print of the Boston Massacre, based on Henry Pelham’s engraving, 1770

Historical concepts: Perspectives, Contestability Historical skills: Analysis and use of sources

The Redcoats were arrested and spent months in prison awaiting trial. Loyalist lawyers refused to defend them, fearing retaliation from local residents. John Adams, a patriot and future president, agreed to act as their lawyer to demonstrate that the colonists valued a fair trial.

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In October 1770, Captain Thomas Preston was found not guilty on the grounds that he had not ordered his men to fire. In December, the trials of the soldiers concluded.

Two of the seven soldiers were found guilty, but only of manslaughter, due to acting in self-defence. Their punishment was branding on the thumb, a mark that meant any second serious offence would result in execution.

U N SA C O M R PL R E EC PA T E G D ES

SIGNIFICANT INDIVIDUAL

Thomas Hutchinson (1711–1780) was a Boston-born businessman who entered colonial politics in his 20s and became a lawmaker. He rose to the posts of judge and lieutenant-governor of the colony of Massachusetts Bay by the 1760s. Although he supported greater cooperation between the American colonies, he was a loyalist who opposed moves to separate the colonies from the British crown. After the Sons of Liberty attacked his home and destroyed his possessions in 1765, he grew increasingly suspicious of patriots and supported their repression. He became highly unpopular for his role as the acting governor during the Boston Massacre and the governor during the Boston Tea Party, and moved to England in 1774, where he became an adviser to George III.

Source 6.5.4 Thomas Hutchinson, the last royal governor of Massachusetts

After the Boston Massacre, the acting governor Thomas Hutchinson wrote a letter to London, offering to resign. However, while the ship carrying his resignation letter was on its way to Britain, a letter from the British government arrived. He had been promoted to royal governor of the colony of Massachusetts. As governor, Hutchinson would face more problems.

The Boston Tea Party

In May 1773, Parliament passed the Tea Act. This reduced the tariffs on British tea sold in the colonies, giving Britain’s East India Company an unfair advantage over Dutch tea, which many colonists preferred. Once again, the act reinforced the belief that colonists’ lives were being shaped by decisions made in London. The Sons of Liberty and other patriotic groups encouraged the people of Boston to resist by preventing British tea ships from unloading their cargo. In late 1773, three tea ships were delayed in Boston Harbour. Governor Thomas Hutchinson, whose sons held two of the city’s six tea-importing licences, insisted that the ships would not be allowed to leave until the tea was unloaded.

On 16 December 1773, Bostonian patriots held a lengthy public meeting to debate how to respond. Samuel Adams, John Hancock and other opponents of British rule urged the crowd to take strong action. The meeting was highly charged but unable to reach a clear decision. Late in the day, a group of about 40 men disguised themselves as Mohawk Native Americans and, shouting “No taxation without representation!”, announced their intention to board the ships and destroy the tea.

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While about 2000 Bostonians watched and cheered from the docks, the men boarded the vessels, pried open 342 wooden chests with tomahawks and tipped the tea into the harbour. This was hard work – each chest contained up to 160 kilograms of tea.

After three hours, tea worth about £10,000 was floating in the salt water, equivalent to the value of 45 houses in Boston at the time (Bell, 2025). News of the daring “Tea Party” spread rapidly. Similar acts of protest soon followed at other colonial ports, including New York Harbor in April 1774.

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Source 6.5.5 An artist’s impression of the 2000-strong crowd cheering on the Boston Tea Party in December 1773

In London, Parliament decided to respond with force. Hutchinson was replaced by a military governor, General Sir Thomas Gage, who brought four regiments of soldiers to patrol the streets of Boston. The city was under martial law. A series of laws known as the Coercive Acts closed Boston port to all trade until the East India Company was paid compensation, reduced the independence of the Massachusetts government and courts, and allowed soldiers accused of crimes to be tried in Britain, not the colonies.

Historians agree that the Boston Tea Party was a turning point. However, different historians emphasise different aspects of the causes and consequences, depending on the interpretation they are building.

Source 6.5.6 This image from a London newspaper in 1774 shows “Bostonians in Distress”. They are effectively prisoners under the Coercive Acts.

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U N SA C O M R PL R E EC PA T E G D ES

Biographers of American leaders of the period refer to the Tea Party as the trigger for their subject’s decision to prepare to fight British rule. Thomas Jefferson, for example, called for people in his colony of Virginia to have a day of prayer and fasting to show their support for Boston. Alexander Hamilton’s biographer, Ron Chernow, points to the Tea Party as the reason that the future founding father (then still a 19-year-old student) gave his first patriotic speech in July 1774. George Washington’s biographer James Flexner notes that the harsh British response convinced Washington that he had a duty to oppose the empire.

Many histories of the Revolution refer to the Tea Party as the spark that ignited the Revolution. This is true of Rick Atkinson’s The British Are Coming, Gordon Wood’s The American Revolution and Nick Bunker’s An Empire on the Edge. While the Coercive Acts intended to punish the people of Boston and deter others, the consequence was that Bostonians became martyrs. When Boston harbour was blockaded, sympathisers from other colonies sent thousands of barrels of food over land to Boston, a “major tipping point on the road to revolution” (Bell, 2025, p. 31).

ANALYSIS 6.4

Analysing significance

1. Summarise the actions of the “patriots” in the Boston Tea Party by completing the following sentence, using as much detail as you can.

In [where and when], American patriots … [did what] … because … [why they did it] … which showed [why it mattered].

2. Summarise the response of the British authorities to the Boston Tea Party by completing the following sentence, using as much detail as you can.

In [where and when], the British authorities … [did what] … because … [why they did it] … which showed [why it mattered].

3. Explain the influence of the Boston Tea Party on future founding fathers Jefferson, Hamilton and Washington.

4. Explain why the Boston Tea Party is regarded as a turning point in the Revolution.

5. In 2009, a political movement in the United States was established known as the Tea Party. Research the organisation and explain what it stood for and what it did.

Historical concepts: Significance Historical skills: Historical interpretation

REVIEW 6.5

Go online to assign and download questions, view results and more!

Online quiz

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3.

4.

5.

6.

Review questions

Access sample responses and results

Define “loyalists” and “patriots”.

Explain why colonists opposed the Townshend Duties.

Explain what happened during the Boston Massacre.

Explain the role of propaganda, using the Boston Massacre as an example.

Explain why the Boston Tea Party was significant.

Discuss different historical interpretations of the significance of the Boston Tea Party.

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6.6 Revolutionary War: opening battles DRIVING QUESTION How did rising colonial resistance to Britain turn into organised armed conflict?

U N SA C O M R PL R E EC PA T E G D ES

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After the 1774 Coercive Acts, colonial representatives met in Philadelphia, forming a “Continental Congress”. The First Continental Congress, which met from September to October 1774, agreed to boycott British goods and issued a Declaration of Rights and Grievances. This document stated that the colonists had “a right … to participate in their legislative council”, a right Britain was denying them. Each colony then debated whether to prepare to take up arms against the British by building stronger militias. In Virginia, Patrick Henry made a passionate speech that inspired many to believe that the time had come to fight.

militia a military force whose members are trained soldiers but have civilian jobs, and are usually only called into action for specific periods of time

Source 6.6.1 Patrick Henry gave a speech at the Virginia Convention to convince the American colonists that they needed to seek freedom from the British Empire.

There is no longer any room for hope. If we wish to be free – if we mean to preserve inviolate those inestimable privileges for which we have been so long contending – if we mean not basely to abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon until the glorious object of our contest shall be obtained – we must fight! … I know not what course others may take; but as for me, give me liberty or give me death!

Excerpt from Patrick Henry’s speech of 23 March 1775. In William Wirt. 1818. Sketches of the Life and Character of Patrick Henry. 2nd ed. Richmond, pp. 122–123. Special Collections, Library of Virginia.

The shot heard round the world

In Massachusetts, Governor Gage ordered his soldiers to seize weapons and ammunition from the militia by marching into the towns of Lexington and Concord, 20–30 kilometres from their barracks in Boston. However, the patriots were better prepared than he realised. They had a network of spies, including Paul Revere, who sped on horseback on a “midnight ride” on the evening of 18 April 1775 to warn the colonists that “the regulars are coming out”, giving them time to prepare.

The militia were strengthened by “Minute Men”, who were trained to be ready “at a minute’s notice” to pick up their weapons and join a battle.

The 1500 British regulars were surprised to encounter organised resistance. At about 9:30 am on 19 April, near Concord, the British opened fire. The answering volley from the Massachusetts militia killed at least three soldiers and has since been called “the shot heard around the world”, because it marked the start of a revolutionary war against the British Empire. The British regulars retreated and were ambushed along the road by Minute Men hiding behind trees and buildings. These attacks caused around 300 British casualties. The first skirmishes of the war were an astonishing success for the patriots.

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SIGNIFICANT INDIVIDUAL

U N SA C O M R PL R E EC PA T E G D ES

Paul Revere (1735–1818) was a Boston-based silversmith and goldsmith who learned his trade from his father, a French immigrant. He also made engravings for prints and practised dentistry. In the 1770s, he served as a courier for patriotic political movements, gathering intelligence and delivering messages by fast horse – including spreading the word about the Boston Tea Party and, in April 1775, his “midnight ride” to warn the militia of advancing troops.

Source 6.6.2 There are numerous imagined depictions of “Paul This event was later made Revere’s Ride” of 1775, in which he warned people that the famous by Henry Wadsworth regulars were coming.

Longfellow’s 1861 poem “Paul Revere’s Ride”. He served as a colonel in the Revolutionary War but was not particularly successful in this role. Revere had eight children with his first wife and a further eight children with his second wife.

The following day, the Massachusetts militia decided to lay siege to Boston to cut British supply routes. However, the Royal Navy still controlled the harbour, allowing British soldiers to receive food and supplies. Reinforcements soon increased the number of British troops in the city to more than 6000. In May 1775, patriot forces captured Fort Ticonderoga to the north. They seized a large supply of British weapons and transported them to Boston to strengthen the siege, including 78 cannons and about 18,000 pounds of musket balls.

Writing focus 6.6 Transitional phrases

On 17 June 1775, Gage decided to break the siege. Patriot spies again discovered the plan, allowing around 1000 soldiers to prepare defensive positions on Bunker Hill, just outside Boston. This became the first major battle of the war. When British troops advanced up the hill in formation, the defenders were ordered to hold their fire until they could see “the whites of their eyes”. This discipline enabled them to inflict heavy casualties. The patriots repelled two attacks, but after fierce hand-to-hand fighting, they were eventually overrun and forced to retreat. Although the battle was technically a British victory, it came at a heavy cost: 1054 British casualties compared with about 450 American casualties. When news of the battle reached King George III and Prime Minister Lord North, the King declared that the colonies were in “open and avowed rebellion” and must be suppressed. Meanwhile, the Continental Congress established a Continental Army and appointed George Washington as its commander.

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ANALYSIS 6.5 Analysing a source

U N SA C O M R PL R E EC PA T E G D ES

John Trumbull was a member of a prominent Patriot family and served in the Continental Army from 1775 to 1777, including at the Battle of Bunker Hill, before focusing on art. He painted this scene while living in London in 1786. The painting shows two men dying: in blue, Dr Joseph Warren, president of the Massachusetts Provincial Congress; and in red, British Major John Pitcairn, who is shown falling into the arms of his own son.

Source 6.6.3 John Trumbull’s 1786 painting, The Death of General Warren at the Battle of Bunker’s Hill, June 17, 1775

1. Describe the aspects of the painting that suggest the patriots are retreating.

2. Describe how Joseph Warren’s death is depicted. What does this suggest about how the artist viewed him?

3. Describe how Major John Pitcairn’s death is depicted. Why might the artist have chosen to include this detail?

4. Explain the origin of the source (who, where, when) and its purpose. How does this affect its value and limitations as a historical document?

5. Research Joseph Warren’s role in the Revolutionary War and explain why he may have been chosen as the central figure in such a famous painting.

Historical concepts: Perspectives, Contestability Historical skills: Analysis and use of sources

REVIEW 6.6 Online quiz

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2.

3.

4.

5.

Review questions

Access sample responses and results

Explain what the First Continental Congress decided.

Explain why Paul Revere rode on the night of 18 April 1775.

What is meant by the phrase “the shot heard around the world”?

Explain how colonial preparation affected the outcomes at Lexington and Concord.

Explain the outcome and significance of the Battle of Bunker Hill.

Go online to assign and download questions, view results and more!

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6.7 Revolutionary War: Republican ideas DRIVING QUESTION What ideas about a republic and equality were debated during the American Revolutionary War?

U N SA C O M R PL R E EC PA T E G D ES

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As American colonists were increasingly called to risk their lives and fight, it became necessary to clarify what they were fighting for. Was it still for representation within the British Empire? Some argued that the struggle was now for a new nation. If so, what ideas would that nation stand for?

In July 1775, the Second Continental Congress made a final effort to prevent fullscale war by sending an “Olive Branch Petition” to George III. Perhaps the king could keep his colonies, and the colonies could keep the king.

Source 6.7.1 A final plea for peace, sent by the American Continental Congress to King George III in July 1775

Attached to your Majesty’s person, family, and government, with all devotion that principle and affection can inspire, connected with Great Britain by the strongest ties that can unite societies, and deploring every event that tends in any degree to weaken them, we solemnly assure your Majesty, that we not only most ardently desire the former harmony between her and these colonies may be restored, but that a concord may be established between them upon so firm a basis as to perpetuate its blessings …

[We request] that, in the meantime, measures may be taken for preventing the further destruction of the lives of your Majesty’s subjects; and that such statutes [laws] as more immediately distress any of your Majesty’s colonies may be repealed.

Second Continental Congress. 1775. Olive Branch Petition.

George III refused to accept the petition and declared that the Congress was an illegal gathering. The last chance for reconciliation was lost.

In the colonies, discussion turned to life without a king – life in a republic. Thomas Paine, recently arrived from England where he had been a poor shopkeeper, published a pamphlet that sparked as much excitement in taverns as in stately halls. Common Sense sold 150,000 copies in its first three months, more than any other book in the American colonies before. Paine argued that the American people were fighting not just for themselves, but for “the natural rights of all Mankind”.

Source 6.7.2 Thomas Paine challenged the divine right of kings and advocated for republican government.

But there is another and greater distinction for which no truly natural or religious reason can be assigned, and that is the distinction of men into KINGS and SUBJECTS. Male and female are the distinctions of nature, good and bad the distinctions of Heaven; but how a race of men came into the world so exalted above the rest, and distinguished like some new species, is worth inquiring into, and whether they are the means of happiness or of misery to mankind …

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Writing focus 6.7 Source analysis: perspective

U N SA C O M R PL R E EC PA T E G D ES

To the evil of monarchy we have added that of hereditary succession; and as the first is a degradation and lessening of ourselves, so the second, claimed as a matter of right, is an insult and imposition on posterity. For all men being originally equals, no one by birth could have a right to set up his own family in perpetual preference to all others for ever … One of the strongest natural proofs of the folly of hereditary right in Kings, is that nature disapproves it, otherwise she would not so frequently turn it into ridicule, by giving mankind an Ass for a Lion [replacing a competent ruler with an incompetent successor].

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Thomas Paine. 1776. Common Sense.

On 4 July 1776, the Continental Congress adopted the ultimate statement of republican beliefs, the Declaration of Independence. Drafted by Thomas Jefferson, the document listed 27 complaints, this time not against British ministers, as in the Olive Branch Petition, but against the king himself, as Paine had done in Common Sense. The declaration announced that the colonies would become the founding states of an independent republic, to be known as the United States of America.

Source 6.7.3 The US Declaration of Independence serves as a cornerstone of American founding ideals.

We hold these truths to be selfevident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are Life, Liberty and the pursuit of Happiness … that to secure these rights, governments are instituted among Men, deriving their just powers from the consent of the governed … that whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute new Government Second Continental Congress. 1776.

Preamble to the Declaration of Independence, 4 July.

Copies of the declaration were sent to military commanders. On 9 July, George Washington assembled the brigades under his command in New York City to hear the declaration read aloud. As soldiers cheered and crowds tore down statues of the king, British officials and loyalists based in the city packed up and left.

Source 6.7.4 Americans tear down a statue of King George III on 9 July 1776, after a public reading of the Declaration of Independence.

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Historian Richard Bell (2025) argues that the declaration was not only about independence, but also about relations of interdependence. Copies were printed on Dutch paper by an Irish immigrant, and within days translated copies were sent as the basis for negotiations over alliances to the kings of France and Spain. Within weeks, further translations were sent to Austria, the Dutch Republic, Denmark, Switzerland, Poland and the Italian states, seeking support for the Continental Army.

U N SA C O M R PL R E EC PA T E G D ES

Seven weeks after the declaration of independence, British ships landed the largest expeditionary force of the century on Staten Island in New York Harbour: 30,000 professional troops, including more than 10,000 Hessian mercenaries hired by George III from German princes. Washington’s 23,000 soldiers, mostly amateurs, were overrun at the Battle of Long Island. Washington asked for permission to burn New York City to ashes before retreating, but Congress refused. Nevertheless, a fire broke out and destroyed a quarter of the city. New York would serve as British headquarters for the rest of the war.

Source 6.7.5 The Delaware Regiment firing muskets at the Battle of Long Island, August 1776.

They were among the few patriots with uniforms. Their blue jackets with red facings became the Continental uniform.

Racial and gender equality

Would the patriots fight for racial equality? In 1775, George Washington ordered that enslaved people would not be accepted into the Continental Army. (He changed this policy in 1778.) In November 1775, Virginia’s royal governor, who had fled to a ship for safety, issued an opposite proclamation. John Murray, Earl of Dunmore, offered freedom to any indentured servants or enslaved men of Virginia who fought under the British flag.

Dunmore was no abolitionist – he personally enslaved 56 people on his plantation – but his offer had widespread consequences. Over the course of the Revolution, more than 80,000 enslaved people escaped towards areas under British control.

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This pushed many slave-owning colonists to support the patriots, not necessarily because they were committed to the ideals of representation and independence, but to protect their “property”.

U N SA C O M R PL R E EC PA T E G D ES

Would the patriots fight for gender equality? Women were excluded from political and military roles at the time.

However, women were present at Continental Army encampments, where they cooked, laundered clothes, made uniforms and, in some cases, helped to load artillery.

In March 1776, Abigail Adams wrote to Source 6.7.6 In June 1778, after Mary Hayes’s husband was injured, she took her husband John, who was attending the over his role in an artillery crew.

Continental Congress. She reminded him of the principle of “no taxation without representation” and urged him to speak on behalf of women, famously asking him to “Remember the Ladies”.

Source 6.7.7 Abigail Adams to John Adams, 31 March 1776

If particular care and attention is not paid to the Ladies we are determined to foment a Rebellion, and will not hold ourselves bound by any Laws in which we have no voice, or Representation. That your Sex are Naturally Tyrannical is a Truth so thoroughly established as to admit of no dispute, but such of you as wish to be happy willingly give up the harsh title of Master for the more tender and endearing one of Friend.

Abigail Adams. 1776. Letter to John Adams, 31 March.

SIGNIFICANT INDIVIDUAL

Abigail Adams (1744–1818), the daughter of a Massachusetts religious minister, did not receive a formal education but became one of the best-read women in colonial America. After marrying John Adams, she managed the family farm and finances while he worked as a lawyer and politician. She wrote regularly to her husband, reporting on local events and urging him to take more progressive views on equality. John Adams regarded his wife as his intellectual equal and his most trusted adviser during his terms as US vice-president (1789–97) and president (1797–1801). Several years after her death, their son John Quincy Adams became the sixth president of the United States.

Source 6.7.8 A portrait of Abigail Adams, c. 1800-15. She was sometimes referred to as “Mrs President”.

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U N SA C O M R PL R E EC PA T E G D ES

Normally, John Adams took the advice of his wife. On this issue, however, he did not.

He interpreted “all men are created equal” to mean people like himself – white men who owned property. In a letter written two months later, he argued that allowing men without property to vote could lead to “dangerous” demands for rights, including from women and young boys. However, when the colony of New Jersey adopted its state constitution on 2 July 1776, it did “remember the ladies”, granting the vote to all adults over 21 who owned £50 worth of property, whether man or woman, white or black. (This right was later removed in 1807, when voting was restricted to white men.)

Generations later, women continued to demand political equality. In 1848, the Seneca Falls Convention echoed the language of the Declaration of Independence to demand voting rights for women, declaring, “We hold these truths to be self-evident, that all men and women are created equal”. Women in the United States finally gained the right to vote in 1920, 144 years after the Declaration of Independence.

ANALYSIS 6.6

Analysing significance

1.

2.

3.

4.

Explain the origin and purpose of the Olive Branch Petition.

Explain the origin and purpose of Common Sense.

Explain the origin and purpose of the Declaration of Independence.

Discuss why the Declaration of Independence could be considered to have global consequences.

5. Analyse what limitations applied to the Declaration’s claim that “all men are created equal”.

Historical concepts: Significance Historical skills: Analysis and use of sources

REVIEW 6.7

Go online to assign and download questions, view results and more!

Online quiz

Review questions

Access sample responses and results

1. Identify the final plea for peace that asked Britain to treat the colonists more fairly and avoid further fighting.

2. Identify the popular pamphlet that argued against monarchy and supported independence and natural rights.

3. Explain what the Declaration of Independence announced.

4. Explain how enslaved people responded to British and colonial actions during the war.

5. Discuss how republican ideas changed what colonists believed they were fighting for between 1775 and 1776.

6. Evaluate the extent to which the Revolutionary cause supported equality for women and enslaved people.

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6.8 Revolutionary War: leadership DRIVING QUESTION How did significant leaders command their troops during the American Revolutionary War?

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Leadership played a decisive role in shaping how the American Revolutionary War was fought. Two of the most significant figures were the British commander William Howe and the American commander George Washington.

SIGNIFICANT INDIVIDUAL

William Howe (1729–1814) was born into a wealthy and titled British family whose members were involved in parliament, the East India Company and the navy. As a member of parliament, he argued against the Coercive Acts and was perceived to sympathise with the American colonies. Nevertheless, he believed it was his duty to serve, and sailed to America to lead British troops in Boston.

He was appointed overall British commander in North America in November 1775. Although he successfully captured New York and Philadelphia and won every major battle he fought against George Washington, he was criticised for failing to press his advantage and decisively defeat the Continental Army.

He was replaced in May 1778 and returned to England to face an inquiry into his leadership.

Source 6.8.1 William Howe, 1777

SIGNIFICANT INDIVIDUAL

George Washington (1732–1799) was born into a wealthy Virginia planter family.

His family used slavery, and although he was uncomfortable with the system, he did not emancipate the people he enslaved until his death. Washington worked as a surveyor and gained early fame at the age of 21 for his actions during the Seven Years’ War. He was elected to the Virginia House of Burgesses before Congress appointed him commander of the Continental Army in 1775.

Washington was physically imposing – at 188 cm tall, he stood a head taller than many soldiers – and was known for his horsemanship and immaculate uniforms, in contrast to his poorly equipped troops. He spent eight years away from his plantation, Mount Vernon, while leading the army, relying on his wife Martha to manage the estate. Washington was admired for his steady leadership and for willingly returning to civilian life at the end of the war. He later became the first US President (1789–1797). Numerous places in the United States are named in his honour, including the capital city.

Source 6.8.2 A portrait of George Washington, by James Peale, 1782

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British and Hessian forces fought in disciplined lines, supported by heavy artillery, and could outman and outgun the inexperienced colonial troops. Washington often surprised the enemy through unconventional warfare, sometimes drawing on tactics used by Native American groups. Washington came to understand that his army’s greatest strength was their sense of purpose, so he regularly addressed his soldiers to strengthen their resolve.

Source 6.8.3 George Washington urged his troops to brave resistance against the British.

Writing focus 6.8 Source analysis: perspective

The time is now near at hand which must probably determine whether Americans are to be freemen or slaves; whether they are to have any property they can call their own; whether their houses and farms are to be pillaged and destroyed, and themselves consigned to a state of wretchedness from which no human efforts will deliver them. The fate of unborn millions will now depend, under God, on the courage and conduct of this army. Our cruel and unrelenting enemy leaves us only the choice of brave resistance, or the most abject submission. We have, therefore, to resolve to conquer or die.

George Washington. 1776. General Orders, 2 July.

Source 6.8.4 A painting of General George Washington making the unexpected move of crossing the frozen Delaware River on Christmas night, 1776 (Emmanuel Gottlieb Leutze, Germany, 1851)

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ANALYSIS 6.7 Analysing interpretations George Washington lived much of his life in the public eye and has been closely examined by historians. Biographers often conclude that he was flawed, but an exceptional leader.

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Source 6.8.5 Historian James Flexner’s comment on George Washington

In history, few men who possessed unassailable power have used that power so gently and self-effacingly for what their best instincts told them was the welfare of their neighbours and all mankind.

James Flexner. 2012. Washington: The Indispensable Man. Boston: Little, Brown & Co. Originally published 1974.

Source 6.8.6 Historian David McCullough’s comment on George Washington

Without Washington’s leadership and unrelenting perseverance, the revolution almost certainly would have failed.

David McCullough. 2006. 1776. New York: Simon & Schuster.

Source 6.8.7 American biographer Ron Chernow’s comment on George Washington

His unerring judgment, sterling character, rectitude, steadfast patriotism, unflagging sense of duty, and civic mindedness – these exemplary virtues were achieved only by his ability to subdue the underlying volatility of his nature and direct his entire psychological makeup to the single-minded achievement of a noble cause.

Ron Chernow. 2010. Washington: A Life. New York: Penguin.

1. Describe the positive qualities that the biographers note about Washington.

2. Explain, according to Chernow, what made Washington’s virtues possible to achieve.

3. Research the Battle of Trenton of 1776, using https://cambridge.edu.au/redirect/11812, and explain what it reveals about Washington’s leadership.

4. Analyse what the song “History Has Its Eyes On You”, from the musical Hamilton (inspired by a Ron Chernow book), suggests about Washington’s leadership.

Historical concepts: Perspectives, Contestability Historical skills: Analysis and use of sources, Historical interpretation

REVIEW 6.8 Online quiz

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Review questions

Access sample responses and results

Identify William Howe and explain his role during the Revolutionary War. Explain why William Howe was criticised despite winning battles.

Explain the qualities that made George Washington a respected leader.

Explain how Washington’s strategies helped the Continental Army compete against stronger British forces.

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6.9 Revolutionary War: turning points DRIVING QUESTION What were the major turning points in the Revolutionary War?

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A British surrender

In 1777, British forces were gaining the upper hand. They still held New York City and, in September, captured Philadelphia. The Continental Army was using weapons and ammunition smuggled into the colonies by France, but foreign powers were not yet coming directly to their aid, fearing the strength of the Royal Navy. This changed after a major battle near Saratoga, around 300 kilometres north of New York City.

Source 6.9.1 President Barack Obama speaks in the United States Capitol building in 2009 in front of John Trumbull’s painting titled “Surrender of General Burgoyne”, one of eight historical scenes depicted in the Capitol rotunda.

Writing focus 6.9 Noun phrases (identify)

In September 1777, British General John Burgoyne marched 7500 British and Hessian troops south from Canada towards Saratoga.

Facing them was a strong Continental fort on a 30-metre-high river cliff, designed by the Polish engineer Tadeusz Kościuszko, who had travelled to America to join the Revolution after being inspired by Enlightenment ideals. (Kościuszko later became a national hero in Poland, and Australia’s highest mountain, Mount Kosciuszko, was named in his honour.) The British failed to break through the defences and dug trenches in the surrounding forest while waiting for reinforcements. None arrived, and the trapped British forces surrendered on 17 October.

After Saratoga, the patriots gained new confidence. On 15 November 1777, the Continental Congress adopted the Articles of Confederation. As a temporary constitution, the Articles formally adopted the name “United States of America” and described the emerging nation as a “firm league of friendship”. Each state would be represented in a national legislature called “the United States in Congress”. The Articles did not mention slavery, and although Article IV referred to equal rights and freedoms, these were limited to “free inhabitants”.

French support

In December 1777, France recognised the United States as an independent nation.

Many French officers had already arrived to support the Revolution, including the young aristocrat the Marquis de Lafayette. With a formal alliance now in place, French support became decisive. Historians argue that this marked the point at which the American War of Independence became a global conflict.

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In 1779, Spain began supporting the French and American cause in the Americas in return for French assistance against Britain in the Mediterranean. In 1780, France sent a fleet of ships and 5000 soldiers to Rhode Island. The Royal Navy was now forced to fight enemies in the Gulf of Mexico, the Mediterranean, the English Channel, the Caribbean and India.

A Franco-American victory

In 1781 at Yorktown, Virginia, British General Charles Cornwallis was constructing a port to supply his 9000-man army in the southern colonies. General Washington requested French assistance to cut the British off by sea. Admiral François Joseph Paul de Grasse sailed a fleet of 37 warships from the French Caribbean to the mouth of the Chesapeake Bay, joined by another eight French ships, before 19 British ships arrived to challenge them.

Source 6.9.2 A portrait of the Marquis de Lafayette, a prominent French officer who sided with the colonists

RESEARCH 6.4

Researching the Marquis de Lafayette

Starting with the Mount Vernon website (http://cambridge.edu.au/redirect/11754), research the life of the Marquis de Lafayette and respond to the following prompts.

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Identify the full name and social class of the Marquis de Lafayette.

Explain why Lafayette travelled to America.

Explain the relationship between Lafayette and George Washington.

Explain what Lafayette did after the Revolutionary War.

Historical concepts: Significance Historical skills: Historical investigation and research

The naval engagement, known as the Battle of the Chesapeake or the Battle of the Capes, took place on 5 September. It involved around 32,000 sailors. After limited exchanges of fire, the British fleet realised it was outgunned and retreated. Cornwallis’s army was now trapped on the Yorktown peninsula. Many historians regard this naval battle as the greatest turning point of the war. If so, the most significant battle of the eight-year American Revolutionary War lasted only two hours, caused few casualties and involved no American forces!

Source 6.9.3 An artist’s depiction of French and British warships in the Battle of the Chesapeake, in September 1781

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On land, George Washington and General Comte de Rochambeau led around 20,000 American and French troops to besiege the British at Yorktown. After days of sustained American artillery bombardment, the Franco-American forces attacked, with Alexander Hamilton leading one flank. On 19 October, Cornwallis surrendered.

With this defeat, roughly a quarter of British forces in North America were taken prisoner. When the news reached London, Prime Minister Lord North resigned, and negotiations for peace began.

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SIGNIFICANT INDIVIDUAL

James Armistead (c. 1760–1832) was an enslaved man on a Virginia plantation whose owner granted permission for him to enlist with the Marquis de Lafayette’s forces.

Armistead first worked as a spy for the patriots and then convinced British commanders to employ him as an informant, making him a double agent. The intelligence he gathered proved crucial to the FrancoAmerican victory at Yorktown. After the war, the Virginia legislature refused to grant him freedom, despite his owner’s support, because state law only freed enslaved people who had fought as soldiers, not spies. Armistead was finally emancipated in 1787 at Lafayette’s personal request. In gratitude, he adopted the surname Lafayette and lived as a free farmer in Virginia.

Source 6.9.4 A portrait of James Armistead, an enslaved man who acted as a double agent during the Revolutionary War

ANALYSIS 6.8

Analysing sources

Source 6.9.5 The British forces under Lord Cornwallis surrendered at Yorktown in 1781.

Article I. The garrisons of York and Gloucester including the officers and seamen of his Britannic Majesty’s ships, as well as other mariners, to surrender themselves prisoners of war to the combined forces of America and France …

Article III … The garrison of York will march out to a place to be appointed in front of the posts, at two o’clock precisely, with shouldered arms, colors cased, and drums beating a British or German march. They are then to ground their arms, and return to their encampments, where they will remain until they are despatched to the places of their destination …

Article V. The soldiers to be kept in Virginia, Maryland, or Pennsylvania, and as much by regiments as possible, and supplied with the same rations of provisions as are allowed to soldiers in the service of America. A field-officer from each nation, to wit, British, Anspach [Belgian], and Hessian [German], and other officers on parole, in the proportion of one to fifty men to be allowed to reside near their respective regiments, to visit them frequently, and be witnesses of their treatment …

Continental Army and British Forces. 1781. Articles of Capitulation at Yorktown, 19 October.

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Source 6.9.6 A British cartoon published in 1781 titled “The Balance of Power”. It shows Britain (the goddess Britannia) on the left and France, Spain and the Dutch joining the exhausted American colonies on the right.

1. Describe the national identities referred to in the Articles of Capitulation and explain what this suggests about the nature of the war.

2. Describe the depiction of national identities in the cartoon and explain how it could be used as evidence.

3. Using one or both sources, explain the significance of the Battle of the Chesapeake.

4. The historian Richard Bell describes the Revolution as “a global event” (Bell, 2025, p. 2).

Using the sources, support that interpretation.

Historical concepts: Contestability Historical skills: Analysis and use of sources

REVIEW 6.9 Online quiz

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Review questions

Access sample responses and results

Describe what happened to the British army at Saratoga in October 1777.

Describe the significance of the Battle of Saratoga.

Explain the purpose of the Articles of Confederation.

Explain how French forces affected the outcome at Yorktown.

Explain why many historians consider the Battle of the Chesapeake a major turning point in the war.

6. Evaluate what James Armistead’s experience revealed about revolutionary ideals.

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6.10 A new nation: no kings?

DRIVING QUESTION Why did the United States reject having a king, and what were the key events that shaped the new republic?

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There were no further major battles after the British surrender at Yorktown.

However, British and loyalist forces remained in place, particularly in New York City, while the Continental Army stayed mobilised as both sides waited for a formal peace treaty to be negotiated.

This raised a critical question: who would lead the new nation? At the time, the world’s great powers were ruled by kings or princes. To some Americans, it did not seem illogical for the United States to appoint one of its war heroes as “King of America” to guide the work of future elected assemblies. In May 1782, Colonel Lewis Nicola wrote to the widely admired commander-in-chief, George Washington, arguing that although Americans had fought a war to remove one king, there were “strong arguments” in favour of establishing an American constitutional monarchy. He urged Washington to accept the role of dictator or king. Washington angrily rejected the suggestion and reprimanded Nicola (Flexner, 2012, p. 1900).

In November 1782, Britain and the United States agreed to preliminary articles of peace. Because the war was not officially over until all parties reached agreement, Britain and France signed similar articles in January 1783. The final Treaty of Paris was signed in September 1783. Under its terms, King George III recognised the 13 former colonies as “free sovereign and Independent States”, with borders defined as the land south of Canada, north of Florida and east of the Mississippi River.

This territory included large areas described as “unoccupied” land, which were in fact the homelands of Native Americans. (The much larger modern United States later expanded through purchases, wars, annexations and Source 6.10.1 Washington resigns his commission – painting by John Trumbull, 1824 cessions between 1803 and 1853.)

In late November 1783, British forces evacuated New York City in an “exodus” that included about 35,000 loyalists bound for Canada or the Caribbean. Among them were between 3000 and 4000 free and enslaved Black people. Other enslaved men who had fought for the loyalists were returned to slavery. By contrast, some enslaved men who had served as Continental soldiers were granted their freedom, while others were forced to return to their former owners. About one quarter of the Hessian soldiers chose to remain in the United States, joining established German-speaking communities.

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The following month, General Washington did the opposite of what many of his admiring soldiers had hoped for and resigned his commission, returning to private life. Historians regard this decision as a crucial moment in ensuring that the United States became a republic governed by civilians, rather than a kingdom or a military dictatorship.

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Source 6.10.2 George Washington’s Address to Congress on 23 December 1783

Happy in the confirmation of our Independence and Sovereignty, and pleased with the opportunity afforded the United States of becoming a respectable Nation … I retire from the great theatre of Action; and bidding an Affectionate farewell to this August body under whose orders I have so long acted, I here offer my Commission, and take my leave of all the employments of public life.

George Washington. 1783. Address to Congress on resigning his commission, Annapolis, 23 December. Library of Congress.

Writing focus 6.10 Noun phrases (develop)

ANALYSIS 6.9

Analysing significance

1. Summarise what Britain did at the end of the war by completing the following sentence, using as much detail as you can.

In [where and when], the British king … [did what] … because … [why they did it] … which showed [why it mattered].

2. Summarise what George Washington did at the end of the war by completing the following sentence, using as much detail as you can.

In [where and when], the British authorities … [did what] … because … [why they did it] … which showed [why it mattered].

3. Explain the significance of the Treaty of Paris.

4. Explain what Washington might have done if he had not resigned. Why is that significant?

Historical concepts: Significance Historical skills: Explanation and communication

REVIEW 6.10 Online quiz

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Review questions

Access sample responses and results

Describe the situation after the British surrender at Yorktown.

Explain who suggested George Washington become king and how he responded.

Explain what the Treaty of Paris of 1783 recognised.

Explain the significance of Washington’s resignation of his commission.

Explain how the departure of British and loyalist forces affected the population of the new United States.

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6.11 A new nation: constitutional democracy DRIVING QUESTION What were the key features of the United States Constitution?

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The 1777 Articles of Confederation established only a weak bond between the states.

There was so much work required to develop a national system of government that some historians describe the period from 1783 to 1789 as a second American Revolution. From May to September 1787, delegates from 12 states met in Philadelphia to design a republican constitution. George Washington was called out of retirement to chair the meeting.

At the Constitutional Convention, delegates gravitated towards the “Virginia Plan”, supported by Washington and others. This plan proposed a strong central government balanced by a separation of powers between the legislative branch (the Senate and House of Representatives), the executive (the President and Cabinet) and the judiciary (the Supreme Court). The delegates created the world’s first written national constitution, setting out the entire structure of government in just 4400 words. Any powers not granted to the federal government were retained by the states.

The document was then sent to ratifying conventions in each state.

To promote the Constitution, Alexander Hamilton, James Madison and John Jay published 85 essays in newspapers between October 1787 and May 1788 under the pseudonym Publius, a reference to a Roman consul associated with the overthrow of monarchy. The essays explained why a strong central government was necessary for defence and why national taxation was required. Federalist Paper No. 67, probably written by Hamilton, addressed concerns about a single executive. Would a powerful president become a dictator or king? Hamilton argued that this would not occur because of the separation of powers. When Pierre-Charles L’Enfant, a French-born artist who served in the Continental Army, designed the new capital city on the Potomac River, he symbolised this relationship. He placed the people’s house, Congress, on a hilltop, and the executive mansion, later known as the White House, on lower ground.

Source 6.11.1 A depiction of the signing of the Constitution in 1787 by Howard Chandler Christy. The painting was commissioned by the United States Congress in the twentieth century.

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SIGNIFICANT INDIVIDUAL

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Alexander Hamilton (c. 1755–1804) was born on the Caribbean island of Nevis to a Scottish father and a French mother. Orphaned at a young age, he relied on charitable donations for his education and moved to New York in 1772. Hamilton was ambitious and deeply committed to American independence. He served as General Washington’s senior aide from 1777 to 1781. After the war, he practised law and was elected to the New York legislature and the Constitutional Convention. Hamilton campaigned for a strong central government, bringing him into conflict with Thomas Jefferson. As the United States’ first secretary of the treasury, he designed the nation’s financial system and established a national bank. Hamilton was relatively little known outside the United States until 2015, when Lin-Manuel Miranda’s musical Hamilton, inspired by Ron Chernow’s 2004 biography Alexander Hamilton, became a global success.

Source 6.11.2 A statue of Alexander Hamilton outside the headquarters of the US Treasury Department, of which he was the first secretary

In June 1788, with ratification by the ninth state, New Hampshire, the Constitution came into effect. In 1789, elections were held for the new Congress, and George Washington was chosen as the nation’s first president. He served two terms, a total of eight years.

ANALYSIS 6.10

Analysing a source

Source 6.11.3 The 1787 US Constitution is the supreme law and foundational framework of the federal government.

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquillity, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

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Article I All legislative Powers herein granted shall be vested in a Congress of the United States, which shall consist of a Senate and House of Representatives …

Section 7 Every Bill which shall have passed the House of Representatives and the Senate, shall, before it become a Law, be presented to the President of the United States; If he approve he shall sign it, but if not he shall return it …

Section 9 No Title of Nobility shall be granted by the United States: And no Person holding any Office of Profit or Trust under them, shall, without the Consent of the Congress, accept of any present, Emolument, Office, or Title, of any kind whatever, from any King, Prince, or foreign State …

Article II The executive Power shall be vested in a President of the United States of America. … The President shall be Commander in Chief of the Army and Navy … He shall have Power, by and with the Advice and Consent of the Senate, to make Treaties, provided two thirds of the Senators present concur … he shall have Power to grant Reprieves and Pardons for Offences against the United States, except in Cases of Impeachment …

Article III The judicial Power of the United States, shall be vested in one supreme Court, and in such inferior Courts as the Congress may from time to time ordain and establish.

United States Constitutional Convention. 1787. Constitution of the United States.

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Writing focus 6.11 Noun phrases (drafting)

Explain in your own words the purposes of the Constitution (“in order to …”).

Explain why the Constitution was significant in world history.

Identify the three branches of government (powers) created by the Constitution.

Explain the effect of having a separation of powers.

Over time, political parties developed in the United States. The parties nominate candidates for the President and for seats in Congress. The President nominates candidates to become Supreme Court judges. Discuss how this party politics affects the separation of powers.

6. Discuss how the US Constitution may have influenced other systems, such as the Australian Constitution of 1901.

Historical concepts: Significance Historical skills: Analysis and use of sources

REVIEW 6.11

Go online to assign and download questions, view results and more!

Online quiz

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Review questions

Access sample responses and results

Explain why some historians describe 1783–89 as a second American Revolution.

Describe the Virginia Plan.

Explain how the Federalist Papers related to the Constitution.

State when the Constitution came into effect.

Explain why the Constitution included the separation of powers.

Discuss why Alexander Hamilton was an influential figure in shaping the new nation.

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6.12 A new nation: legacies DRIVING QUESTION What is the legacy of the American Revolution, and how has the Revolution been interpreted over time?

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Whose rights?

The Constitution made no reference to Enlightenment ideas of “rights”. James Madison argued that including a list of rights would lead to lengthy disagreements over which rights to include. Thomas Jefferson, writing from Paris, believed this omission was a serious flaw. Some states refused to ratify the Constitution unless there was an agreed process to protect individual rights.

Madison later led the development of a list of rights as amendments to the Constitution. By the end of 1791, 10 amendments, known as the Bill of Rights, had been ratified and became part of the Constitution. In Jefferson’s view, they were its most important feature. Other nations, and later the United Nations in 1948, drew on the Bill of Rights when codifying human rights.

Source 6.12.1 A summary of the Bill of Rights of 1791 1

Freedom of religion, speech, media, assembly and petition

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People’s right to keep and bear arms, in order to maintain a militia

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No quartering of soldiers without the homeowner’s consent

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Freedom from unreasonable searches and seizures

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Right to due process of law

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Accused persons have the right to a speedy and public trial and a jury

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Right of trial by jury in civil cases

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Freedom from excessive bail, fines and cruel and unusual punishments

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People keep other rights that they have, but are not listed

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Powers not given to the federal government are reserved to the states

Neither the Constitution nor the Bill of Rights set rules about suffrage. Instead, this power was left to the states. Most states limited the vote to white men who owned property, although all states had removed property qualifications by 1856. Originally, members of the Electoral College who chose the President were selected by state legislatures, and Senators were also chosen by state legislatures. In both cases, these systems were later replaced by popular votes. Expanding voting rights required constitutional amendments: for African American men in 1870, for women in 1920 and for younger citizens aged 18 and above in 1971.

The Constitution and the Bill of Rights also did not mention slavery. Of the 55 delegates to the Constitutional Convention, 25 owned enslaved people. Some leading figures, including Benjamin Franklin (a former slaveowner) and Alexander Hamilton, joined anti-slavery societies, and several northern states abolished slavery within their borders.

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However, slavery was effectively protected by the Constitution. It counted threefifths of a state’s enslaved population towards its total population, increasing representation for slave states, and it prevented Congress from banning the Atlantic slave trade for 20 years. Jefferson, who owned a slave-based plantation, was President when the United States finally outlawed the slave trade in 1808.

U N SA C O M R PL R E EC PA T E G D ES

Three generations later, tensions between “free” states that had abolished slavery and “slave” states, mainly in the south, where about 3.95 million people were enslaved on plantations, erupted into the Civil War (1861–65). It was the deadliest conflict in American history and ended with President Abraham Lincoln securing a constitutional amendment to abolish slavery, although discrimination based on skin colour continued.

Writing focus 6.12 Transitional phrases

Whose legacy?

In May 1783, before they demobilised and returned to civilian life, 36 United States officers met at an army camp in Newburgh, New York, and decided to establish a “fellowship” called the Society of the Cincinnati. The organisation took its name from the ancient Roman hero Lucius Quinctius Cincinnatus. The officers admired Cincinnatus because, after leading the Roman army to a crucial victory, he returned to civilian life, just as George Washington intended to do.

Washington was appointed the first presidentgeneral of the Society. Membership of the Society was limited to senior officers and, on their death, membership passed to a son or male descendant. The officers had fought to establish a democracy, but critics questioned whether the Society was instead creating a privileged elite.

Source 6.12.2 A 1783 pamphlet by the judge Aedanus Burke (Cassius), criticising the Society of the Cincinnati

Other “patriotic societies” were later established, particularly in the late nineteenth century. Historians suggest that this coincided with a period of high immigration to the United States, and that families whose ancestors had lived in America since the Revolution formed these societies to give themselves a special status over more recent immigrants. Since 1876, the Sons of the Revolution has been open to any man descended from someone who fought in the war and organises a “Let Freedom Ring” bell-ringing ceremony every Fourth of July.

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Since 1890, the Daughters of the American Revolution (DAR) has welcomed women descendants, who had previously been excluded from male-only societies. The DAR also established the Children of the American Revolution to educate young people about American history and patriotism. The Daughters of the Cincinnati, formed in 1894, funds scholarships for daughters of defence force officers.

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RESEARCH 6.5

Investigating a historical society

Use the website of the Society of the Cincinnati (http://cambridge.edu.au/redirect/11755) to respond to the following prompts.

1. Identify where the constituent societies of the Society of the Cincinnati are located and explain why.

2. Describe the symbol of the Society, including what it represents.

3. Explain why the Society has been criticised as elitist.

4. Explain the purposes of the Society’s “American Revolution Institute” and what it claims are the legacies of the Revolution.

Historical concepts: Significance, contestability Historical skills: Historical investigation and research

“Leader of the free world”

To the rest of the world, the new United States was a model, a potential partner and a potential threat. When the French Revolution began to challenge King Louis XVI, it was directly inspired by the American Revolution. The 1789 French Declaration of the Rights of Man and Citizen resembled the Declaration of Independence. Its first draft was prepared by Lafayette and Thomas Jefferson. However, in 1793, when France called on the United States for assistance in its war with Britain, Washington and Hamilton chose to remain neutral. Since then, American foreign policy has alternated between periods of isolation and periods of international intervention through military force or trade measures.

Source 6.12.3 Historian Richard Bell’s comment on the Revolution

From its inception, the Revolution was a global event that drew participants from all over the world. And in its consequences, both immediate and long range, it shook every quarter of the globe. It is not an exaggeration to say that the American Revolution set much of the world as we know it in motion.

Richard Bell. 2025. The American Revolution and the Fate of the World. New York: Riverhead.

In 1796, George Washington, aged 64 and having been encouraged to remain president for life, again chose to stand aside. (The rule limiting presidents to two terms was not introduced until 1951.) In his farewell address, he urged Americans to identify with their country rather than their political party.

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Source 6.12.4 George Washington’s Farewell Address was his final public message as President.

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Citizens by birth or choice of a common country, that country has a right to concentrate your affections. The name of American, which belongs to you, in your national capacity, must always exalt the just pride of Patriotism, more than any appellation [name] derived from local discriminations. With slight shades of difference, you have the same Religion, Manners, Habits, and political Principles.

In this sense it is, that your Union ought to be considered as a main prop of your liberty, and that the love of the one ought to endear to you the preservation of the other.

This government, the offspring of our own choice … has a just claim to your confidence and your support. … [If political parties are allowed to develop, then] cunning, ambitious, and unprincipled men will be enabled to subvert the Power of the People, and to usurp for themselves the reins of Government; destroying afterwards the very engines which have lifted them to unjust dominion.

George Washington. 1796. Farewell Address.

Through the nineteenth century, the United States rapidly developed an industrial economy and two political parties emerged: the Republicans and the Democrats.

America’s growth was driven by waves of immigration. Fourteen million people migrated to the United States between the 1840s and the 1880s, and a further 18 million arrived between 1890 and 1919. By the twentieth century, the United States had become the world’s richest country, highly multicultural and possessing the most powerful military. Its late but decisive involvement in World Wars I and II demonstrated its capacity to shape the global order, earning it the nickname “Leader of the Free World”.

Source 6.12.5 Some of the millions of immigrants who arrived at the port of New York to begin new lives, looking towards the Statue of Liberty, which France gifted to the United States for the centenary of the Revolution.

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Interpretations

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“America 250” provides an opportunity to reassess the legacies of the American Revolution. One hundred years earlier, in 1926, celebrations of the sesquicentennial included a six-month-long world’s fair in Philadelphia, and the issue of commemorative coins. An influential historian of the time, J. Franklin Jameson, called for people to appreciate the American Revolution not as just a political revolution, but a social or “popular” revolution.

Source 6.12.6 Historian J. Franklin Jameson’s argument on the American Revolution

A popular revolution usually consists in the transfer of political power from the hands of a smaller into those of a larger mass of the citizens, or from one great section of the population to another. As the result of such a revolution, we expect to see the new group exercising its new-found power in accordance with its own interests or desires, until, with or without fixed intention of so doing, it alters the social system into something according better with its own ideals.

J. Franklin Jameson. 1926. The American Revolution Considered as a Social Movement.

Princeton: Princeton University Press.

In 1976, during the bicentennial celebrations, Americans gathered for fairs and events, including visits to the American Freedom Train, a national exhibition of historical artefacts. The historian Bernard Bailyn reminded Americans of the Revolution’s “inner drives”.

Source 6.12.7 Historian Bernard Bailyn’s description of the core ideology behind the American Revolution

The first [principle of the Revolution] is the belief that power is evil, a necessity perhaps but an evil necessity; that it is infinitely corrupting; and that it must be controlled, limited, restricted in every way compatible with a minimum of civil order. … [The second is] the belief that through the ages it had been privilege – artificial, man-made and mansecured privilege, ascribed to some and denied to others mainly at birth – that, more than anything else except the misuse of power, had crushed men’s hopes for fulfillment.

Bernard Bailyn. 1973. Essay in Essays on the American Revolution, edited by Stephen G. Kurtz.

Chapel Hill: University of North Carolina Press.

For the 2025–2033 semiquincentennial, President Trump held a military parade in Washington, DC on the anniversary of the founding of the US Army, which also fell on his birthday. He also ordered the creation of a National Garden of American Heroes, an outdoor sculpture garden in Washington, DC intended to celebrate the “greatness and goodness” of the United States. The project proved controversial, as Trump stated that one of its purposes was to counter the actions of left-wing Black Lives Matter protesters, who had targeted statues of Americans who owned enslaved people.

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The anniversary period began at a time when Trump’s use of presidential powers was already sparking debate. Members of his staff included authors of “Project 2025”, a plan that argued a conservative president should “aggressively” use executive power to dismantle what it described as an “administrative state” that had taken control of Americans’ lives. His supporters included American influencers who said that Trump should rule like a dictator or king, because the best leaders in history “were basically national C.E.O.s” (Curtis Yarvin, 18 January 2025). After deploying soldiers to American cities, Trump denied that he was a dictator but remarked: “I stop crime.

So, a lot of people say: ‘You know, if that’s the case, I’d rather have a dictator’” (White House, 25 August 2025).

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Historians and politicians continue to debate how compatible Trump’s actions were with the vision of America that emerged from the Revolution.

ANALYSIS 6.11

Analysing interpretations

In groups, read the following statements. Discuss the extent to which you agree with each interpretation, based on what you have learned about the Revolution and the American political system.

Source 6.12.8 Producer David Schmidt’s interpretation of the American Revolution

The Revolution was eight years of uncertainty, hope, and terror … the Revolution also changed how Americans thought about themselves, their government, and what they were capable of achieving.

David Schmidt, Producer. 2025. Quoted in press release promoting The American Revolution documentary series.

Source 6.12.9 Teaching Fellow Dafydd Townley on Project 2025

… Project 2025 … has several broad objectives. It aims to reassert presidential power by removing federal agencies’ independence and appointing political loyalists rather than career civil servants. It sets out to dismantle the administrative state by cancelling initiatives and projects that do not match conservative aims.

Dafydd Townley. 2025. “How Project 2025 became the blueprint for Donald Trump’s second term” in The Conversation, April 26.

Source 6.12.10 University Professor of Law David Lopez’s interpretation of Trump’s subversion of the Constitution

... in my public school ... we learned, Congress passes the laws, the president administers the laws, and the courts interpret the laws. This elegant but simple system stood in contrast to the nearly unshackled power of the British king, who ruled over the American colonies before independence. ... During its first month, the second Trump administration has pushed a new balance of these powers, granting the president expansive and far-reaching authority.

David Lopez. 2025. “3 ways Trump is acting like a king and bypassing the Constitution’s checks and balances on presidential authority” in The Conversation, February 25.

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Source 6.12.11 Zohran Mamdani’s interpretation of the American Revolution

America is beautiful, contradictory, unfinished. I am proud of our country even as we constantly strive to make it better, to protect and deepen our democracy, to fulfill its promise for each and every person who calls it home. Happy Independence Day. No Kings in America.

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Zohran Mamdani (later elected Mayor of New York). 2025. X (formerly Twitter) post. 4 July.

Source 6.12.12 Historian Colin Woodward’s interpretation of American identity based on Revolutionary ideals

We’re a nation defined not by shared bloodlines, religion, or history, but by a commitment to a set of ideals, the world-changing propositions about inherent rights of humans set forth in our opening statement as a people, the Declaration of Independence.

Nationhood Lab, The Story of America: A rebooted civic national narrative for the United States.

Source 6.12.13 Vice President J. D. Vance’s interpretation of the American Revolution

America is not just an idea. We’re a particular place, with a particular people, and a particular set of beliefs and way of life. We should demand that our people, whether first- or tenth-generation Americans, have gratitude for this country. We should be skeptical of anyone who lacks it, especially if they purport to lead it.

J. D. Vance, Vice President of the United States. 2025. American Statesmanship for the Golden Age. Speech delivered 5 July.

Historical concepts: Contestability Historical skills: Analysis and use of sources, Historical interpretation

REVIEW 6.12 Online quiz

1.

2.

3.

4.

5.

Review questions

Access sample responses and results

Describe why the Bill of Rights was added to the Constitution.

Describe what voting restrictions existed in most states after independence.

Explain how the Constitution related to slavery.

Explain why George Washington did not become president for life.

Explain the limitations of the Constitution and Bill of Rights in protecting rights and equality.

6. Discuss what issues about the meaning and legacy of the American Revolution historians continue to debate.

Go online to assign and download questions, view results and more!

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6.13 Chapter review Revise and consolidate your learning with these online tools: Download or answer questions online View suggested responses Writing focus worksheets

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• • •

Teachers can access these additional downloadable resources and Learning Management System features: • • • •

Individual student reports Assign tasks and track results Exam Generator: create custom practice exams Writing focus workbook

Chapter summary • • • • • • • • • • • • • • • •

2025–2033 marks the 250th anniversary of the American Revolution.

Divisions in United States politics and society shape how people view the legacy of the Revolution.

Before the Revolution, people in the 13 British colonies in North America had varying levels of autonomy but remained subject to the British king.

Southern colonies were plantation-based and relied on slavery, while northern colonies were more heavily involved in trade.

The eighteenth century was shaped by great power rivalries between major empires.

The Enlightenment encouraged new ideas about science, reason, individual freedoms and political legitimacy.

Native Americans were displaced by colonists and developed resistance movements.

An uprising led by Chief Pontiac forced Britain to recognise Native American autonomy over western lands.

British policies banning settlement west of the Appalachian Mountains angered many colonists.

Boston became a major flashpoint of conflict between colonists and British forces in the 1770s.

The Boston Massacre of 1770 convinced many colonists that British rule should end.

The Boston Tea Party of 1773 was a turning point because it provoked harsh British policies aimed at punishing opposition to “taxation without representation”.

Patriot organisations developed networks of messengers and Minute Men, preparing them for armed conflict with the British.

The first shots at Concord on 19 April 1775 became known as the “shot heard round the world”, signalling the start of war against the British Empire.

Although Britain achieved early victories, these came at a high cost due to American strategies.

Patriots were inspired both by the idea of independence from Britain and by debates over the kind of republic they should create.

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Thomas Paine’s Common Sense and the Declaration of Independence of 4 July 1776 expressed American opposition to rule by a distant king.

British commander William Howe was experienced but criticised for failing to press his advantage after early victories.

American commander George Washington focused on maintaining troop morale and experimenting with unorthodox strategies.

The war can be described as a world war because other nations were involved. Hessian mercenaries from German states fought with the British, while French forces fought alongside the Americans.

British defeat at Saratoga in 1777 convinced France that the Americans could win and that French support should be committed.

French and American forces combined to win the decisive Battle of Yorktown in 1781, after which Britain began negotiating peace.

The war ended with the Treaty of Paris in 1783, which recognised the independence of the United States.

George Washington rejected suggestions that he become king and resigned his military commission.

The creation of the Constitution and the framework of the new nation between 1783 and 1791 can be seen as a second American Revolution.

American citizens’ fundamental rights were set out in the Bill of Rights as amendments to the Constitution in 1791.

Equality was not extended to enslaved people or to women. These struggles continued through the American Civil War (1861–65), the women’s suffrage movement (1920s) and the civil rights movement of the 1950s–1960s.

The United States came to be viewed as the “Leader of the Free World” and an example of representative democracy based on individual liberty.

Some historians emphasise the political achievements of the patriots and their Constitution, while others place the Revolution within the broader context of eighteenthcentury global power struggles.

The legacies of the American Revolution were subject to greater than usual debate during the 250th anniversary celebrations due to the controversial actions of President Donald Trump.

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How to answer an exam question Example question (4 marks) Explain how British colonial policies in the 1760s and 1770s led to the outbreak of the American Revolution.

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The key verb in this question is explain. This means you should show the relationships between events and decisions; for example, how British policies affected the colonies and how those effects contributed to war.

Note that the question focuses on British colonial policies, so your response should concentrate on these rather than retelling the whole story of the Revolution.

Marking criteria Criteria •

Explains how multiple British policies in the 1760s and 1770s led to unrest in the American colonies

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Communicates logically using appropriate historical terms and concepts

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Provides information about British policies in the 1760s and 1770s that caused unrest in the American colonies

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Communicates using some appropriate historical terms and concepts

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Provides some information about British policies in the 1760s and 1770s that caused unrest in the American colonies

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Communicates using some appropriate historical terms and/or concepts

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Provides some relevant information

Marks 4

3

2

1

Sample response

In the 1760s and 1770s, British colonial policies introduced new forms of taxation and greater imperial control over the American colonies. Taxation measures, including the Sugar Act (1764), Stamp Act (1765), Townshend Duties (1767) and Tea Act (1773), were designed to raise revenue, but many colonists regarded them as unjust because they imposed “taxation without representation”.

Patriots protested against these policies and formed resistance groups such as the Sons of Liberty and colonial militias. In response, Britain attempted to suppress unrest by increasing its military presence, particularly in Boston. This contributed to tensions that led to the Boston Massacre of 1770 and the Coercive Acts of 1774, which patriots labelled “Intolerable”.

Source 6.13.1 Video on answering the exam question

In the Declaration of Independence (1776), American leaders cited British taxation and military actions as reasons for seeking independence. These policies therefore played a direct role in the outbreak of the American Revolution.

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Exam-style short-answer questions As NESA reminds us, your answer will be assessed on how well you: demonstrate historical knowledge and understanding relevant to the question communicate ideas and information logically use historical terms and concepts appropriately.

U N SA C O M R PL R E EC PA T E G D ES

• • •

Marking rubrics are available in the Interactive Textbook.

Question 1 (4 marks)

Explain what American patriots found “intolerable” about British rule in the 1770s.

Question 2 (4 marks)

Describe the influence of other European powers on the American Revolution.

Question 3 (7 marks)

Explain why the perspectives of Source A and Source B would be useful to a historian studying the development of republican ideals in colonial America.

In your answer, integrate evidence from Source A and Source B.

Question 4 (10 marks)

How significant was the leadership of General George Washington to the goals and outcomes of the American Revolution?

In your answer, integrate evidence from Source C.

Exam-style extended-response question As NESA reminds us, your answer will be assessed on how well you: • • • •

demonstrate historical knowledge and understanding relevant to the question use relevant evidence and interpretation to support your response communicate ideas and information using historical terms and concepts appropriately present a sustained, logical and cohesive response.

Marking rubrics are available in the Interactive Textbook.

Question 5 (25 marks)

a. Assess the significance of the principles and ideas for which American patriots fought.

OR

b. How important were events in 1777 to the outcome of the American Revolution?

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Source booklet Source A

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But there is another and greater distinction for which no truly natural or religious reason can be assigned, and that is the distinction of men into KINGS and SUBJECTS. Male and female are the distinctions of nature, good and bad the distinctions of Heaven; but how a race of men came into the world so exalted above the rest, and distinguished like some new species, is worth inquiring into, and whether they are the means of happiness or of misery to mankind …

To the evil of monarchy we have added that of hereditary succession; and as the first is a degradation and lessening of ourselves, so the second, claimed as a matter of right, is an insult and imposition on posterity. For all men being originally equals, no one by birth could have a right to set up his own family in perpetual preference to all others for ever … One of the strongest natural proofs of the folly of hereditary right in Kings is that nature disapproves it, otherwise she would not so frequently turn it into ridicule, by giving mankind an Ass for a Lion.

Extract from Thomas Paine. 1776. Common Sense, January.

Source B

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are Life, Liberty and the pursuit of Happiness … that to secure these rights, governments are instituted among Men, deriving their just powers from the consent of the governed … that whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute new Government Extract from Second Continental Congress. 1776. Preamble to the Declaration of Independence, 4 July.

Source C

His unerring judgment, sterling character, rectitude, steadfast patriotism, unflagging sense of duty, and civic mindedness – these exemplary virtues were achieved only by his ability to subdue the underlying volatility of his nature and direct his entire psychological makeup to the single-minded achievement of a noble cause.

Ron Chernow. 2010. Washington: A Life. New York: Penguin, xx.

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