Political Cartoon Analysis: No Taxation Without Representation

Use this activity at the beginning of a unit on the American Revolution when introducing or reviewing the causes of the Revolutionary War. For grades 6-8.

Introduce students to the concept of taxation, taking care to explain why governments collect these monies and how they are used. Then connect the concept to their own lives today – for example, improving transportation by building roads, bridges, and subways; providing free public education; and providing for safety and defense (police, army, etc.).

Ask students, “What are other ways taxes can support the welfare and well-being of citizens, the public good, or national interests?”

Remind students that as a result of the French and Indian War, Great Britain had huge debts (approximately 150 million pounds, equivalent to 30 trillion dollars today) and they used taxation to help pay these debts. They expected British subjects both in Great Britain and in the colonies to help pay for this debt. Ask students:

• How might colonists have benefited from being protected during and after the French and Indian War?
• Did the benefits and protections received justify the money collected in taxes?

Introduce and discuss the famous colonial phrase: “no taxation without representation.” Ask students to explain what this slogan meant. If required, define the term “representation.” Inform students that this phrase would become one of the grievances included in the Declaration of Independence.

Introduce the image The Bostonians Paying the Excise-Man, or Tarring and Feathering. Ask students to study the image and use it to explain how the colonists’ grievances about Parliament’s different acts may have led to the actions depicted. Clarify for students that an “Excise-man” was a tax collector in the colonies.

Use the following questions to assist students in completing their image analysis:

• What is the action taking place?
• Who is being punished and why?
• Who is giving the punishment?
• Where is the action taking place?
• What do you think the effects of this type of punishment were for those who witnessed or heard about it?
• Based on the background action in the image, what seems to be the colonial grievance at issue?

After students analyze the image, direct attention to the conclusion question in the “When You’re Done” section:

• Were colonists justified in using force as a form of protest? Why or why not?

This activity was adapted from “Colonial Response to Taxation” in the New York City Department of Education’s Passport to Social Studies, Grade 7, Unit 2, Lesson 2 (pg. 79-88).