School Improvement in Maryland
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Historical Investigation — Charles Carroll of Carrollton's Purchase of English Goods

Peoples of the Nations and the World Content Standard
  • Describe and compare the cultural characteristics of different groups of people (7.1.5.1)
  • Describe how cultures have developed and changed (7.1.5.2)
  • Analyze ways in which diverse groups of people adapt to the environment and modify culture over time (7.1.5.4)
 
Engage the Students

Engage the students by showing them "Portrait – Charles Carroll of Carrollton." Explain that it is a portrait of Charles Carroll of Carrollton painted in 1763, the year before his return to Maryland after 16 years of schooling in France and England. Have students discuss why they think Charles Carroll of Carrollton might have gone to school in Europe instead of attending school in Maryland. Then have students read "Charles Carroll's Return to Maryland." Ask students to list examples of goods that Charles Carroll might buy for himself and his family.
 
Narrative: Read the narrative to the class stressing the focus question at the end.   Print Version
 
During the period of the American Revolution, many colonists were torn between their commitment to the boycotts called for by fellow colonists and their dependence on and preference for English-made goods. This was especially true of socially elite families like the Carroll family. How important were English-made products to Charles Carroll of Carrollton's family?
 
In this activity, you are going to read primary and secondary source documents to gather evidence that will help you answer this focus question. You will have a chance to work in a group to discuss your ideas. Then you will use your prior knowledge and details from the primary and secondary sources to summarize what you have learned from this historical investigation.
 
Focus Question: How important were English-made products to Charles Carroll of Carrollton's family?
 
Conduct the Investigation

In order to answer the focus question you will first examine several documents independently. Analyze each document and answer the following questions on your "Individual - Document Analysis" graphic organizer.
  1. How do I know this is reliable information?
  2. When was this document written? Who wrote it? What was its purpose?
  3. What is the author's point of view about the debate over the issue of officials' salaries?
  4. How can this document help me answer the focus question?
 
Discussion

Now that the documents have been analyzed you will have the opportunity to discuss the documents and the focus question with other students in a group. As you discuss your interpretations of the documents cite evidence for your views and opinions. Multiple interpretations can emerge and may or may not be accepted by all. Write your group responses in the appropriate section on your "Group - Document Analysis" graphic organizer.
 
Report the Findings

Once historians have completed their research they present a written summary of their findings. You will do the same. Your written summary should answer the focus question and be supported with details from the primary and secondary documents you have read.
 
Focus Question: How important were English-made products to Charles Carroll of Carrollton's family?
 
Primary Source Documents

Portrait – Charles Carroll of Carrollton
 
Charles Carroll's Return to Maryland
 
Letters of Charles Carroll of Carrollton – Page 1 and Page 2
 
Furniture and Silver Owned by Charles Carroll of Carrollton – Page 1 and Page 2
 
Additional web sources include:
 
^ Return.