The Road to

The First Shots

Revolution Camp Life The End of the War
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here.

Complete the items

assigned by your Dates Places Documents People
teacher.
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When you finish an
item, drag a coin from
the stack below onto African-Americans Native Americans in
the space on the Spies in the Women in the
In the Revolutionary the Revolutionary
board to show that it’s Revolutionary War Revolutionary War
War War
complete.
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Reenactments Paintings Letters Monuments

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Watch each short video clip and then answer the questions. Hint: Look at the
questions first so that you know what to watch/listen for!
The Seven Years War and the French & Indian War are two different names for the
same war. Who were the two sides that were fighting in this war?
Clip 1
After helping them win the war, what did the American colonists hope they would
get from the British?
Why did the Parliament want the colonists to pay? Why did the British need the
money?
Clip 2
What were the rules of the Stamp Act?
How did the British respond to the Boston Tea Party?
Clip 3
.In the box provided, answer each question using complete
sentences. There are no right or wrong answers for these
questions -- it’s just about what you THINK and why.
Which of the events that you watched clips about do you think was
the most important in causing the colonists to want freedom from
the British? Why?
These are two “cartoons” that were published in newspapers in the
1760s. Which do you think was better at getting colonists to join
the revolution? Why?
Image 1 Image 2
The Road to
Revolution
Watch each short video clip and then fill in the blanks with the correct words. Hint: Look at the In the box provided, answer each question using
questions first so that you know what to watch/listen for! complete sentences. There are no right or wrong
answers for these questions -- it’s just about what you
THINK and why.
The Bridge is the place where the British and Americans fired the first shots of the
Revolutionary War. Who do you think won the battle of Lexington & Concord?
Clip 1 Give two reasons why you think that.
The were the soldiers who were youngest and strongest, and could be ready to fight
most quickly.

Thomas Gage was upset the Americans had stolen and sent the British Army to
Concord to get them back.
Clip 2
Paul Revere, William Dawes, and Samuel Prescott were called riders because they Look at these two maps of the Battle of Lexington &
let the colonists know the British had started marching. Concord - one is old, one is new. Which do you think is
better for telling the story of the battle? Why?
A group of British soldiers marched to Farm. Map 1 Map 2
Clip 3
_______ allowed the soldiers to search the house, and even gave them some food and
drink.

In Concord, the townspeople asked the British to stop the .

Clip 4
There were British soldiers killed at North Bridge.

When British soldiers started marching back to Boston, there a was a on the left side
that allowed the Americans to not be detected as they gathered and gained more people.

Clip 5
The group of small battles that started at Mariam Hill and went back towards Boston were
The First
called the battles.

At end of these battles, the British lost soldiers (killed, wounded or missing) and the
Shots
Americans lost .
Watch each short video clip and then fill in the blanks with the correct words. Hint:
Look at the questions first so that you know what to watch/listen for!
What two groups of people did Washington usually have around him?
Clip 1
What did Valley Forge become after the British took over Philadelphia?
When did the first soldier die at Valley Forge? How did he die?
Clip 2
What did Washington want the state Governors to send?
Name two ways that Baron Von Steuben changed the Continental Army?
Clip 3
Where did the soldiers live at Valley Forge?
Clip 4
In the box provided, answer each question using complete
sentences. There are no right or wrong answers for these
questions -- it’s just about what you THINK and why.
George Washington had to beg the state Governors and the
Continental Congress to send supplies to Valley Forge. What do
you think their reasons were for not sending them (or not sending
enough)? Give at least two possible reasons.
Below are pictures of Valley Forge. On the left are the inside and
outside of the soldiers’ huts and on the right is the inside and
outside of George Washington’s house. What do you think about
how different they are? What do you think soldiers at Valley Forge
thought about the difference?
Image 1 Image 3
Image 2 Image 4
Camp
Life
Watch each short video clip and then answer the questions. Hint: Look at the
questions first so that you know what to watch/listen for!
What groups did Washington command at Yorktown?
Clip 1
Why did Cornwallis surrender?
What was important about Washington’s and Rochambeau’s relationship?
Clip 2
How did the French help the Americans at Yorktown?
Clip 3
What was the situation of the American troops before Yorktown?
Clip 4
Name a few places where the British still had troops after Yorktown.
Clip 5
What did Washington worry that Congress might do?
In the box provided, answer each question using complete
sentences. There are no right or wrong answers for these
questions -- it’s just about what you THINK and why.
Do you think that Yorktown should be considered at the end of the
Revolutionary War? Why or why not?
Below are two paintings of the Battle of Yorktown. The first shows
when the Americans stormed the last area that the British
controlled. The second shows the British army officially
surrendering. If you could only pick one to show someone to
explain Yorktown, which would you pick? Why?
Painting 1 Painting 2
(Click on the painting on the
right side to get a bigger
version.)
The End of the
War
Using a good source, find the date that each event occured. Then pull the dot to put the event at the correct location on the timeline.

You will also need to use your sources to find three other dates that you think are important. Type those into the blue boxes and add the dots to the
timeline.

It is okay if some of the lines cross or if dots end up at the same spot. Dates
The Revolutionary
The Stamp Act is Remove this text Remove this text The Revolutionary
War starts with the George
passed. It requires and add an and add an War ends at the
Battle of Washington
colonists to pay important event of important event of Battle of
Lexington & elected president.
taxes on all paper. your own. your own. Yorktown.
Concord.

1760 1765 1770 1775 1780 1785 1790

The Boston
The Treaty of
Massacre occurs
The Declaration of Paris is signed, Remove this text The US
when British
Independence is meaning the and add an Constitution is
soldiers kill
signed by the 13 United States and important event of written and
several people in
colonies. England are your own. signed.
a mob of
officially at peace.
colonists.
 On the right is a map of the original 13 colonies.

Using a good source, find 4 locations that were important in the fight for
independence. These could be locations of important meetings, battles, or
other events.

Drag one of the stars and place it on the map where the event happened.
(It doesn’t have to be exact, just be sure to get the right colony!)

Then explain what happened at that location by filling in the color-coded

chart below.

Location (include the Why is this an important location?

state!)

Places
Watch/read the information at the link provided for each document. Some are short video clips and others are links to the document page at the
National Archives. Using these and other good sources of your choice, find the required information about each of the documents listed in the table
below.
Document Name Link Year Who wrote, signed, or created Explain why this document was important or what it said.
the document?

Clip
Common Sense

Declaration of Clip
Independence

Clip
Articles of Confederation

Treaty of Paris Clip

US Constitution Archives

The Bill of Rights Archives

Documents
Using a good source, find 4 people who were important in the time around the Revolutionary War. They could be American, British, or someone else.

Fill out the table below with some information about these people. If you can find a picture of the person, copy and paste it in the space provided.

Person 1 Person 2 Person 3 Person 4

Name Name Name Name

Birth & Death Years Birth & Death Years Birth & Death Years Birth & Death Years

Why they were important? What did Why they were important? What did Why they were important? What did Why they were important? What did
you read about this person that made you read about this person that made you read about this person that made you read about this person that made
you pick them? List 3 things. you pick them? List 3 things. you pick them? List 3 things. you pick them? List 3 things.

● ● ● ●

Copy & paste a picture here, if you Copy & paste a picture here, if you Copy & paste a picture here, if you Copy & paste a picture here, if you
can find one. can find one. can find one. can find one.

People
Explore or watch at least 3 of the sources provided. (You can use all of them, but you don’t have to!)

Pick a topic that you found in the sources. It could be a person, an idea, a place, etc. Then follow the steps below to fill in the SOURCES
graphic organizer with what you’ve learned. You can make the spaces bigger or smaller or move them around as needed.
Patriots of African Descent
Monument (Link)

Billy Lee (Clip)

African Americans in the

Revolutionary Period (Link)

Phyllis Wheatley (Clip)

The Robbins House (Clip

1, Clip 2)

STEPS

In the blue space, type a

main topic. This should be
a specific idea or person
that you read about/saw in
a video.

In the purple space, type

the reason you were
interested in this topic.

In each red space, type a

fact that you learned about
your topic.

In each yellow space, type

something you didn’t learn
African-Americans about the topic, but you’d
like to know.
 Explore at least 3 of the sources provided. (You can use all of them, but you don’t have to!)

Pick a topic that you found in the sources. It could be a person, an idea, a place, etc. Then follow the steps below to fill in the
graphic organizer with what you’ve learned. You can make the spaces bigger or smaller or move them around as needed.

SOURCES

5 Important Spies in the

Revolutionary War (Link)

Writing With Invisible Ink

(Clip 1, Clip 2)

Writing in Code (Clip)

Spies in Costume (Clip)

STEPS

In the blue space, type a

main topic. This should be
a specific idea or person
that you read about.

In the purple space, type

the reason you were
interested in this topic.

In each red space, type a

fact that you learned about
your topic.

In each yellow space, type

something you didn’t learn
about the topic, but you’d
Spies in the Revolutionary War like to know.
 Explore at least 3 of the sources provided. (You can use all of them, but you don’t have to!)

Pick a topic that you found in the sources. It could be a person, an idea, a place, etc. Then follow the steps below to fill in the
graphic organizer with what you’ve learned. You can make the spaces bigger or smaller or move them around as needed.
SOURCES

The Women at Valley

Forge (Link)

Molly Pitcher (Link)

Phyllis Wheatley (Link)

Abigail Adams (Link)

Women Voting in New

Jersey (Link)

STEPS

In the blue space, type a

main topic. This should be
a specific idea or person
that you read about/saw in
a video.

In the purple space, type

the reason you were
interested in this topic.

In each red space, type a

fact that you learned about
your topic.

In each yellow space, type

something you didn’t learn
Women in the Revolutionary War about the topic, but you’d
like to know.
Explore or watch at least 3 of the sources provided. (You can use all of them, but you don’t have to!)

Pick a topic that you found in the sources. It could be a person, an idea, a place, etc. Then follow the steps below to fill in the SOURCES
graphic organizer with what you’ve learned. You can make the spaces bigger or smaller or move them around as needed.
American Indians and the
American Revolution (Link)

Native Americans in the

Revolution (Clip)

Native Americans After the

Declaration of
Independence (Clip)

The Peace of Paris Ignores

Native Peoples’ Rights
(Link)

STEPS

In the blue space, type a

main topic. This should be
a specific idea or person
that you read about/saw in
a video.

In the purple space, type

the reason you were
interested in this topic.

In each red space, type a

fact that you learned about
your topic.

In each yellow space, type

Native Americans in the something you didn’t learn
about the topic, but you’d
Revolutionary War like to know.
 A historical reenactment is when people recreate a scene that happened in the past. They dress in costumes and try to find a setting that looks similar to the original
(or they might even use the original location if possible). Sometimes they use the exact words of the historical people (if it was a speech that was written down) and
sometimes they have to use what they know about history to guess what people would have said and done.

STEP 1: Go to this link and watch part of a reenactment of Washington Crossing the Delaware.

STEP 2: Go to this link and watch part of a reenactment of the Boston Tea Party Debate.

STEP 3: Choose an event in the Revolutionary War and plan a reenactment.

STEP 4: Explain the details in the space below. You might need to use other sources for information. Reenactments

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Paintings are the only way that we can “see” the Revolutionary War. Some are very realistic and some might not be accurate.

STEP 1: Go look at least three Revolutionary War period paintings on this National Archives site.
Paintings
STEP 2: Choose one painting and copy and paste it into the frame below. Move things around if you need to!

STEP 3: Type the name, date, and artist into the box provided.

STEP 4: Pretend that you’re showing the painting to someone else who is just learning about the Revolutionary War. You want to explain what it shows and how it
connects this time period. Fill in each speech bubble with one thing that you’d want to tell them to pay attention to!

Painting name:

Artist name:

Year painted:

Delete this text and write something you’d

want the other person to notice.

Delete this text and write another thing

you’d want the other person to notice.

Delete this text and write one more thing

you’d want the other person to notice.
During the Revolutionary War period, letters were the only way to communicate with someone you couldn’t talk to in person. Letters
STEP 1: Look at these three letters - Link 1, Link 2, Link 3. Try to read part of the letters if you can. (You can zoom in.) It’s okay if you can’t read them -- this kind of
writing is hard to read!

STEP 2: Imagine being alive during the Revolutionary War. Think about something you would have done or seen. This could be a day-to-day task (like eating dinner)
or it could be a something big (like fighting in a battle with George Washington).

STEP 3: Use the space below to write a letter to a friend telling them what you saw. In your letter, you should do your best to pretend you are living in that time
period. (Example: You can’t say you turned on the lights, you’d have to say you lit a candle.) You might need to use other sources for information.

Delete this text and type your letter here.

 Monuments and statues are a way to publicly remember and honor people and events. There are many monuments related to the Revolutionary War.

OPTION 1:

STEP 1: Look at these 4 monuments related to the Revolutionary War and independence. Washington Monument, Patriots of African Descent Memorial, Baron Von
Stuben Statue, Boston Women’s Memorial (Abigail Adams, Lucy Stone, Phyllis Weatley).

STEP 2: Think of a person or event who you believe deserves a monument. (This can be something/someone that doesn’t have one, or something/someone that you
think needs another!)

STEP 3: Describe the monument/statue (who, what, when, where, how) and why you think it should be built in the space below. Write at least five complete
sentences.

Choose one of the two options, then remove this text and type your answer here.

OPTION 2: Monuments
Some monuments and statues are created, and then later taken down.

STEP 1: Go to this site and look at the painting called “Pulling Down the Statue of King George III.” Read the information in the box under the picture.

STEP 2: Think or of a person or event related to the Revolutionary War that has a monument or statue that you think should be taken down. You might need to use
other sources for information.

STEP 3: Explain why you think the monument should be removed in the space above.Write at least five complete sentences.