To demonstrate how our teaching materials work with state academic standards, below are excerpts from the Massachusetts state academic standards for Social Studies regarding the American Revolution. Massachusetts provides our example not only because it is “the birthplace of the American Revolution” but also because of its high achievements in state education. Nevertheless, similar standards are found in all state academic standards for Social Studies regarding the American Revolution.

 

Within the standards are the five topics listed in the previous section which intersect with the history of the Aitken Bible. Thus, the Aitken Bible can be used as an object lesson for these topics. As stated, the five topics are: Congress, culture, embargo, economics, and immigration. Points of connection in the standards have been noted by a reference to the corresponding lesson plan presented in the previous section.

 

While relevant selections appear below, the entire History and Social Science Framework from the Massachusetts Department of Elementary and Secondary Education can be found here.

 

MA State Social Studies Standards

Massachusetts Department of Elementary and Secondary Education

 

2018 History and Social Science Framework, Grades Pre-Kindergarten to 12

 

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Grade 3 Content Standards

 

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Topic 6. Massachusetts in the 18th century through the American Revolution [3.T6]

 

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2. Analyze the connection between events, locations, and individuals in Massachusetts in the early 1770s and the beginning of the American Revolution, using sources such as historical maps, paintings, and texts of the period.

 

Clarification statement: Students should understand that in the 1770s leaders of the Massachusetts colonists were angered by a series of events and taxes they believed unfair. This standard focuses primarily on Massachusetts. Students will study how the Revolution affected other colonies in grade 5.

 

a. the Boston Massacre (1770), including the role of the British Army soldiers, Crispus Attucks, Paul Revere, and John Adams

 

b. the Boston Tea Party (1773), a political protest against taxes on tea by patriots who called themselves the Sons of Liberty, dressed as Native Peoples

 

[See Lesson Plan: Economics. Connection Points: British taxes, colonial boycotts to protest, independence encouraged by domestic trade, the Aitken Bible as an example of Congress encouraging domestic trade.]

 

[See Lesson Plan: Embargo. Connection Points: Tea Act of 1773, the effectiveness of colonial boycotts, the rise of American self-sufficiency, the Aitken Bible as an example of American self-sufficiency.]

 

c. the Intolerable Acts (1774), laws passed by the British Parliament as a result of the Boston Tea Party, designed to punish colonists

 

[See Lesson Plan: Congress. Connection Points: Boston Port Act, Massachusetts Government Act, how Congress pursued economic and political freedom, the Aitken Bible as an example of how Congress pursued economic and political freedom.]

 

d. the First Continental Congress (1774), a meeting of representatives from the 13 colonies in response to the Intolerable Acts

 

[See Lesson Plan: Congress. Connection Points: Boston Port Act, Massachusetts Government Act, how Congress reacted to British restrictions, the Aitken Bible as an example of how Congress reacted to British restrictions.]

 

e. the beginning of the Revolution at Lexington and Concord, Massachusetts (April, 1775) and the Battle of Bunker Hill in Charlestown, Massachusetts (June, 1775) and the roles of Revolutionary leaders such as Paul Revere, John Hancock, John and Abigail Adams, Samuel Adams, and Peter Salem

 

f. the roles of Native Peoples and African Americans in the American Revolution, some serving as Loyalists, some as Patriots

 

g. the roles of colonial women in keeping households and farms, providing education for children, and, during the Revolution, boycotting English goods

 

[See Lesson Plan: Economics. Connection Points: colonial boycotts and embargoes instead of military action, independence encouraged by domestic trade, the Aitken Bible as an example of Congress encouraging domestic trade.]

 

[See Lesson Plan: Embargo. Connection Points: the effectiveness of colonial boycotts as protest, how boycotts prompted American self-sufficiency, the Aitken Bible as an example of American self-sufficiency.]

 

3. Analyze how the colonists’ sense of justice denied led to declaring independence, and what the words of the Declaration of Independence say about what its writers believed.

 

[See Lesson Plan: Congress. Connection Points: how the British restricted economic, political, and religious freedom, the Aitken Bible as an example of how Congress pursued all three freedoms.]

 

[See Lesson Plan: Culture. Connection Points: how European political oppression and religious persecution influenced American culture, how the colonists were unified by a spirit of independence, the Aitken Bible as an example of the spirit of independence.]

 

[See Lesson Plan: Economics. Connection Points: “No taxation without representation,” colonial independence encouraged by domestic trade, the Aitken Bible as an example of Congress encouraging domestic trade.]

 

[See Lesson Plan: Embargo. Connection Points: the effectiveness of colonial boycotts as protest, how boycotts prompted American self-sufficiency, the Aitken Bible as an example of American self-sufficiency.]

 

[See Lesson Plan: Immigration. Connection Points: how colonists were immigrants, came for political, religious, and economic reasons, they were sensitive to these issues, Robert Aitken as an example of an immigrant who came for economic reasons.]

 

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Grade 5 Content Standards

 

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Topic 2. Reasons for revolution, the Revolutionary War, and the formation of government [5.T2]

 

1. Explain the reasons for the French and Indian War and how its costs led to an overhaul of British imperial policy; explain key British policies and the colonial response to them.

 

a. policies: the Proclamation of 1763, the Sugar Act (1764), the Stamp Act (1765), the Townsend Duties (1767), the Tea Act (1773), the Intolerable Acts (1774)

 

[See Lesson Plan: Congress. Connection Points: how the Intolerable Acts caused Congress to form, Congress pursued economic, political, and religious freedom, the Aitken Bible as an example of how Congress pursued all three freedoms.]

 

[See Lesson Plan: Culture. Connection Points: how the war and its aftermath planted a desire for colonial independence, how the colonists were unified by a spirit of independence, the Aitken Bible as an example of the spirit of independence.]

 

[See Lesson Plan: Economics. Connection Points: British taxes to pay for the war, colonial boycotts to protest, independence encouraged by domestic trade, the Aitken Bible as an example of domestic trade.]

 

[See Lesson Plan: Embargo. Connection Points: how colonial boycotts repealed the Sugar Act, Stamp Act, and Townshend Acts, the rise of American self-sufficiency, the Aitken Bible as an example of American self-sufficiency.]

 

[See Lesson Plan: Immigration. Connection Points: how colonists were immigrants, came for political, religious, and economic reasons, they were sensitive to these issues, Robert Aitken as an example of an immigrant who came for economic reasons.]

 

b. the slogan,“no taxation without representation”

 

[See Lesson Plan: Economics. Connection Points: “No taxation without representation,” colonial independence encouraged by domestic trade, the Aitken Bible as an example of Congress encouraging domestic trade.]

 

c. the roles of the Stamp Act Congress, the Sons of Liberty, and the Boston Tea Party (1773), the Suffolk Resolves (1774), in which Massachusetts declared a boycott of British goods, the early battles between Massachusetts colonists and the British soldiers in Lexington, Concord, and Bunker Hill (1775) and the evacuation of the British from Boston (1776)

 

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8. Explain the reasons for the adoption of the Articles of Confederation in 1781, the weaknesses of the Articles as a plan for government, and the reasons for their failure.

 

[See Lesson Plan: Congress. Connection Points: how the Congress of the Confederation could not tax, how they approved the Aitken Bible but offered no financial support, the Aitken Bible as an example of how Congress had limited means of financial support.]

 

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Grade 8 Content Standards

 

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Topic 2. The development of the United States government [8.T2]

 

Supporting Question: How did the framers of the Constitution attempt to address issues of power and freedom in the design of the new political system?

 

1. Apply knowledge of the history of the American Revolutionary period to determine the experiences and events that led the colonists to declare independence; explain the key ideas about equality, representative government, limited government, rule of law, natural rights,

 

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common good, and the purpose of government in the Declaration of Independence.

 

[See Lesson Plan: Congress. Connection Points: how the British restricted economic, political, and religious freedom, the Aitken Bible as an example of how Congress pursued all three freedoms.]

 

[See Lesson Plan: Culture. Connection Points: how European political oppression and religious persecution influenced American culture, how the colonists were unified by a spirit of independence, the Aitken Bible as an example of the spirit of independence.]

 

[See Lesson Plan: Economics. Connection Points: British taxes on the colonies, colonial boycotts to protest, independence encouraged by domestic trade, the Aitken Bible as an example of domestic trade.]

 

[See Lesson Plan: Embargo. Connection Points: the effectiveness of colonial boycotts as protest, how boycotts prompted American self-sufficiency, the Aitken Bible as an example of American self-sufficiency.]

 

[See Lesson Plan: Immigration. Connection Points: how colonists were immigrants, came for political, religious, and economic reasons, they were sensitive to these issues, Robert Aitken as an example of an immigrant who came for economic reasons.]

 

2. Analyze the weaknesses of the national government under the Articles of Confederation; and describe the crucial events (e.g., Shays’ Rebellion) leading to the Constitutional Convention.

 

[See Lesson Plan: Congress. Connection Points: how the Congress of the Confederation could not tax, how they approved the Aitken Bible but offered no financial support, the Aitken Bible as an example of how Congress had limited means of financial support.]

 

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United States History 1 Content Standards, [Grades 9-12]

 

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Topic 1. Origins of the Revolution and the Constitution [USI.T1]

 

Supporting Question: How did events of the Revolutionary period inform the ideas in the Constitution?

 

1. Analyze the economic, intellectual, and cultural forces that contributed to the American Revolution.

 

[See Lesson Plan: Congress. Connection Points: how the British restricted economic, political, and religious freedom, the Aitken Bible as an example of how Congress pursued all three freedoms.]

 

[See Lesson Plan: Culture. Connection Points: how European political oppression and religious persecution influenced American culture, how the colonists were unified by a spirit of independence, the Aitken Bible as an example of the spirit of independence.]

 

[See Lesson Plan: Economics. Connection Points: British taxes on the colonies, colonial boycotts to protest, independence encouraged by domestic trade, the Aitken Bible as an example of domestic trade.]

 

[See Lesson Plan: Embargo. Connection Points: the effectiveness of colonial boycotts as protest, how boycotts prompted American self-sufficiency, the Aitken Bible as an example of American self-sufficiency.]

 

[See Lesson Plan: Immigration. Connection Points: how colonists were immigrants, came for political, religious, and economic reasons, they were sensitive to these issues, Robert Aitken as an example of an immigrant who came for economic reasons.]

 

2. Explain the reasons for the French and Indian War (1754–1763), the North American component of the global Seven Years’ War between Great Britain and France (1756–1763), and analyze how the war affected colonists and Native Peoples.

 

[See Lesson Plan: Culture. Connection Points: how the war and its aftermath planted a desire for colonial independence, how the colonists were unified by a spirit of independence, the Aitken Bible as an example of the spirit of independence.]

 

[See Lesson Plan: Economics. Connection Points: British taxes to pay for the war, colonial boycotts to protest, independence encouraged by domestic trade, the Aitken Bible as an example of domestic trade.]

 

3. Explain Britain’s policies in the North American colonies (e.g.,the Proclamation of 1763, the Sugar Act, the Stamp Act, the Townsend Duties, the Tea Act, and the Intolerable Acts) and compare the perspectives of the British Parliament, British colonists, and Native Peoples in North America on these policies.

 

[See Lesson Plan: Congress. Connection Points: how the Intolerable Acts caused Congress to form, Congress pursued economic, political, and religious freedom, the Aitken Bible as an example of how Congress pursued all three freedoms.]

 

[See Lesson Plan: Culture. Connection Points: how European political oppression and religious persecution influenced American culture, how the colonists were unified by a spirit of independence, the Aitken Bible as an example of the spirit of independence.]

 

[See Lesson Plan: Economics. Connection Points: colonial boycotts and embargoes instead of military action, independence encouraged by domestic trade, the Aitken Bible as an example of Congress encouraging domestic trade.]

 

[See Lesson Plan: Embargo. Connection Points: how colonial boycotts repealed the Sugar Act, Stamp Act, and Townshend Acts, the rise of American self-sufficiency, the Aitken Bible as an example of American self-sufficiency.]

 

[See Lesson Plan: Immigration. Connection Points: how colonists were immigrants, came for political, religious, and economic reasons, they were sensitive to these issues, Robert Aitken as an example of an immigrant who came for economic reasons.]

 

4. Describe Patriots’ responses to increased British taxation (e.g., the slogan, “no taxation without representation,” the actions of the Stamp Act Congress, the Sons of Liberty, the Boston Tea Party, the Suffolk Resolves) and the role of Massachusetts people (e.g., Samuel Adams, Crispus Attucks, John Hancock, James Otis, Paul Revere, John and Abigail Adams, Mercy Otis Warren, Judith Sargent Murray, Phillis Wheatley, Peter Salem, Prince Estabrook).

 

[See Lesson Plan: Congress. Connection Points: Boston Port Act, Massachusetts Government Act, how Congress pursued economic and political freedom, the Aitken Bible as an example of how Congress pursued economic and political freedom.]

 

[See Lesson Plan: Economics. Connection Points: “No taxation without representation,” colonial independence encouraged by domestic trade, the Aitken Bible as an example of Congress encouraging domestic trade.]

 

[See Lesson Plan: Embargo. Connection Points: Tea Act of 1773, the effectiveness of colonial boycotts, the rise of American self-sufficiency, the Aitken Bible as an example of American self-sufficiency.]

 

5. Explain the main argument of the Declaration of Independence, the rationale for seeking independence, and its key ideas on equality, liberty, natural rights, and the rule of law.

 

7. Explain the reasons for the adoption of the Articles of Confederation in 1781and evaluate the weaknesses of the Articles as a plan for government, the reasons for their failure and how events such as Shays’ Rebellion of 1786-1787 led to the Constitutional Convention.

 

[See Lesson Plan: Congress. Connection Points: how the Congress of the Confederation could not tax, how they approved the Aitken Bible but offered no financial support, the Aitken Bible as an example of how Congress had limited means of financial support.]

 

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Topic 4. Social, political, and religious change [USI.T4]

 

Supporting Question: How did religious and ethical beliefs shape American reform movements?

 

1. Describe important religious and social trends that shaped America in the 18th and 19th centuries (e.g., the First and Second Great Awakenings; the increase in the number of Protestant denominations; the concept of “Republican Motherhood;” hostility to Catholic immigration and the rise of the Native American Party, also known as the “Know-Nothing” Party).

 

[See Lesson Plan: Congress. Connection Points: how Congress approved the Aitken Bible, congressional approval of the Aitken Bible indicated cultural approval, how this demonstrated both held religion in high regard, the Aitken Bible as an example of religion held in high regard.]

 

[See Lesson Plan: Culture. Connection Points: Quakers settled PA, Catholics settled MD, and Puritans settled New England, how colonists petitioned for Bibles from a source other than Britain, the Aitken Bible as an example of cultural approval of the Bible.]

 

[See Lesson Plan: Immigration. Connection Points: many citizens immigrated for religious reasons, Robert Aitken is claimed by two Protestant denominations: Quakers and Presbyterians, he is the publisher of the first American Bible, an example of an immigrant who brought his religious beliefs.]