Lexington, Concord and Independence

Lexington, Concord and Independence INTRODUCTION TO THE AIMS TEACHING MODULE (ATM) Rationale...................................................4 Organization and Management....................................5 Features....................................................6 SECTION 1 INTRODUCING LEXINGTON, CONCORD AND INDEPENDENCE Themes....................................................11 Overview..................................................11 Objectives..................................................11 SECTION 2 PREPARATION FOR VIEWING Introduction to the Program......................................13 Introduction to Vocabulary.......................................13 Discussion Ideas..............................................13 Focus.....................................................13 Jump Right In...............................................14 SECTION 3 AFTER VIEWING THE PROGRAM Suggested Activities...........................................15 Vocabulary.................................................18 Checking Comprehension.......................................19 Important Names.............................................20 Match Up..................................................21 True or False................................................22 Reverse Alphabet.............................................23 Word Search................................................24 Test.......................................................25 SECTION 4 ADDITIONAL AIMS MULTIMEDIA PROGRAMS..........27 ANSWER KEYS................................28 1

Copyright 1998 AIMS Multimedia All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use. AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries for nearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats. Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact: AIMS Multimedia 1-800-FOR-AIMS 1-800-367-2467 2 Copyright 1998 AIMS Multimedia

Congratulations! You have chosen a learning program that will actively motivate your students AND provide you with easily accessible and easily manageable instructional guidelines designed to make your teaching role efficient and rewarding. The AIMS Teaching Module provides you with a video program keyed to your classroom curriculum, instructions and guidelines for use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals 2000. This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your classroom needs. Copyright 1998 AIMS Multimedia 3

RATIONALE In today s classrooms, educational pedagogy is often founded on Benjamin S. Bloom s Six Levels of Cognitive Complexity. The practical application of Bloom s Taxonomy is to evaluate students thinking skills on these levels, from the simple to the complex: Knowledge (rote memory skills), Comprehension (the ability to relate or retell), Application (the ability to apply knowledge outside its origin), Analysis (relating and differentiating parts of a whole), Synthesis (relating parts to a whole), and Evaluation (making a judgment or formulating an opinion). The AIMS Teaching Module is designed to facilitate these intellectual capabilities, AND to integrate classroom experiences and assimilation of learning with the students life experiences, realities, and expectations. AIMS learner verification studies prove that our AIMS Teaching Modules help students to absorb, retain, and to demonstrate ability to use new knowledge in their world. Our educational materials are written and designed for today s classroom, which incorporates a wide range of intellectual, cultural, physical, and emotional diversities. 4 Copyright 1998 AIMS Multimedia

ORGANIZATION AND MANAGEMENT To facilitate ease in classroom manageability, the AIMS Teaching Module is organized in four sections. You are reading Section 1, Introduction to the Aims Teaching Module (ATM). SECTION 2, INTRODUCING THIS ATM will give you the specific information you need to integrate the program into your classroom curriculum. SECTION 3, PREPARATION FOR VIEWING provides suggestions and strategies for motivation, language preparedness, readiness, and focus prior to viewing the program with your students. SECTION 4, AFTER VIEWING THE PROGRAM provides suggestions for additional activities plus an assortment of consumable assessment and extended activities, designed to broaden comprehension of the topic and to make connections to other curriculum content areas. Copyright 1998 AIMS Multimedia 5

FEATURES INTRODUCING EACH ATM SECTION 2 Your AIMS Teaching Module is designed to accompany a video program written and produced by some of the world s most credible and creative writers and producers of educational programming. To facilitate diversity and flexibility in your classroom, your AIMS Teaching Module features these components: Themes The Major Theme tells how this AIMS Teaching Module is keyed into the curriculum. Related Themes offer suggestions for interaction with other curriculum content areas, enabling teachers to use the teaching module to incorporate the topic into a variety of learning areas. Overview The Overview provides a synopsis of content covered in the video program. Its purpose is to give you a summary of the subject matter and to enhance your introductory preparation. Objectives The ATM learning objectives provide guidelines for teachers to assess what learners can be expected to gain from each program. After completion of the AIMS Teaching Module, your students will be able to demonstrate dynamic and applied comprehension of the topic. 6 Copyright 1998 AIMS Multimedia

PREPARATION FOR VIEWING SECTION 3 In preparation for viewing the video program, the AIMS Teaching Module offers activity and/or discussion ideas that you may use in any order or combination. Introduction To The Program Introduction to the Program is designed to enable students to recall or relate prior knowledge about the topic and to prepare them for what they are about to learn. Introduction To Vocabulary Introduction to Vocabulary is a review of language used in the program: words, phrases, usage. This vocabulary introduction is designed to ensure that all learners, including limited English proficiency learners, will have full understanding of the language usage in the content of the program. Discussion Ideas Discussion Ideas are designed to help you assess students prior knowledge about the topic and to give students a preview of what they will learn. Active discussion stimulates interest in a subject and can motivate even the most reluctant learner. Listening, as well as speaking, is active participation. Encourage your students to participate at the rate they feel comfortable. Model sharing personal experiences when applicable, and model listening to students ideas and opinions. Focus Help learners set a purpose for watching the program with Focus, designed to give students a focal point for comprehension continuity. Jump Right In Jump Right In provides abbreviated instructions for quick management of the program. AFTER VIEWING THE PROGRAM SECTION 4 After your students have viewed the program, you may introduce any or all of these activities to interact with other curriculum content areas, provide reinforcement, assess comprehension skills, or provide hands-on and in-depth extended study of the topic. Copyright 1998 AIMS Multimedia 7

SUGGESTED ACTIVITIES The Suggested Activities offer ideas for activities you can direct in the classroom or have your students complete independently, in pairs, or in small work groups after they have viewed the program. To accommodate your range of classroom needs, the activities are organized into skills categories. Their labels will tell you how to identify each activity and help you correlate it into your classroom curriculum. To help you schedule your classroom lesson time, the AIMS hourglass gives you an estimate of the time each activity should require. Some of the activities fall into these categories: Meeting Individual Needs These activities are designed to aid in classroom continuity. Reluctant learners and learners acquiring English will benefit from these activities geared to enhance comprehension of language in order to fully grasp content meaning. MATH Curriculum Connections Many of the suggested activities are intended to integrate the content of the ATM program into other content areas of the classroom curriculum. These cross-connections turn the classroom teaching experience into a whole learning experience. Critical Thinking Critical Thinking activities are designed to stimulate learners own opinions and ideas. These activities require students to use the thinking process to discern fact from opinion, consider their own problems and formulate possible solutions, draw conclusions, discuss cause and effect, or combine what they already know with what they have learned to make inferences. Cultural Diversity Each AIMS Teaching Module has an activity called Cultural Awareness, Cultural Diversity, or Cultural Exchange that encourages students to share their backgrounds, cultures, heritage, or knowledge of other countries, customs, and language. Hands On These are experimental or tactile activities that relate directly to the material taught in the program.your students will have opportunities to make discoveries and formulate ideas on their own, based on what they learn in this unit. Writing Every AIMS Teaching Module will contain an activity designed for students to use the writing process to express their ideas about what they have learned. The writing activity may also help them to make the connection between what they are learning in this unit and how it applies to other content areas. In The Newsroom Each AIMS Teaching Module contains a newsroom activity designed to help students make the relationship between what they learn in the classroom and how it applies in their world. The purpose of In The Newsroom is to actively involve each class member in a whole learning experience. Each student will have an opportunity to perform all of the tasks involved in production: writing, researching, producing, directing, and interviewing as they create their own classroom news program. Extended Activities These activities provide opportunities for students to work separately or together to conduct further research, explore answers to their own questions, or apply what they have learned to other media or content areas. Link to the World These activities offer ideas for connecting learners classroom activities to their community and the rest of the world. Culminating Activity To wrap up the unit, AIMS Teaching Modules offer suggestions for ways to reinforce what students have learned and how they can use their new knowledge to enhance their world view. 8 Copyright 1998 AIMS Multimedia

VOCABULARY Every ATM contains an activity that reinforces the meaning and usage of the vocabulary words introduced in the program content. Students will either read or find the definition of each vocabulary word, then use the word in a written sentence. CHECKING COMPREHENSION Checking Comprehension is designed to help you evaluate how well your students understand, retain, and recall the information presented in the AIMS Teaching Module. Depending on your students needs, you may direct this activity to the whole group yourself, or you may want to have students work on the activity page independently, in pairs, or in small groups. Students can verify their written answers through discussion or by viewing the video a second time. If you choose, you can reproduce the answers from your Answer Key or write the answer choices in a Word Bank for students to use. Students can use this completed activity as a study guide to prepare for the test. CONSUMABLE ACTIVITIES The AIMS Teaching Module provides a selection of consumable activities, designed to specifically reinforce the content of this learning unit. Whenever applicable, they are arranged in order from low to high difficulty level, to allow a seamless facilitation of the learning process. You may choose to have students take these activities home or to work on them in the classroom independently, in pairs or in small groups. CHECKING VOCABULARY The Checking Vocabulary activity provides the opportunity for students to assess their knowledge of new vocabulary with this word game or puzzle. The format of this vocabulary activity allows students to use the related words and phrases in a different context. TEST The AIMS Teaching Module Test permits you to assess students understanding of what they have learned. The test is formatted in one of several standard test formats to give your students a range of experiences in test-taking techniques. Be sure to read, or remind students to read, the directions carefully and to read each answer choice before making a selection. Use the Answer Key to check their answers. Copyright 1998 AIMS Multimedia 9

ADDITIONAL AIMS MULTIMEDIA PROGRAMS After you have completed this AIMS Teaching Module you may be interested in more of the programs that AIMS offers. This list includes several related AIMS programs. ADDITIONAL READING SUGGESTIONS AIMS offers a carefully researched list of other resources that you and your students may find rewarding. ANSWER KEY Reproduces tests and work pages with answers marked. 10 Copyright 1998 AIMS Multimedia

Lexington, Concord and Independence THEMES Lexington, Concord and Independence discusses the events that led the American colonies to rebel against tyrannical British forces. The military and political battles of the Revolutionary War are explored, as well as the organization of a new democracy, outlined in the Declaration of Independence. OVERVIEW Lexington, Concord and Independence introduces students to the social and political climates that led to the Revolutionary War. Unrepresented and unfairly taxed by the British, the colonists rebelled. Several important leaders organized a meeting of the Continental Congress, with hopes of settling the conflict. As British troops moved in, colonial soldiers known as minutemen were trained for battle. After several confrontations, the Continental Congress sent a letter to England requesting freedom from British taxes and troops. After it was denied, the colonies drew up a Declaration of Independence, establishing the United States of America as a new nation. OBJECTIVES To discuss the political causes of the Revolutionary War To explore the major events leading to the formation of the United States of America To discuss the importance of fair representation in a democratic government To learn more about the decisive battles between the colonies and England 11

Use this page for your individual notes about planning and/or effective ways to manage this AIMS Teaching Module in your classroom. Our AIMS Multimedia Educational Department welcomes your observations and comments. Please feel free to address your correspondence to: AIMS Multimedia Editorial Department 9710 DeSoto Avenue Chatsworth, California 91311-4409 12

INTRODUCTION TO THE PROGRAM Many people came to the American colonies to enjoy financial prosperity and freedom from oppressive religious and political laws. As England took control of North America away from France in 1763, the British tried to restore authority over the colonies by imposing unfair taxes. How would our modern government respond to a country who tried to sell Americans over-taxed goods? What limitations did the colonists face that Americans do not face today? (Modern Americans have the choice to trade with many nations. However, the colonists could only trade with a limited number of countries. Today, the U.S. has an organized military and a healthy economy. The colonists had no well-trained army, few weapons, little money and inexperienced officers.) INTRODUCTION TO VOCABULARY Before starting the program, write the following words on the board. Ask the class to discuss the meaning of each word, and review the terms that are unfamiliar to students. intolerable - unbearable; something which does not grant social or political rights legislative - type of group that makes and enforces laws militia - army that is called into action only during an emergency Parliament - governing body of England petition - a formal written request made to a superior proclamation - public and official announcement DISCUSSION IDEAS What do students already know about the Revolutionary War? What key figures or battles are they familiar with? Ask them to share their ideas about what caused the war, and why the American colonies fought against England. FOCUS The battles at Lexington and Concord eventually led to the formation of the United States of America. Ask students to reflect on the sacrifices that colonists had to make in order to create and preserve a free nation. How do these sacrifices still affect us today? 13

JUMP RIGHT IN HOW TO USE THE LEXINGTON, CONCORD AND INDEPENDENCE AIMS TEACHING MODULE Preparation Viewing LEXINGTON, CONCORD AND INDEPENDENCE After Viewing LEXINGTON, CONCORD AND INDEPENDENCE Read Lexington, Concord and Independence Themes, Overview, and Objectives to become familiar with program content and expectations. Use Preparation for Viewing suggestions to introduce the topic to students. Set up viewing monitor so that all students have a clear view. Depending on your classroom size and learning range, you may choose to have students view Lexington, Concord and Independence together or in small groups. Some students may benefit from viewing the video more than one time. Select Suggested Activities that integrate into your classroom curriculum. If applicable, gather materials or resources. Choose the best way for students to work on each activity. Some activities work best for the whole group. Other activities are designed for students to work independently, in pairs, or in small groups. Whenever possible, encourage students to share their work with the rest of the group. Duplicate the appropriate number of Vocabulary, Checking Comprehension, and consumable activity pages for your students. You may choose to have students take consumable activities home, or complete them in the classroom, independently, or in groups. Administer the Test to assess students comprehension of what they have learned, and to provide them with practice in test-taking procedures. Use the Culminating Activity as a forum for students to display, summarize, extend, or share what they have learned with each other, the rest of the school, or a local community organization. 14

SUGGESTED ACTIVITIES Connection to Social Sciences Most of the colonists in America had come from England. What were some of the reasons that caused these people to leave their home country for a strange new land? How did these reasons also lead to the Revolutionary War? (People in England were fed up with religious and political laws that did not respect individual freedom. In addition, they hoped to take advantage of new resources such as minerals and fertile soil. As colonists became more independent and successful, England began enforcing stricter laws. Feeling that they were once again being ruled unfairly, the colonists revolted.) 25 Minutes SOCIAL SCIENCE Connection to Geography Display a large map of the original thirteen colonies as they appeared before the Revolutionary War. Ask students to use the map to answer the following questions. In which colony did the first battles of the Revolutionary War take place? In which colony did the Continental Congress meet? Which colony was George Washington s home? Which colonies grew in size after the Revolutionary War? (Massachusetts; Pennsylvania; Virginia; New York, Pennsylvania, Virginia, North Carolina and Georgia) 15 Minutes GEOGRAPHY Link to the World Revolutionary War battles were fought in New York, Vermont, Pennsylvania, Massachusetts, North and South Carolina, New Jersey and Virginia. Have students visited any Revolutionary War battle sites? Are there any battle sites near their community? Encourage students who have seen a battle site to share thoughts or memories of the experience. 20 Minutes Critical Thinking How has America s relationship with England changed in the years since the Revolutionary War? How does this relationship affect our government today? (Other problems with England followed the Revolutionary War, including the War of 1812 which was caused by British interference with American shipping. By the time World War I broke out, the U.S. was a world power helping to defend England and Europe from German forces. Today, England and America work together as allies to protect other nations from oppression.) 15 Minutes 15

Cultural Diversity As with every conflict, there were two sides, both with strong beliefs. Ask students to take a closer look at English history to find out how the British people felt about the Revolutionary War. What were England s goals in fighting the war? (Many people in England were shocked by news of the war, and many did not want to fight it. However, England had a strong financial motivation since American crops such as tobacco and cotton were in great demand. In addition, the taxation of the colonies was a lucrative business that the British did not want to lose. Also, King George and many others felt that the colonists owed a debt of loyalty to England, their mother country. ) Extended Writing The following men played important roles in the Revolutionary War. Ask each student to research one of the men and write a one-page paper on his contributions to the war. Ethan Allen, Benedict Arnold, Henry Knox, Samuel Adams, John Hancock, Patrick Henry, Thomas Jefferson, Benjamin Franklin, John Jay, Thomas Paine Extended Meeting Individual Needs Ask students to use the encyclopedia to answer the following questions about the Revolutionary War. In what year did the war begin? In what year did it end? Name three American leaders during the war. Name three important Revolutionary War battles. (1775; 1783; George Washington, Thomas Jefferson, Benjamin Franklin; Bunker Hill, Princeton, Quebec) 25 Minutes Link to World History At the end of the war, England surrendered, giving up its control of the colonies. However, England was still a powerful empire ruling many other colonies. What effect do students think the Revolutionary War had on the European colonial system? (The American colonists delivered a strong blow to the colonial system, encouraging other nations to stand up in the face of tyranny and injustice. For years, the United States would symbolize the power to create a free, self-governing nation.) 10 Minutes 16

In the Newsroom Divide students into cooperative groups and ask each group to study one of the following events: The Ride of Paul Revere The Stamp Act The Boston Massacre The Boston Tea Party Meeting of the First Continental Congress Adoption of the Declaration of Independence Battle of Concord Shots Fired in Lexington Extended Ask them to work together to write and present a news story about the event. If audio or video equipment is available, have students create a news show focusing on the information collected. Get everyone involved in the project by letting students choose to write, research, produce, direct or interview. Culminating Activity Ask students to choose one of the following Revolutionary War figures: John Adams, George Washington, Charles Cornwallis, Betsy Ross, Molly Pitcher, Thomas Jefferson, Benedict Arnold, Benjamin Franklin, Paul Revere, Patrick Henry or Edmund Burke. Tell them to study the life of their chosen person by reading about them in an encyclopedia or library book. Then, have each student tell the class an interesting fact or story about their famous person. Extended 17

Name VOCABULARY The following terms are from Lexington, Concord and Independence. Fill in the number of each term next to its closest definition. 1. Boston Massacre 2. Continental Congress 3. John Adams 4. Intolerable Acts 5. minutemen 6. Lexington 7. Olive Branch Petition 8. King George 9. Thomas Paine 10. Thomas Jefferson 11. George Washington 12. Declaration of Independence group of delegates who met to decide how to react to the Intolerable Acts site of the first battle of the Revolutionary War leader of the army established by the Continental Congress Boston delegate who declared that colonists did not have to obey intolerable acts author of Common Sense, a pamphlet urging Americans to seek independence author of the Declaration of Independence the first violence and bloodshed between the colonies and England letter sent to England asking Parliament to let America live in peace men who received military training for the purpose of protecting the colonies leader who rejected the Olive Branch Petition and declared the colonies in rebellion laws and taxes forced on the colonists by the British document that established the United States of America as a free nation 18

Name CHECKING COMPREHENSION Read the following sentences and circle the letters of the words that best fill each blank. In 1774, England tried to sell the American colonies 1 that was heavily taxed. When the colonies revolted against the tax, England closed the port of Boston and enforced unfair laws known as the 2 The first 3 met in Boston to find a solution to the conflict. Soldiers known as 4 were organized and trained to protect the colonies. One of these soldiers, 5, was prepared to ride ahead of the army, warning people of approaching British troops. On April 19th, 1775, the first real battle of the Revolution took place near Buckman s Tavern at 6. As the fighting escalated, the Continental Army was organized, with 7 as its leader. In an attempt to end the fighting, some members of the Continental Congress sent a letter to King George asking for removal of taxes and British troops. This letter, which was refused by the king, was known as the 8. Many Americans were encouraged to fight for their freedom after reading a book by Thomas Paine called 9. In the summer of 1776, the Declaration of Independence was written by 10 and signed by the most influential men in America. 1. a. tobacco b. tea c. sugar d. wheat 2. a. unjust edict b. repressive decree c. illegal authorities d. intolerable acts 3. a. American Parliament b. Colonial Mayors c. Continental Congress d. Militia Men 4. a. Minutemen b. Revere Riders c. Doughboys d. Red Coats 5. a. John Adams b. George Washington c. Benjamin Franklin d. Paul Revere 6. a. Yorktown b. Lexington c. Philadelphia d. Washington 7. a. Thomas Jefferson b. Paul Revere c. George Washington d. John Adams 8. a. Plea for Liberty b. Olive Branch Petition c. Rebellion Document d. Treaty of Paris 9. a. Common Sense b. Sons of Liberty c. Pilgrims Pride d. Great Rebellion 10. a. John Adams b. George Washington c. John Hancock d. Thomas Jefferson 19

Name IMPORTANT NAMES Use the following names to fill in the blanks below. John Adams Boston Massacre Concord Thomas Jefferson King George the Third Olive Branch Petition Thomas Paine Philadelphia Paul Revere George Washington 1. of Boston led the Continental Congress to declare that people did not have to obey the intolerable acts. 2. The Colonial soldier warned others that British troops were approaching. 3., the successful owner of Mount Vernon, was chosen to lead the Continental Army. 4. After the Olive Branch Petition, issued a proclamation declaring the colonies in rebellion. 5. wrote a book urging Americans to seek complete independence from England. 6. The original draft of the Declaration of Independence was written by. 7. The first violence and bloodshed between England and the colonies took place at the. 8. As news of British savagery spread, minutemen took their stand at the Old North Bridge near. 9. On September 5th, 1774, the First Continental Congress met in. 10. The requested that Parliament let America live in peace without British taxation or troops. 20

Name MATCH UP Match each term on the left with the best group of words on the right by connecting them with a line. 1. Bunker Hill one of the intolerable acts that led to revolution 2. Common Sense originally trained to protect colonies from Indian attacks 3. Continental Congress used to warn Paul Revere of approaching British troops 4. lanterns British governing body that forced taxation on the colonies 5. minutemen letter that led King George to declare the colonies in rebellion 6. Olive Branch Petition book encouraging Americans to seek complete independence 7. Parliament important battle in the Revolutionary War 8. taxation group of men who tried to settle the British-American conflict 21

Name TRUE OR FALSE Place a T next to statements that are true and an F next to statements that are false. 1. 2. 3. 4. 5. 6. 7. 8. 9. When England placed a high tax on tea, angry colonists dumped the tea into the harbor. John Adams advocated a strong, radical position against British tyranny. The sole purpose of the Continental Congress was to persuade colonists to obey British forces. As war began, the minutemen assembled at Buckman s Tavern in Lexington. George Washington gained military experience while fighting in the French and Indian War. After receiving the Olive Branch Petition, King George offered the colonies a compromise. Thomas Paine s Common Sense urged Americans to end the Revolutionary War. Benjamin Franklin was chosen by his peers to write the Declaration of Independence. When the British attacked at Bunker Hill, they were beaten back and suffered heavy losses. 10. The Continental Congress always held their meetings in Massachusetts. 22

Name REVERSE ALPHABET An important word in each sentence below is written in reverse alphabet. Reverse alphabet works like this: A=Z, B=Y, C=X, D=W, E=V, F=U, G=T, H=S, I=R, J=Q, K=P, L=O, M=N N=M, O=L, P=K, Q=J, R=I, S=H, T=G, U=F, V=E, W=D, X=C, Y=B, Z=A Use Reverse Alphabet to discover the code word in each sentence. 1. The Revolutionary War began after England forced the colonists to obey RMGLOVIZYOV acts. 2. John Adams proclaimed that the foundation of a free government is a right of the people to participate in their OVTRHOZGREV counsel. 3. Minutemen assembled at YFXPNZM H GZEVIM in Lexington to make a stand against British forces. 4. George Washington of ERITRMRZ was chosen to lead the XLMGRMVMGZO Army., 5. The American soldiers fought back British troops at YFMPVI SROO, a spot overlooking Boston. 6. King George demanded that all colonies submit to YIRGRHS IFOV or be crushed. 7. The first battle of the Revolutionary War started almost by ZXXRWVMG. 8. GSLNZH KZBMV urged Americans to fight for total independence from England. 9. British rule over the unrepresented colonies was a form of GBIZMMB. 10. The Declaration of Independence proclaimed that all men had a right to ORUV, ORYVIGB and the pursuit of SZKKRMVHH.,, 23

Name WORD SEARCH The following words can be found in the word search below. The letters may be arranged horizontally, vertically, diagonally or backward. Adams America Boston colonies Congress England liberty minutemen Paine taxation A C N D C O L O N I E S Q D X Q J G K S C K O K V G A M E R I C A M A C T N J M M B S P D F G O A S N E S O J C A L P N X Z H Q E D R O P I L G A B M I N U T E M E N R T J Y R G L E A I L W E I C B H L I B E R T Y S O M R S A H N I O P Q S N P E P N C O T I S T S U R T M D L N O T S O B 24

Name TEST Circle the letter for the phrase which best fits the question or statement. 1. In his pamphlet, Thomas Paine urged Americans to seek independence from England. a. Pilgrims Progress b. Magna Carta c. Common Sense d. Olive Branch Petition 2. What British leader rejected the Olive Branch Petition and proclaimed the colonies in rebellion? a. Queen Elizabeth I b. King Edward II c. Queen Victoria d. King George III 3. After the Boston Massacre, England tried to trick the colonists into buying cheap, over-taxed: a. weapons. b. tea. c. sugar. d. rice. 4. What minuteman warned colonists of the approaching British troops? a. John Adams b. Jonathan Harrington c. Paul Revere d. George Washington 5. George Washington was chosen to lead the Continental Army because he was a natural leader and the successful owner of a plantation at: a. Mount Vernon. b. Monticello. c. Bunker Hill. d. Old North Bridge. 25

Name TEST (CONTINUED) 6. The first few meetings of the Continental Congress took place in: a. Washington. b. Boston. c. New York. d. Philadelphia. 7. The colonies first began training minutemen to protect themselves from: a. Canadian invaders. b. Indian attacks. c. Mexican pirates. d. rebellious Americans. 8. The first battle of the Revolutionary War took place at Buckman s Tavern near the green of: a. Mount Vernon. b. Bunker Hill. c. Lexington. d. Philadelphia. 9. In 1776, the Declaration of Independence was written by: a. Thomas Jefferson. b. Benjamin Franklin. c. James Madison. d. George Washington. 10. The Declaration of Independence stated that all men have the right to life, liberty and: a. military weapons. b. freedom from taxes. c. the pursuit of happiness. d. none of the above. 26

ADDITIONAL AIMS MULTIMEDIA PROGRAMS You and your students might also enjoy these other titles in the American History Birth of a Nation series from AIMS Multimedia: Colonial America in the 1760s (#AR1801VE) Taxation without Representation (#AR1802VE) Prelude to Revolution (#AR1803VE) Fighting for Freedom (#AR1805VE) A Nation in Crisis (#AR1806VE) The Living Constitution (#AR1807VE) 27

ANSWER KEY for page 18 VOCABULARY The following terms are from Lexington, Concord and Independence. Fill in the number of each term next to its closest definition. 1. Boston Massacre 2. Continental Congress 3. John Adams 4. Intolerable Acts 5. minutemen 6. Lexington 7. Olive Branch Petition 8. King George 9. Thomas Paine 10. Thomas Jefferson 11. George Washington 12. Declaration of Independence 2 group of delegates who met to decide how to react to the Intolerable Acts 6 site of the first battle of the Revolutionary War 11 leader of the army established by the Continental Congress 3 Boston delegate who declared that colonists did not have to obey intolerable acts 9 author of Common Sense, a pamphlet urging Americans to seek independence 10 author of the Declaration of Independence 1 the first violence and bloodshed between the colonies and England 7 letter sent to England asking Parliament to let America live in peace 5 men who received military training for the purpose of protecting the colonies 8 leader who rejected the Olive Branch Petition and declared the colonies in rebellion 4 laws and taxes forced on the colonists by the British 12 document that established the United States of America as a free nation 28

ANSWER KEY for page 19 CHECKING COMPREHENSION Read the following sentences and circle the letters of the words that best fill each blank. In 1774, England tried to sell the American colonies 1 that was heavily taxed. When the colonies revolted against the tax, England closed the port of Boston and enforced unfair laws known as the 2 The first 3 met in Boston to find a solution to the conflict. Soldiers known as 4 were organized and trained to protect the colonies. One of these soldiers, 5, was prepared to ride ahead of the army, warning people of approaching British troops. On April 19th, 1775, the first real battle of the Revolution took place near Buckman s Tavern at 6. As the fighting escalated, the Continental Army was organized, with 7 as its leader. In an attempt to end the fighting, some members of the Continental Congress sent a letter to King George asking for removal of taxes and British troops. This letter, which was refused by the king, was known as the 8. Many Americans were encouraged to fight for their freedom after reading a book by Thomas Paine called 9. In the summer of 1776, the Declaration of Independence was written by 10 and signed by the most influential men in America. 1. a. tobacco b. tea c. sugar d. wheat 2. a. unjust edict b. repressive decree c. illegal authorities d. intolerable acts 3. a. American Parliament b. Colonial Mayors c. Continental Congress d. Militia Men 4. a. Minutemen b. Revere Riders c. Doughboys d. Red Coats 5. a. John Adams b. George Washington c. Benjamin Franklin d. Paul Revere 6. a. Yorktown b. Lexington c. Philadelphia d. Washington 7. a. Thomas Jefferson b. Paul Revere c. George Washington d. John Adams 8. a. Plea for Liberty b. Olive Branch Petition c. Rebellion Document d. Treaty of Paris 9. a. Common Sense b. Sons of Liberty c. Pilgrims Pride d. Great Rebellion 10. a. John Adams b. George Washington c. John Hancock d. Thomas Jefferson 29

ANSWER KEY for page 20 IMPORTANT NAMES Use the following names to fill in the blanks below. John Adams Boston Massacre Concord Thomas Jefferson King George the Third Olive Branch Petition Thomas Paine Philadelphia Paul Revere George Washington 1. John Adams of Boston led the Continental Congress to declare that people did not have to obey the intolerable acts. 2. The Colonial soldier Paul Revere warned others that British troops were approaching. 3. George Washington, the successful owner of Mount Vernon, was chosen to lead the Continental Army. 4. After the Olive Branch Petition, King George the Third issued a proclamation declaring the colonies in rebellion. 5. Thomas Paine wrote a book urging Americans to seek complete independence from England. 6. The original draft of the Declaration of Independence was written by Thomas Jefferson. 7. The first violence and bloodshed between England and the colonies took place at the Boston Massacre. 8. As news of British savagery spread, minutemen took their stand at the Old North Bridge near Concord. 9. On September 5th, 1774, the First Continental Congress met in Philadelphia. 10. The Olive Branch Petition requested that Parliament let America live in peace without British taxation or troops. 30

ANSWER KEY for page 21 MATCH UP Match each term on the left with the best group of words on the right by connecting them with a line. 1. Bunker Hill one of the intolerable acts that led to revolution 2. Common Sense originally trained to protect colonies from Indian attacks 3. Continental Congress used to warn Paul Revere of approaching British troops 4. lanterns British governing body that forced taxation on the colonies 5. minutemen letter that led King George to declare the colonies in rebellion 6. Olive Branch Petition book encouraging Americans to seek complete independence 7. Parliament important battle in the Revolutionary War 8. taxation group of men who tried to settle the British-American conflict 31

ANSWER KEY for page 22 TRUE OR FALSE Place a T next to statements that are true and an F next to statements that are false. F 1. T 2. F 3. T 4. T 5. F 6. F 7. F 8. T 9. When England placed a high tax on tea, angry colonists dumped the tea into the harbor. John Adams advocated a strong, radical position against British tyranny. The sole purpose of the Continental Congress was to persuade colonists to obey British forces. As war began, the minutemen assembled at Buckman s Tavern in Lexington. George Washington gained military experience while fighting in the French and Indian War. After receiving the Olive Branch Petition, King George offered the colonies a compromise. Thomas Paine s Common Sense urged Americans to end the Revolutionary War. Benjamin Franklin was chosen by his peers to write the Declaration of Independence. When the British attacked at Bunker Hill, they were beaten back and suffered heavy losses. F 10. The Continental Congress always held their meetings in Massachusetts. 32

ANSWER KEY for page 23 REVERSE ALPHABET An important word in each sentence below is written in reverse alphabet. Reverse alphabet works like this: A=Z, B=Y, C=X, D=W, E=V, F=U, G=T, H=S, I=R, J=Q, K=P, L=O, M=N N=M, O=L, P=K, Q=J, R=I, S=H, T=G, U=F, V=E, W=D, X=C, Y=B, Z=A Use Reverse Alphabet to discover the code word in each sentence. 1. The Revolutionary War began after England forced the colonists to obey RMGLOVIZYOV acts. intolerable 2. John Adams proclaimed that the foundation of a free government is a right of the people to participate in their OVTRHOZGREV counsel. legislative 3. Minutemen assembled at YFXPNZM H GZEVIM in Lexington to make a stand against British forces. Buckman s Tavern 4. George Washington of ERITRMRZ was chosen to lead the XLMGRMVMGZO Army., Virginia Continental 5. The American soldiers fought back British troops at YFMPVI SROO, a spot overlooking Boston. Bunker Hill 6. King George demanded that all colonies submit to YIRGRHS IFOV or be crushed. British Rule 7. The first battle of the Revolutionary War started almost by ZXXRWVMG. accident 8. GSLNZH KZBMV urged Americans to fight for total independence from England. Thomas Paine 9. British rule over the unrepresented colonies was a form of GBIZMMB. tyrrany 10. The Declaration of Independence proclaimed that all men had a right to ORUV, ORYVIGB and the pursuit of SZKKRMVHH., life, liberty happiness 33

ANSWER KEY for page 24 WORD SEARCH The following words can be found in the word search below. The letters may be arranged horizontally, vertically, diagonally or backward. Adams America Boston colonies Congress England liberty minutemen Paine taxation A C N D C O L O N I E S Q D X Q J G K S C K O K V G A M E R I C A M A C T N J M M B S P D F G O A S N E S O J C A L P N X Z H Q E D R O P I L G A B M I N U T E M E N R T J Y R G L E A I L W E I C B H L I B E R T Y S O M R S A H N I O P Q S N P E P N C O T I S T S U R T M D L N O T S O B 34

ANSWER KEY for page 25 TEST Circle the letter for the phrase which best fits the question or statement. 1. In his pamphlet, Thomas Paine urged Americans to seek independence from England. a. Pilgrims Progress b. Magna Carta c. Common Sense d. Olive Branch Petition 2. What British leader rejected the Olive Branch Petition and proclaimed the colonies in rebellion? a. Queen Elizabeth I b. King Edward II c. Queen Victoria d. King George III 3. After the Boston Massacre, England tried to trick the colonists into buying cheap, over-taxed: a. weapons. b. tea. c. sugar. d. rice. 4. What minuteman warned colonists of the approaching British troops? a. John Adams b. Jonathan Harrington c. Paul Revere d. George Washington 5. George Washington was chosen to lead the Continental Army because he was a natural leader and the successful owner of a plantation at: a. Mount Vernon. b. Monticello. c. Bunker Hill. d. Old North Bridge. 35

ANSWER KEY for page 26 TEST (CONTINUED) 6. The first few meetings of the Continental Congress took place in: a. Washington. b. Boston. c. New York. d. Philadelphia. 7. The colonies first began training minutemen to protect themselves from: a. Canadian invaders. b. Indian attacks. c. Mexican pirates. d. rebellious Americans. 8. The first battle of the Revolutionary War took place at Buckman s Tavern near the green of: a. Mount Vernon. b. Bunker Hill. c. Lexington. d. Philadelphia. 9. In 1776, the Declaration of Independence was written by: a. Thomas Jefferson. b. Benjamin Franklin. c. James Madison. d. George Washington. 10. The Declaration of Independence stated that all men have the right to life, liberty and: a. military weapons. b. freedom from taxes. c. the pursuit of happiness. d. none of the above. 36