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Massachusetts Before April 19
April 19, 1775
Learning Activities and Sequence
Eyewitness Accounts to Meriam's Corner
Teacher's Guide to the Documents
Learning Activities and Sequence
History Investigates: Meriam's Corner
Meriam's Corner is the site where the Battle Road begins. It is where April 19 became the opening day of the American Revolution. There began a running 16 mile long battle which became the opening salvo in a war which would last eight years. Meriam's corner is the site where the people of Massachusetts openly committed treason and turned a fight for rights and self government into a fight to defend their homes and families from those who meant to do them harm. It is here at Meriam's Corner that people remember the bravery of the minutemen and militia who took up arms against their government in order to protect their property and loved ones.
Much of what we know about Meriam's Corner is based upon conflicting sources, all exhibiting different points of view. These sources are the heart of this lesson, and students' will be evaluating these sources.
Task: Students will investigate what happened at Meriam's Corner on April 19, 1775 and will attempt to determine two key ideas:
1) Who initiated the fighting at Meriam's Corner (WHO SHOT FIRST)?
2) Where specifically on the Meriam's property were the various people who gave accounts of the fighting located?
To do this, students will be examining a number of primary source documents which recount the details from participants. As students read the primary sources they should complete the Primary Source Analysis: Eyewitness Account chart below which will help students think about context, point of view, and how to best use each document. This chart is simply an adaptation of an APPARTS chart, which many Social Studies teachers currently use in their classes. If you would like to utilize APPARTS for this exercise it would work just as well.
In addition, each source will have a number associated with it. Beneath the Primary Source Analysis: Eyewitness Account chart you will find a map of the Meriam property as it existed on April 19, 1775. Students should place the number on the map where they believe the person sharing the account was during the fighting at Meriam's Corner.
Primary Source Analysis.docx
Printable Meriams Corner Map.docx
"In Their Shoes"
In the eighteenth century men often chose to recount what they remember from moments in history, yet they often chose to keep their feelings and emotions of that time to themselves. The students' task is to give life to those emotions.
Using what was learned in the above learning activities, choose one perspective and students will write about what they think one of the participants at the Battle of Meriam's Corner would have been experiencing as the events unfolded before their eyes. Students write in their own words, and use the sources as references, to explain the details of what that person might have seen and/or experienced. This is an exercise in point of view, so students should really try to delve into what sorts of emotions this particular person might have been feeling. Students should feel as if they are that person and think about what emotions and feelings they would have experienced were they that person.
Some starting points to help students get their ideas on paper about how these historical figures may have felt while fighting at Meriam's Corner.
How would you feel if you were in this person's place at Meriam's Corner? Why would you have felt this way?
What would have been your primary concern had you been in this person's place at Meriam's Corner? Why?
What sorts of feelings would you have felt towards the men shooting at you? How might these feelings influence your actions?
Why is your perspective on the events of Meriam's Corner important?
This writing activity should take the form of either a letter or a journal/diary entry. It should utilize the content of the original account and elaborate on that content to include emotions, feelings and thoughts that might have been experienced by this particular historical figure.
Participating in the Historical Discussion
Share what you've learned!
Students should be encouraged to share their letters or journal entries using the
tab at the top of this page where they can also read the work of other students who have completed this lesson before. Students should also be encouraged to share their maps and offer critiques and feedback to other students based upon their reading of the sources. This is their opportunity to lend their voice to this important historical discussion. In addition, Minuteman National Park will monitor student submissions and those that exhibit exceptional analytic and critical thinking skills will be considered for sharing with the general public.
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