Prelude to Revolution · 1 Prelude to Revolution INTRODUCTION TO THE AIMS TEACHING MODULE (ATM) Rationale

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Prelude to RevolutionINTRODUCTION TO THE AIMS TEACHING MODULE (ATM)

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

INTRODUCING PRELUDE TO REVOLUTION

Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

PREPARATION FOR VIEWING

Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

AFTER VIEWING THE PROGRAM

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Match Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Reverse Alphabet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .27

ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

SECTION 1

SECTION 2

SECTION 3

SECTION 4

© Copyright 1998 AIMS MultimediaAll 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 reproduceconsumable 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 fornearly 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-AIMS1-800-367-2467

© Copyright 1998 AIMS Multimedia2


Congratulations!You have chosen a learning programthat will actively motivate your studentsAND provide you with easily accessibleand easily manageable instructionalguidelines designed to make yourteaching role efficient and rewarding.

The AIMS Teaching Module providesyou with a video program keyed to yourclassroom curriculum, instructions andguidelines for use, plus a comprehen-sive teaching program containing awide range of activities and ideas forinteraction between all content areas.Our authors, educators, and consultantshave written and reviewed the AIMSTeaching Modules to align with theEducate America Act: Goals 2000.

This ATM, with its clear definition ofmanageability, both in the classroomand beyond, allows you to tailor spe-cific activities to meet all of your class-room needs.


RATIONALE

In today’s classrooms, educational ped-agogy is often founded on Benjamin S.Bloom’s “Six Levels of CognitiveComplexity.” The practical applicationof Bloom’s Taxonomy is to evaluate stu-dents’ thinking skills on these levels,from the simple to the complex:Knowledge (rote memory skills),Comprehension (the ability to relate orretell), Application (the ability to applyknowledge outside its origin), Analysis(relating and differentiating parts of awhole), Synthesis (relating parts to awhole), and Evaluation (making a judg-ment or formulating an opinion).

The AIMS Teaching Module is designedto facilitate these intellectual capabili-ties, AND to integrate classroom expe-riences and assimilation of learningwith the students’ life experiences, real-ities, and expectations. AIMS’ learnerverification studies prove that our AIMSTeaching Modules help students toabsorb, retain, and to demonstrate abil-ity to use new knowledge in their world.Our educational materials are writtenand designed for today’s classroom,which incorporates a wide range ofintellectual, cultural, physical, and emo-tional diversities.


ORGANIZATION ANDMANAGEMENT

To facilitate ease in classroom manage-ability, the AIMS Teaching Module isorganized in four sections. You arereading Section 1, Introduction to theAims Teaching Module (ATM).

SECTION 2, INTRODUCING THIS ATMwill give you the specific informationyou need to integrate the program intoyour classroom curriculum.

SECTION 3,PREPARATION FOR VIEWINGprovides suggestions and strategies formotivation, language preparedness,readiness, and focus prior to viewingthe program with your students.

SECTION 4, AFTER VIEWING THE PROGRAMprovides suggestions for additionalactivities plus an assortment of consum-able assessment and extended activities,designed to broaden comprehension ofthe topic and to make connections toother curriculum content areas.

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FEATURES

INTRODUCING EACH ATM

SECTION 2

Your AIMS Teaching Module isdesigned to accompany a video pro-gram written and produced by some ofthe world’s most credible and creativewriters and producers of educationalprogramming. To facilitate diversity andflexibility in your classroom, your AIMSTeaching Module features these compo-nents:

Themes

The Major Theme tells how this AIMSTeaching Module is keyed into the cur-riculum. Related Themes offer sugges-tions for interaction with othercurriculum content areas, enablingteachers to use the teaching module toincorporate the topic into a variety oflearning areas.

Overview

The Overview provides a synopsis ofcontent covered in the video program.Its purpose is to give you a summary ofthe subject matter and to enhance yourintroductory preparation.

Objectives

The ATM learning objectives provideguidelines for teachers to assess whatlearners can be expected to gain fromeach program. After completion of theAIMS Teaching Module, your studentswill be able to demonstrate dynamicand applied comprehension of thetopic.

© Copyright 1998 AIMS Multimedia


PREPARATION FOR VIEWING

SECTION 3In preparation for viewing the videoprogram, the AIMS Teaching Moduleoffers activity and/or discussionideas that you may use in any orderor combination.

Introduction To The Program

Introduction to the Program isdesigned to enable students to recallor relate prior knowledge about thetopic and to prepare them for whatthey are about to learn.

Introduction To Vocabulary

Introduction to Vocabulary is areview of language used in the pro-gram: words, phrases, usage. Thisvocabulary introduction is designed toensure that all learners, including lim-ited English proficiency learners, willhave full understanding of the lan-guage usage in the content of the pro-gram.

Discussion Ideas

Discussion Ideas are designed to helpyou assess students’ prior knowledgeabout the topic and to give students apreview of what they will learn.Active discussion stimulates interest ina subject and can motivate even themost reluctant learner. Listening, aswell as speaking, is active participa-tion. Encourage your students to par-ticipate at the rate they feelcomfortable. Model sharing personalexperiences when applicable, andmodel listening to students’ ideas andopinions.

Focus

Help learners set a purpose forwatching the program with Focus,designed to give students a focalpoint for comprehension continuity.

Jump Right In

Jump Right In provides abbreviatedinstructions for quick management ofthe program.

AFTER VIEWING THE PROGRAM

SECTION 4After your students have viewed theprogram, you may introduce any orall of these activities to interact withother curriculum content areas, pro-vide reinforcement, assess compre-hension skills, or provide hands-onand in-depth extended study of thetopic.

SUGGESTEDACTIVITIES

The Suggested Activities offer ideasfor activities you can direct in theclassroom or have your students com-plete independently, in pairs, or insmall work groups after they haveviewed the program. To accommo-date your range of classroom needs,the activities are organized into skillscategories. Their labels will tell youhow to identify each activity and helpyou correlate it into your classroomcurriculum. To help you schedule yourclassroom lesson time, the AIMShourglass gives you an estimate of thetime each activity should require.Some of the activities fall into thesecategories:

Meeting IndividualNeeds

These activities are designed to aid inclassroom continuity. Reluctant learn-ers and learners acquiring Englishwill benefit from these activitiesgeared to enhance comprehension oflanguage in order to fully grasp con-tent meaning.

CurriculumConnections

Many of the suggested activities areintended to integrate the content ofthe ATM program into other contentareas of the classroom curriculum.These cross-connections turn theclassroom teaching experience into awhole learning experience.

Critical Thinking

Critical Thinking activities aredesigned to stimulate learners’ ownopinions and ideas. These activitiesrequire students to use the thinkingprocess to discern fact from opinion,consider their own problems and for-mulate possible solutions, draw con-clusions, discuss cause and effect, orcombine what they already knowwith what they have learned to makeinferences.

Cultural Diversity

Each AIMS Teaching Module has anactivity called Cultural Awareness,Cultural Diversity, or CulturalExchange that encourages students toshare their backgrounds, cultures,heritage, or knowledge of other coun-tries, customs, and language.

Hands On

These are experimental or tactileactivities that relate directly to thematerial taught in the program.Yourstudents will have opportunities tomake discoveries and formulate ideason their own, based on what theylearn in this unit.

Writing

Every AIMS Teaching Module willcontain an activity designed for stu-dents to use the writing process toexpress their ideas about what theyhave learned. The writing activitymay also help them to make the con-nection between what they are learn-ing in this unit and how it applies toother content areas.

In The Newsroom

Each AIMS Teaching Module containsa newsroom activity designed to helpstudents make the relationshipbetween what they learn in the class-room and how it applies in theirworld. The purpose of In TheNewsroom is to actively involve eachclass member in a whole learningexperience. Each student will have anopportunity to perform all of the tasksinvolved in production: writing,researching, producing, directing,and interviewing as they create theirown classroom news program.

Extended Activities

These activities provide opportunitiesfor students to work separately ortogether to conduct further research,explore answers to their own ques-tions, or apply what they havelearned to other media or contentareas.

Link to the World

These activities offer ideas for con-necting learners’ classroom activitiesto their community and the rest of theworld.

Culminating Activity

To wrap up the unit, AIMS TeachingModules offer suggestions for ways toreinforce what students have learnedand how they can use their newknowledge to enhance their worldview.


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VOCABULARY

Every ATM contains an activity thatreinforces the meaning and usage ofthe vocabulary words introduced inthe program content. Students willeither read or find the definition ofeach vocabulary word, then use theword in a written sentence.

CHECKINGCOMPREHENSION

Checking Comprehension is designedto help you evaluate how well yourstudents understand, retain, andrecall the information presented in theAIMS Teaching Module. Dependingon your students’ needs, you maydirect this activity to the whole groupyourself, or you may want to havestudents work on the activity pageindependently, in pairs, or in smallgroups. Students can verify their writ-ten answers through discussion or byviewing the video a second time. Ifyou choose, you can reproduce theanswers from your Answer Key orwrite the answer choices in a WordBank for students to use. Students canuse this completed activity as a studyguide to prepare for the test.

CONSUMABLEACTIVITIES

The AIMS Teaching Module providesa selection of consumable activities,designed to specifically reinforce thecontent of this learning unit.Whenever applicable, they arearranged in order from low to highdifficulty level, to allow a seamlessfacilitation of the learning process.You may choose to have students takethese activities home or to work onthem in the classroom independently,in pairs or in small groups.

CHECKINGVOCABULARY

The Checking Vocabulary activityprovides the opportunity for studentsto assess their knowledge of newvocabulary with this word game orpuzzle. The format of this vocabularyactivity allows students to use therelated words and phrases in a dif-ferent context.

TEST

The AIMS Teaching Module Test per-mits you to assess students’ under-standing of what they have learned.The test is formatted in one of severalstandard test formats to give yourstudents a range of experiences intest-taking techniques. Be sure toread, or remind students to read, thedirections carefully and to read eachanswer choice before making aselection. Use the Answer Key tocheck their answers.


ADDITIONAL AIMS MULTIMEDIAPROGRAMS

After you have completed this AIMSTeaching Module you may be interestedin more of the programs that AIMSoffers. This list includes several relatedAIMS programs.

ADDITIONAL READINGSUGGESTIONS

AIMS offers a carefully researched list ofother resources that you and your stu-dents may find rewarding.

ANSWER KEY

Reproduces tests and work pages withanswers marked.

© Copyright 1998 AIMS Multimedia Prelude to Revolution11

OBJECTIVES

To learn about the political eventsthat led to a war between thecolonies and England

To explore the positions of boththe colonists and the British dur-ing the 1700s

To discuss the political activities ofthe colonies as they worked toorganize a government

To better understand the socialcauses of the Revolutionary War

Prelude to Revolution

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THEMES

Prelude to Revolution introduces stu-dents to the important events leadingto the Revolutionary War. The unfairtaxes and harsh laws of England arediscussed, as well as the presence ofBritish soldiers in the colonies. Therole of Bostonians such as SamuelAdams is also explored. In addition,the program discusses the effects ofearly conflicts between England andAmerica, and how these conflictsdrew the colonies closer together.

OVERVIEW

After a long, costly war with France,England tried to raise money by plac-ing taxes on the American colonies.The Massachusetts Assembly wrote aletter to the other colonies stating thatthe duties were “taxation without rep-resentation.” England responded bysending troops to Boston and dissolv-ing the Massachusetts Assembly.Angry colonists yelled at the Britishtroops and threw garbage at them. In1770, the British soldiers respondedby firing into a crowd, causing theBoston Massacre. In response,England ended all of the taxes exceptfor the one on tea. A few years later,tax collectors began placing highduties on goods that were importedon Colonial ships. The colonists tookrevenge by burning the British shipGaspée. Men like Samuel Adamswanted the colonies to state theirrights by forming a Committee ofCorrespondence. When Englanddemanded that Bostonians unload anovertaxed shipment of tea, thecolonists responded by dumping thetea into the harbor. This was knownas the Boston Tea Party. England pun-ished Boston by designing new lawsknown as the Intolerable Acts.

12© Copyright 1998 AIMS Multimedia Prelude to Revolution

Our AIMS Multimedia Educational Department welcomes your observations and comments. Please feel free to address your correspondence to:

AIMS MultimediaEditorial Department9710 DeSoto Avenue

Chatsworth, California 91311-4409

Use this page for your individual notes about planning and/or effective ways to manage thisAIMS Teaching Module in your classroom.


INTRODUCTION TOTHE PROGRAM

In the early 1770s, the colonies wereenjoying financial prosperity. TheBritish wanted to find a way to usecolonial wealth to their own advan-tage. They began to place high taxeson many of the goods that thecolonists imported from other coun-tries. British tax collectors were sent tomake sure that the duties were paid.When the colonies protested,England sent troops to keep thingsfrom getting out of hand. The pres-ence of British Red Coats infuriatedthe colonists, who strongly valuedtheir freedom and financial indepen-dence. These conflicts not only esca-lated the tensions between Englandand America, it also served to drawthe colonies closer together in theirquest for freedom.

INTRODUCTION TOVOCABULARY

Before starting the program, write thefollowing words on the board. Askthe class to discuss the meaning ofeach word, and review the terms thatare unfamiliar to students.

aground - stuck on the shore or thebottom of a body of waterduties - taxes on imported goodscorrespondence - communication bylettersself-sufficient - able to take care ofone’s selfprosperous - financially successful

DISCUSSION IDEAS

Bostonians were faced with manyhardships prior to the RevolutionaryWar. Their successful trading industrywas constantly threatened by theBritish. In addition, the presence ofBritish Red Coats was both frighten-ing and infuriating.

Ask students to think about Boston’sperspective on the conflict. Howmight the Bostonians have felt aboutpaying high taxes to a king who gavethem no right to vote? How might theyhave felt about outside armed forceswalking their streets?

FOCUS

Ask students to think for a momentabout the early colonists. Althoughthey were ready to fight for their free-dom, they were still uncertain aboutwhat kind of nation they were form-ing. Encourage students to considerthis awesome responsibility as theybegin the program.


JUMP RIGHT IN

Preparation

Read Prelude to RevolutionThemes, Overview, andObjectives to become familiarwith program content and expec-tations.

Use Preparation for Viewingsuggestions to introduce the topic to students.

Viewing PRELUDE TO REVOLUTION

Set up viewing monitor so that allstudents have a clear view.

Depending on your classroomsize and learning range, you maychoose to have students viewPrelude to Revolution together orin small groups.

Some students may benefit fromviewing the video more than onetime.

After Viewing PRELUDE TOREVOLUTION

Select Suggested Activities thatintegrate into your classroom cur-riculum. If applicable, gathermaterials or resources.

Choose the best way for studentsto work on each activity. Someactivities work best for the wholegroup. Other activities aredesigned for students to workindependently, in pairs, or insmall groups. Whenever possible,encourage students to share theirwork with the rest of the group.

Duplicate the appropriate numberof Vocabulary, CheckingComprehension, and consumableactivity pages for your students.

You may choose to have studentstake consumable activities home,or complete them in the class-room, independently, or ingroups.

Administer the Test to assess stu-dents’ comprehension of whatthey have learned, and to providethem with practice in test-takingprocedures.

Use the Culminating Activity as aforum for students to display,summarize, extend, or sharewhat they have learned with eachother, the rest of the school, or alocal community organization.

HOW TO USE THE PRELUDE TO REVOLUTION AIMS TEACHING MODULE

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SUGGESTED ACTIVITIES

Connection to Art

Provide the class with a long sheet of butcher paper and assorted markers. Ask them to designa mural with a Revolutionary War theme. You may choose to divide the class into several smallgroups, with each group responsible for a different segment of the mural. Encourage studentsto take on specific roles that suit their talents: historical researcher, layout designer, sketchartist, colorist, and so on. The topics below will give the class some ideas for subject material.

Boston MassacreMeeting of the First Continental CongressBurning of the GaspéeBoston Tea Party

Critical Thinking

Although many revolutions have had political beginnings, such as the one started by theAmerican colonies, other revolutions are nonpolitical. For instance, the Industrial Revolution ofthe late 1700s and early 1800s was a social change. Ask students how the introduction ofmachines and large factories might have changed the country. How did the balance betweenrural and urban areas change? (Many people moved to cities to find job opportunities in fac-tories. Hours were long and wages were low. The quality of life for many people became verypoor.)

The Technology Revolution of the 20th Century has caused many changes in everyday life.What are some ways that technology has changed our society? (Appliances such as dish-washers and microwaves have made work much easier, giving people more leisure time. Withtelevision and radio, some people have become inactive and isolated. Computers and theInternet have changed many jobs and made it easier to communicate with people around theworld.)

Extended Activity

Many of the most important events leading to the Revolutionary War took place in Boston. Askstudents to spend a few minutes learning more about this important city. In what state is itlocated? When did the first Europeans settle there? Who were the Puritans? From whatEuropean countries did many later Boston settlers come? (Boston is located in Massachusetts.The first settlers arrived in Boston in the 1630s. The Puritans were a strict religious group whosettled in Boston and tried to drive out settlers who did not share their views. Later, many peo-ple came to Boston from England, Ireland and Italy.)

15 Minutes

15 Minutes

Extended

ART


Meeting Individual Needs

Ask students to make sentences using the following words. Encourage them to use a dictionaryif they are unsure of the meanings. Make sure they display an understanding of the words asthey relate to the program.

customs - taxes placed on goods imported into a countryassembly - group of people who meet for a specific purposeself-sufficient - able to take care of one’s selfliberty - freedom from an oppressive ruler

Connection to Language Arts

In the program, Samuel Adams is quoted as saying, “We colonists have been branded withthe odious names of traitors and rebels only for complaining of our just grievances.”

Ask students to look up the words odious, just and grievance. Based on the meanings of thewords, what does the quote by Samuel Adams mean? (Odious describes something thatdeserves hatred or disgust. Just describes something this is reasonable, good or proper.Grievance is a negative response or resistance to an unfavorable condition. Adams was say-ing that the colonists were unfairly judged for speaking out, even though their complaints werereasonable.)

Writing

Ask students to pretend that they are living in Boston during the time of the Boston Massacre.They see British troops everywhere. There is a feeling of fear on the streets.

Have each student write a one-page journal entry describing a typical day in Boston. Whatdid they do? What kind of events happened in their community? Who did they talk to andabout what? Encourage students to learn more about colonial life in Boston to make their jour-nal entries as accurate as possible.

Connection to History

Many of the words spoken by early Americans still have strong meanings for us today. Ask stu-dents to use biographies and other library texts to locate a quote by a well-known Americanliving during the Revolutionary War era. Have them recite the quote to the rest of the class.Also, ask each student to explain what the quote means to him or her.

20 Minutes

Extended

Extended

HISTORY

15 Minutes

LANGUAGE

ARTS


Culminating Activity

Using what they have learned in the unit, ask each student to write a question related to theprogram. Collect the questions and use them to write a review quiz. After giving the quiz, askstudents if they enjoyed designing the test. How would they feel about designing more tests inthe future? Extended

Name

VOCABULARY

The following terms are from Prelude to Revolution. Write the number of each term next to its closestdefinition.

1. Samuel Adams

2. Boston Massacre

3. Gaspée

4. Governor Hutchinson

5. Intolerable Acts

6. Tories

7. Townshend Duties

8. Whigs


_____ colonists who did not want independence from England

_____ unfair taxes placed on colonial goods by the British

_____ British ship that was burned by angry colonists

_____ Bostonian who spoke out against the British and asked the colonies to state their rights

_____ British official who insisted that the Bostonians unload ashipment of tea

_____ colonists who wanted independence from England

_____ set of unfair laws designed to force the rebellious Bostonians into line

_____ occurred when colonists threw rubbish at the 29th Regiment of the English Regulars


Name

CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

After a long, costly war with France, England tried to raise money by placing taxes on the Americancolonies. The Massachusetts Assembly wrote a letter to the other colonies stating that the duties were“taxation without ___1___ .” England responded by sending ___2___ to Boston and dissolving theMassachusetts Assembly. Angry colonists yelled at the British troops and threw garbage at them. In1770, the British soldiers responded by firing into a crowd, causing the Boston ___3___ . Inresponse, England ended all of the taxes except the one on ___4___ . A few years later, the taxcollectors began placing high duties on goods that were imported on Colonial ___5___ . Thecolonists took revenge by burning the British ship ___6___ . Men like ___7___ wanted the coloniesto state their rights by forming a Committee of Correspondence. When General ___8___ , a Britishofficial, demanded that Bostonians unload an overtaxed shipment of tea, the colonists responded bydumping the tea into the harbor. This was known as the Boston ___9___ . England punished Bostonby designing new laws known as the ___10___ .

1. a. rebellionb. customsc. representationd. duties

2. a. the kingb. British troopsc. warshipsd. French soldiers

3. a. Tea Partyb. Witch Huntc. Assemblyd. Massacre

4. a. oatsb. tobaccoc. tead. coffee

5. a. trainsb. shipsc. carriagesd. none of the above

6. a. Gaspéeb. Serapisc. Quebecd. Bonhomme

7. a. King Georgeb. John Rolfec. Samuel Adamsd. Francis Marion

8. a. Hutchinsonb. Burgoynec. Cornwallisd. Howe

9. a. Massacreb. Harbor Assemblyc. Tea Partyd. Revenge

10. a. Sugar Actsb. Intolerable Actsc. Red Coat Actsd. Parliament Acts

Name


MATCH UP

Match each term on the left with the best group of words on the right.

1. Carpenters Hall

2. customs agents

3. E. Pluribus Unum

4. Old South Church

5. Parliament

6. Providence

7. Red Coats

8. Tea Act

_____ Latin motto which means “From many-one”

_____ British law which led to the Boston Tea Party

_____ place where Bostonians secretly met to plan the Boston Tea Party

_____ site in Philadelphia where the First Continental Congressmet

_____ town near the site where the Gaspée was burned

_____ British officials who were in charge of collecting taxes from the colonists

_____ British military soldiers

_____ governing body which controlled England and its colonies


Name

TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

_____ 1. In order to raise money, England placed high taxes on the American colonies.

_____ 2. The Massachusetts Assembly said that the duties were “taxation without tyranny.”

_____ 3. The colonists felt safe and protected when British troops arrived in Boston.

_____ 4. The Boston Massacre took place after colonists threw garbage at British soldiers.

_____ 5. After England began collecting taxes on shipped goods, the colonists burned the shipGaspée.

_____ 6. Samuel Adams wanted all colonists to accept the new taxes without causing trouble.

_____ 7. When Parliament passed the Tea Act, the colonists responded by dumping tea intoBoston Harbor.

_____ 8. The Intolerable Acts were designed to punish Boston for its rebellious actions.

_____ 9. The First Continental Congress met at Boston Harbor in 1774.

_____ 10. Every American colonist, whether Whig or Tory, wanted independence from England.

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REVERSE ALPHABET

An important word in each sentence below is written in reverse alphabet. Reverse alphabet workslike 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. England needed to raise money after fighting a long, costly war with UIZMXV. ____________________

2. The British soldiers sent to the colonies were often called IVW XLZGH. ____________________

3. XFHGLNH agents were responsible for collecting unpopular taxes on goods. ____________________

4. The Boston Massacre brought the colonies closer together in their quest for UIVVWLN. ____________________

5. After the British ship TZHKVV ran aground, colonists burned it down. ____________________

6. Samuel Adams said that the colonists had been unfairly labeled as GIZRGLIH. ____________________

7. Bostonians met secretly at the Old HLFGS Church to plan the Boston Tea Party. ____________________

8. In 1774, the First Continental XLMTIVHH met in Philadelphia. ____________________



Name

TIMELINE

Place the events below in order from 1 through 8.

_____ The Massachusetts Assembly writes a letter accusing England of “taxation without representation.”

_____ The Boston Massacre occurs after Bostonians throw garbage at British troops.

_____ After a costly war with France, England needs more money to govern the American colonies.

_____ In response to the high tax on tea, Bostonians dump a shipment of tea into the harbor.

_____ After the Boston Massacre, England lifts all taxes except the one on tea.

_____ In response to the Massachusetts Assembly, England sends troops to Boston.

_____ The Intolerable Acts are passed in order to punish colonists for the Boston Tea Party.

_____ England passes a series of high taxes on the colonies in order to raise money.

Name

WORD SEARCH

The following words can be found in the word search below. The letters may be arrangedhorizontally, vertically, diagonally or backward.

America GaspéeBoston taxationCongress Toriescustoms tyrannyEngland Whigs

G Q E L Q S E I R O T

Z A M E R I C A E G B

B L S A P D O K W A N

G B M P K Q N M C M K

M O C S E N G L A N D

C A T B Z E R V G C T

U K J O N R E D N J Y

S R L C B O S T O N R

T O N H P R S H L E A

O P C T A X A T I O N

M J X N P H R F Q J N

S G I H W X T M C M Y



Name

TEST

Circle the letter of the phrase which best fits the statement or question.

1. After an expensive war with France, England decided to:

a. attack the American colonies and steal their land.b. sell highly taxed tea to the French people.c. loot and burn colonial ships arriving in England.d. raise taxes on the American colonies.

2. England sent troops to Boston in response to a letter written by:

a. the Massachusetts Assembly.b. the First Continental Congress.c. the Customs House.d. the Virginia Assembly.

3. The Boston Massacre began when colonists threw garbage at the:

a. First Continental Congress.b. tax collectors.c. 29th Regiment of the English Regulars.d. British ship Gaspée.

4. In response to the Boston Massacre, England decided to:

a. lift all taxes except the one on tea.b. design harsher laws to keep the Bostonians in line.c. invade Lexington and start the Revolutionary War.d. lift all taxes placed on the colonists.

5. When British tax collectors began interfering with colonial shipping, the colonists:

a. voted to pay the taxes without protest.b. burned the British ship Gaspée.c. dumped a shipment of tobacco into Boston Harbor.d. fired cannons at approaching British ships.

Name

TEST (CONTINUED)

6. Samuel Adams wanted the colonies to write a letter stating their:

a. monthly earnings.b. military holdings.c. basic rights.d. food and drink preferences.

7. Governor Hutchinson ordered Bostonians to unload a shipment of highly taxed:

a. molasses.b. oats.c. tea.d. stamps.

8. In response to the Boston Tea Party, England passed the:

a. Letter Act.b. Intolerable Acts.c. Peanut Butter Act.d. Rebellious Acts.

9. In 1774, the First Continental Congress met in the city of:

a. Washington.b. Boston.c. New York.d. Philadelphia.

10. Americans who wanted independence from England were called “Whigs,” while those whodid not want independence were called:

a. “Blue Coats.”b. “Tories.”c. “Phigs.”d. “Sons of Liberty.”



ADDITIONAL AIMS MULTIMEDIA PROGRAMS

You and your students might also enjoy these other titles in the American History—Birth of a Nation seriesfrom AIMS Multimedia:

Colonial America in the 1760s (#AR1801VE)Taxation without Representation (#AR1802VE)Lexington, Concord, and Independence (#AR1804VE)Fighting for Freedom (#AR1805VE)A Nation in Crisis (#AR1806VE)The Living Constitution (#AR1807VE)

ANSWER KEY for page 18


VOCABULARY

The following terms are from Prelude to Revolution. Write the number of each term next to its closestdefinition.

1. Samuel Adams

2. Boston Massacre

3. Gaspée

4. Governor Hutchinson

5. Intolerable Acts

6. Tories

7. Townshend Duties

8. Whigs

_____ colonists who did not want independence from England

_____ unfair taxes placed on colonial goods by the British

_____ British ship that was burned by angry colonists

_____ Bostonian who spoke out against the British and asked the colonies to state their rights

_____ British official who insisted that the Bostonians unload ashipment of tea

_____ colonists who wanted independence from England

_____ set of unfair laws designed to force the rebellious Bostonians into line

_____ occurred when colonists threw rubbish at the 29th Regiment of the English Regulars

6

7

3

1

4

8

5

2



CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

After a long, costly war with France, England tried to raise money by placing taxes on the Americancolonies. The Massachusetts Assembly wrote a letter to the other colonies stating that the duties were“taxation without ___1___ .” England responded by sending ___2___ to Boston and dissolving theMassachusetts Assembly. Angry colonists yelled at the British troops and threw garbage at them. In1770, the British soldiers responded by firing into a crowd, causing the Boston ___3___ . Inresponse, England ended all of the taxes except the one on ___4___ . A few years later, the taxcollectors began placing high duties on goods that were imported on Colonial ___5___ . Thecolonists took revenge by burning the British ship ___6___ . Men like ___7___ wanted the coloniesto state their rights by forming a Committee of Correspondence. When General ___8___ , a Britishofficial, demanded that Bostonians unload an overtaxed shipment of tea, the colonists responded bydumping the tea into the harbor. This was known as the Boston ___9___ . England punished Bostonby designing new laws known as the ___10___ .

1. a. rebellionb. customsc. representationd. duties

2. a. the kingb. British troopsc. warshipsd. French soldiers

3. a. Tea Partyb. Witch Huntc. Assemblyd. Massacre

4. a. oatsb. tobaccoc. tead. coffee

5. a. trainsb. shipsc. carriagesd. none of the above

6. a. Gaspéeb. Serapisc. Quebecd. Bonhomme

7. a. King Georgeb. John Rolfec. Samuel Adamsd. Francis Marion

8. a. Hutchinsonb. Burgoynec. Cornwallisd. Howe

9. a. Massacreb. Harbor Assemblyc. Tea Partyd. Revenge

10. a. Sugar Actsb. Intolerable Actsc. Red Coat Actsd. Parliament Acts



MATCH UP

Match each term on the left with the best group of words on the right.

1. Carpenters Hall

2. customs agents

3. E. Pluribus Unum

4. Old South Church

5. Parliament

6. Providence

7. Red Coats

8. Tea Act

_____ Latin motto which means “From many-one”

_____ British law which led to the Boston Tea Party

_____ place where Bostonians secretly met to plan the Boston Tea Party

_____ site in Philadelphia where the First Continental Congressmet

_____ town near the site where the Gaspée was burned

_____ British officials who were in charge of collecting taxes from the colonists

_____ British military soldiers

_____ governing body which controlled England and its colonies

3

8

4

1

6

2

7

5



TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

_____ 1. In order to raise money, England placed high taxes on the American colonies.

_____ 2. The Massachusetts Assembly said that the duties were “taxation without tyranny.”

_____ 3. The colonists felt safe and protected when British troops arrived in Boston.

_____ 4. The Boston Massacre took place after colonists threw garbage at British soldiers.

_____ 5. After England began collecting taxes on shipped goods, the colonists burned the shipGaspée.

_____ 6. Samuel Adams wanted all colonists to accept the new taxes without causing trouble.

_____ 7. When Parliament passed the Tea Act, the colonists responded by dumping tea intoBoston Harbor.

_____ 8. The Intolerable Acts were designed to punish Boston for its rebellious actions.

_____ 9. The First Continental Congress met at Boston Harbor in 1774.

_____ 10. Every American colonist, whether Whig or Tory, wanted independence from England.

T

F

F

T

T

F

T

T

F

F



REVERSE ALPHABET

An important word in each sentence below is written in reverse alphabet. Reverse alphabet workslike 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. England needed to raise money after fighting a long, costly war with UIZMXV. ____________________

2. The British soldiers sent to the colonies were often called IVW XLZGH. ____________________

3. XFHGLNH agents were responsible for collecting unpopular taxes on goods. ____________________

4. The Boston Massacre brought the colonies closer together in their quest for UIVVWLN. ____________________

5. After the British ship TZHKVV ran aground, colonists burned it down. ____________________

6. Samuel Adams said that the colonists had been unfairly labeled as GIZRGLIH. ____________________

7. Bostonians met secretly at the Old HLFGS Church to plan the Boston Tea Party. ____________________

8. In 1774, the First Continental XLMTIVHH met in Philadelphia. ____________________

France

Red Coats

Customs

freedom

Gaspée

traitors

South

Congress



TIMELINE

Place the events below in order from 1 through 8.

_____ The Massachusetts Assembly writes a letter accusing England of “taxation without representation.”

_____ The Boston Massacre occurs after Bostonians throw garbage at British troops.

_____ After a costly war with France, England needs more money to govern the American colonies.

_____ In response to the high tax on tea, Bostonians dump a shipment of tea into the harbor.

_____ After the Boston Massacre, England lifts all taxes except the one on tea.

_____ In response to the Massachusetts Assembly, England sends troops to Boston.

_____ The Intolerable Acts are passed in order to punish colonists for the Boston Tea Party.

_____ England passes a series of high taxes on the colonies in order to raise money.

3

5

1

7

6

4

8

2



WORD SEARCH

The following words can be found in the word search below. The letters may be arrangedhorizontally, vertically, diagonally or backward.

America GaspéeBoston taxationCongress Toriescustoms tyrannyEngland Whigs

G Q E L Q S E I R O T

Z A M E R I C A E G B

B L S A P D O K W A N

G B M P K Q N M C M K

M O C S E N G L A N D

C A T B Z E R V G C T

U K J O N R E D N J Y

S R L C B O S T O N R

T O N H P R S H L E A

O P C T A X A T I O N

M J X N P H R F Q J N

S G I H W X T M C M Y



TEST

Circle the letter of the phrase which best fits the statement or question.

1. After an expensive war with France, England decided to:

a. attack the American colonies and steal their land.b. sell highly taxed tea to the French people.c. loot and burn colonial ships arriving in England.d. raise taxes on the American colonies.

2. England sent troops to Boston in response to a letter written by:

a. the Massachusetts Assembly.b. the First Continental Congress.c. the Customs House.d. the Virginia Assembly.

3. The Boston Massacre began when colonists threw garbage at the:

a. First Continental Congress.b. tax collectors.c. 29th Regiment of the English Regulars.d. British ship Gaspée.

4. In response to the Boston Massacre, England decided to:

a. lift all taxes except the one on tea.b. design harsher laws to keep the Bostonians in line.c. invade Lexington and start the Revolutionary War.d. lift all taxes placed on the colonists.

5. When British tax collectors began interfering with colonial shipping, the colonists:

a. voted to pay the taxes without protest.b. burned the British ship Gaspée.c. dumped a shipment of tobacco into Boston Harbor.d. fired cannons at approaching British ships.



TEST (CONTINUED)

6. Samuel Adams wanted the colonies to write a letter stating their:

a. monthly earnings.b. military holdings.c. basic rights.d. food and drink preferences.

7. Governor Hutchinson ordered Bostonians to unload a shipment of highly taxed:

a. molasses.b. oats.c. tea.d. stamps.

8. In response to the Boston Tea Party, England passed the:

a. Letter Act.b. Intolerable Acts.c. Peanut Butter Act.d. Rebellious Acts.

9. In 1774, the First Continental Congress met in the city of:

a. Washington.b. Boston.c. New York.d. Philadelphia.

10. Americans who wanted independence from England were called “Whigs,” while those whodid not want independence were called:

a. “Blue Coats.”b. “Tories.”c. “Phigs.”d. “Sons of Liberty.”

Documents

Prelude to Revolution · 1 Prelude to Revolution INTRODUCTION TO THE AIMS TEACHING MODULE (ATM) Rationale