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NEH participants will work in small groups to create a lesson plan based on the readings, artifacts, and landscapes encountered throughout the week.

Participants will earn 45 professional development points/hours for their participation in all program activities.

For those seeking academic credit, arrangements have been made with Framingham State University so that you may register for three course credits at $75/credit. A syllabus and directions for registering for the graduate credits will be posted here in April 2015.

Sample Lesson Plans

These lesson plans were developed by participants in our 2010 and 2012 NEH Landmarks of American History and Culture Workshop, At the Crossroads of Revolution, Lexington and Concord in 1775. Participants worked in teams according to grade level and created lessons based on the workshop's framing questions. Each lesson incorporates documents, artifacts, or landscapes encountered throughout the week.

For more information about the lessons, or the workshop, please contact the Education Department at education@masshist.org.

Elementary School

  1. How did occupations, socio-economic standing and physical surroundings (natural and material culture) influence the political and personal outlooks of the inhabitants?
    Created by: Jackie Cunningham, Elgin (OK) Public Schools; Claire Damarods, St, Mary's Hall, San Antonio, TX; Kim Guyette,
    Marcus Whitman Elementary, Richland, WA; and Jean O'Berry, Davis Drive Elementary Scool, Cary, NC.
    View lesson: Personal Outlooks
  2. Was there evidence that allegiance to either the Patriot or British/Tory side would change the lives of colonists--particularly the disenfranchised? (African Americans and women who did not have the right to vote or own property)
    Created by: Jennifer McSorley, Hanscom (MA) Middle School; Terra Lea Dennis, Alice V. Hedden Elementary, Edgewood, WA; and Mark Parker, Wolcott Mills Elementary, Wolcottville, IN.
    View lesson: What about my freedom?

Middle School

  1. What were the reactions of Provincials to the actions of the British military in Concord in April 1775? What paths were taken by the Patriots and British Regulars to sway public opinion in their favor? Using your prior knowledge, predict the role and duties of the women of Hartwell Tavern before, during and after their encounter with the British Regulars?
    Created by: Joelle Baschnagel, Skaneateles (NY) Middle School; Pat Brolan, Cross Timbers Middle School, Grapevine, TX; and Adam Zilcoski, Chenery Middle School, Belmont, MA.
    View lesson: Patriot Paths
  2. The people of Lexington had many choices of actions when the British army marched into their village. Some say the choice they made to stand up to the British started the American Revolution. What is one choice of action that you have made that has had a distinctive impact on you or your family?
    Created by: Julie Garrison, Highland Park Middle School, Dallas, TX; Kent Gompert, Estrella Middle School, Phoenix, AZ; and Mike Rohlin, Chautauqua Lake Central School, Mayville, NY.
    View lesson: Choices

High School

  1. In what ways and to what extent do documents from January to April, 1775, reveal the clash of cultures that culminated in the American Revolution? Consider the social, political, and religious conflicts between the American colonies and the English aristocracy.
    Created by: William Murphy, Belfast (ME) Area High School; Debra Savage, Westside High School, Houston, TX; Thomas Barry, Newton North High School, Newton, MA; and James Aitken, Trinity-Pawling School, Pawling, NY.
    View lesson: Concord DBQ
  2. In what ways were the towns around Boston working together on a regional/provisional basis in 1774 and 1775, and what were the effects and implications of this cooperation and broader sense of identity?
    Created by: Rod Kleber, Gateway Regional High School, Huntington, MA; Niki Fullmer,Merit College Preparatory Academy, Springville, UT; and Jefferey White, Illiana Christian, Lansing, IL.
    View lesson: Curious Narrative
  3. What were the sources of news in Massachusetts towns? Where did people gather within the towns to share news? How wide was their world in terms of where they traveled and what they read about? How did this range influence their outlooks?
    Created by: Carol Wyenn, Royal High School, Simi Valley, CA; Michael Sandler, Arlington (MA) High School; and Jessica Christensen, Manila (UT) Sr./Jr. High School.
    View lesson: Communication Station in Boston
  4. How did the motives of ordinary people affect their role in the revolution on April 19, 1775?
    Created by: Amie Cox, Crawfordsville (IN) High School; Caleb Hand, Dracut (MA) High School; and Skip L'Heureux, Boothbay (ME) Regional High School.
    View lesson: Paul Revere at the Crossroads
  5. How did social, political, and economic realities of the people of Concord lead to the events of April 19, 1775?
    Created by: Danielle Fernandez, North Quincy High School, Quincy, MA; Cathryn Goble, Ridge Community High School, Davenport, FL; and Kevin Jehl, Leo (IN) High School.
    View lesson: Personal Realities
  6. What roles did women play during the events of April 18–19, 1775? How were their lives affected, and what effect did they have on events with worldwide repercussions?
    Created by: Beth Ford, Hermitage High School, Henrico, VA; Benjamin Hanchett, Masconomet Regional High School, Topsfield, MA; and Nancy Ponzetti, Catherine McAuley High School, Portland, ME.
    View lesson: Women of Lexington and Concord
  7. What issues, decisions and actions brought colonists and the British to the point of confrontation on the Lexington Green and Concord’s North Bridge? What were they defending?
    Created by: Michelle Hubenschmidt, Mulberry (FL) Senior High School; Bill Rexford, Sisters (OR) High School; and Michael Stewart, Grand Island (NY) Central School District.
    View lesson: What were they defending?
  8. What were the sources of news in Lexington & Concord? Where did people gather to share news? How did these sources influence their outlooks?
    Created by: Mark Davison, Iroquois Central High School, Elma, NY; Matt Moore, Sleepy Eye (MN) Public Schools; Debra Sherblom, Fitchburg (MA) High School.
    View lesson: Sources of News
  9. Who was Caesar Robbins and why is his house so special? This activity will introduce students to local civic involvement and participation through a Structured Academic Controversy involving questions of historic interpretation, preservation, and private ownership.
    Created by: Milde Waterfall, Thomas Jefferson High School for Science and technology, Alexandria, VA; Don Wilson, Everett (WA) High School; and Peter Zopes, Chelmsford (MA) High School.
    View lesson: Preserving the Untold Story of Concord

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