As an artifact of the American Revolution, the Aitken Bible connects to topics educators are already teaching per state academic standards for Social Studies. Because of this connection, teachers do not need to change their curriculum concerning the American Revolution. Our teaching materials are supplemental aids for the instruction of these established topics.

When used as an object lesson in teaching the American Revolution, the Aitken Bible helps make five topics more concrete. These topics are found in all state standards for Social Studies regarding the American Revolution. The five topics which the Aitken Bible helps to illustrate are: Congress, culture, economics, embargo, and immigration.

Below, our teaching materials on these topics may be viewed and downloaded. While we have provided the materials for high school to be viewed below, the materials for elementary, middle, and high school may all be found at the "Lesson Plan" links at the end of each lesson plan.

• Explanation of how Congress formed and progressed
  • First Continental Congress convened in 1774.
    • Met because of the Intolerable Acts
  • Second Continental Congress convened from 1775 to 1781.
    • Met shortly after the start of the Revolutionary War
    • Adopted the Declaration of Independence in July 1776
  • Congress of the Confederation convened from 1781 to 1789.
    • Met under the Articles of Confederation in March 1781, after ratification
    • Adopted the Constitution of the United States of America in September 1787
• Class discussion of why Congress pursued economic, political, and religious freedom
  • Congress defended the colonies when the British restricted these freedoms.
    • Economic restriction: for example, with the Boston Port Act of 1774, the British closed the port of Boston to business as punishment for the Boston Tea Party.
    • Political restriction: for example, with the Massachusetts Government Act of 1774, the British gave power over Massachusetts to the British-appointed governor.
    • Religious restriction: for example, by funding the Church of England, whose clergy were loyalists, the British helped to make the Church state-sponsored in five colonies.
• Explanation of the Aitken Bible as an example of how Congress pursued all three freedoms
  • Second Continental Congress chose two chaplains from different denominations in October 1777.
    • This showed Congress, unlike the British, would not favor one denomination.
  • Congress of the Confederation asked the chaplains to review the Aitken Bible in September 1782.
  • Although the Congress of the Confederation could not tax and so had limited means to offer financial support, it issued an official approval of Robert Aitken printing the Bible in 1782, with no acknowledgment of the British license which had prohibited the printing of the Bible in America.
    • Thus, Congress would let printers profit from the Bible (economic freedom).
    • Thus, Congress would not hold a license on the Bible (political freedom).
    • Thus, the British could not stop the printing of the Bible (religious freedom).

   

   

  Closure/Review

  The class will discuss Congress in colonial America. What were the three freedoms Congress defended? What are some of the ways the British restricted these freedoms? Since the British made money printing the Bible, how did Congress approving the Aitken Bible show economic freedom? Since the British held a license on the Bible, how did Congress approving the Aitken Bible show political freedom? Since the British prohibited printing the Bible in America, how did Congress approving the Aitken Bible show religious freedom?

   

  Click below for teaching materials on this topic in PDF file format.

• Explanation of how European political oppression influenced culture in colonial America
  • For example, in England, the tyrant King Charles I ruled from 1625 to 1649.
    • He dismissed Parliament to rule alone.
    • He forced new taxes on citizens.
    • He caused two civil wars in his country.
  • People from England, as well as other places of political oppression, fled to colonial America.
  • In the culture, this planted a widespread desire for a government which allowed citizens a voice.
• Class discussion of how European religious persecution influenced culture in colonial America
  • For example, in Germany, a religious war called the Thirty Years War lasted from 1618 to 1648.
    • The war was between Catholics and Protestants.
    • Many different princes sought to oppress either religion.
    • It was one of the most catastrophic wars in world history.
  • People from Germany, as well as other places of religious persecution, fled to colonial America.
  • In the culture, this planted a widespread desire for a government which allowed religious freedom.
• Explanation that the French and Indian War from 1754 to 1763 influenced culture in colonial America
  • The war stirred feelings of oppression and persecution.
  • The war united the colonies for a common cause.
  • The war forced the colonists to fight for their freedom.
  • In the culture, the war and its aftermath planted a widespread desire for independent government.
• Class discussion of how a spirit of independence unified people from different backgrounds in the culture
  • Different politics: Cavaliers in VA, Parliamentarians in New England (both fled England)
  • Different religions: Quakers settled PA; Catholics settled MD; Puritans settled New England.
  • Despite their differences, colonists came together for the cause of American independence.
• Explanation of the Aitken Bible as an example of the spirit of independence in colonial culture
  • Colonists demonstrated independence with petitions for Bibles from a source other than Britain.
  • Congress demonstrated independence in ignoring the British license on the Bible.
  • Robert Aitken demonstrated independence in printing the first English Bible in America.

Closure/Review

The class will discuss culture in colonial America. How did the culture influence the Revolution? How did the Revolution influence the culture? How did the cultural desire for independence lead Congress to approve the Aitken Bible? How did military victories encourage the cultural desire for freedom that lead Robert Aitken to print his Bible? As a symbol of religious freedom in the culture, how could the Aitken Bible have encouraged the War effort?

Click below for teaching materials on this topic in PDF file format.

• Class discussion on how Britain taxed the colonies after the French and Indian War
  • The taxes were to pay the debt incurred by the war and for future defense of the colonies.
    • The Sugar Act reduced an earlier tax rate but expanded enforcement.
    • The Stamp Act required newspapers (etc.) to be printed on paper from London.
    • The Townshend Acts placed taxes on glass, paper, lead, paint, and tea.
  • Explanation of the phrase “No taxation without representation”
    • Colonists said Britain should not tax Americans who had no representation in Parliament.
  • Class discussion of how America was the first modern nation to wage an economic war
    • Boycotts and embargoes were used instead of military action.
      • As a substitute for military action, not a lead-in to military action
      • For eleven years, before the colonies took the first military action
• Explanation of how the colonial economy was supported by international trade and domestic trade
  • International trade is trade with other nations, involving imports and exports.
    • Imports: items bought from other countries, such as sugar and tea
    • Exports: items sold to other countries, such as timber, tobacco, and rice
  • Domestic trade is trade within the country of items produced in the country.
    • Homegrown items such as timber, tobacco, rice, as well as newspapers, pamphlets
• Class discussion of how the break with Britain disrupted colonial international trade
  • Colonists had used British trade relationships, which were now severed.
  • As international trade began to decline, domestic trade continued to rise.
• Explanation of the Aitken Bible as an example of Congress encouraging domestic trade
  • Congress wanted to promote the American printing industry through the Aitken Bible.
    • Congress called Aitken’s Bible “an instance of the progress of arts in this country.” This meant the art of printing had progressed so all printers could print the Bible in America.
    • Congress recommended the Aitken Bible to “the inhabitants of the United States.” This meant all citizens of America were encouraged to buy the Bibles, which were not free.

 

 

Closure/Review

The class will discuss economics in colonial America. How did economics motivate both the British and colonists? Why did the British need money? Why did the colonist need money? While the British license on the Bible controlled printing to ensure accuracy, how was it also a way for the British to make money on the Bible? On the colonial side, as indicated by their recommendation of the Aitken Bible, why did Congress hope to encourage commerce in the colonies through Aitken’s Bible and other products?

 

Click below for teaching materials on this topic in PDF file format.

• Explanation of the difference between a boycott and an embargo
  • Boycott: a ban on purchasing an item or items
    • For example, American colonists responded to the Tea Act of 1773 with a boycott against English tea, which dramatically led up to the Boston Tea Party.
  • Embargo: a ban on trade with another country
    • For example, when war began in April 1775, the First Continental Congress continued to trade with other nations, but it placed an embargo against Britain.
• Class discussion on the effectiveness of American boycotts to protest British tax acts
  • Sugar Act of 1764: colonists boycotted British goods, and the Act was repealed in 1766.
  • Stamp Act of 1765: colonists boycotted British goods, and the Act was repealed in 1766.
  • Townshend Acts of 1767: colonists boycotted, and most of the Acts were repealed in 1770.
• Explanation of how boycotts and the embargo prompted American self-sufficiency
  • Refusing to buy British clothing, colonists sewed their own clothing.
  • Refusing to buy British tea, colonists brewed tea with local herbs.
  • Refusing to buy British books, colonists bought books from American printers.
• Class discussion on the Aitken Bible as an example of American self-sufficiency
  • In 1777, three clergymen informed Congress of the shortage of Bibles in America.
    • The shortage of Bibles was due to the embargo against British goods.
  • Congressmen (including John Adams) conferred with printers (including Robert Aitken).
    • Congress determined that paper stocks and print types could not be found in America.
    • Congress proposed to import Bibles from Holland and Scotland.
    • The demands of the war distracted from the proposal.
  • In 1781, Robert Aitken petitioned Congress to print the first English Bible in America.
    • Because of the British royal license, it had been illegal to print the Bible in America.
  • In 1782, Congress approved Aitken's Bible and recommended this Bible to the colonists.

 

 

Closure/Review

The class will discuss boycotts and the embargo in colonial America. How did boycotts and the embargo encourage American self-sufficiency? How did American self-sufficiency encourage American independence? How did Robert Aitken help Congress to express itself as a self-sufficient government? How was the printing of the Aitken Bible a symbol of America as an independent power?

 

Click below for teaching materials on this topic in PDF file format.

• Class discussion on factors that brought immigrants to colonial America
  • Political: immigrants seeking relief from political persecution
    • For example, Germans escaped oppressive policies and wars.
  • Religious: immigrants seeking freedom to practice their beliefs
    • For example, Protestants, Catholics, and others fled Europe.
      • Quakers founded the colony of Pennsylvania.
      • English Catholics founded the colony of Maryland.
  • Economic: immigrants seeking to improve their financial situation
  • For example, Robert Aitken came for economic reasons (see below).
• Explanation of Robert Aitken as an example of an immigrant coming to America
  • Born in Dalkeith near Edinburgh, Scotland, around 1735
  • Learned bookbinding and went into the book business in Paisley
  • Pursuing better business prospects, journeyed to America in 1769
    • Left wife and three kids at home (one child died in his absence)
  • Arrived in Philadelphia, Pennsylvania, in 1769, advertised books for sale
  • Received orders for and had printed two books—one a religious work
  • Within the year, returned to Scotland, brought family to America in 1771
  • Opened a business as a bookseller, soon became a publisher and binder
  • Appointed the printer of the Journals of Congress in September 1776
  • Continued as congressional printer until May 1778
  • Printed the first English Bible in America in 1782 (the Aitken Bible)
    • The Aitken Bible was approved by Congress and recommended to Americans.
• Assignment for a student essay about their immigrant ancestors (who, what, when, where, why, and how)

 

 

Closure/Review

The class will discuss immigration into colonial America. What were three factors that brought immigrants into colonial America? As an example, what people were seeking relief from political oppression? As an example, what people were seeking freedom to practice their beliefs? As an example, what person was seeking to improve his financial situation? How did the story of immigrant Robert Aitken show America as a land offering a better life?

 

Click below for teaching materials on this topic in PDF file format.