Name_________________________________ Unit 1: Colonial Conflict UNEDITED

Multiple Choice Directions: Choose the best answer from among the choices given. Be sure to write the
CAPITAL LETTER on the line.

1. _____ What power claimed the northernmost territory in North America in 1754?
a. Britain
b. France
c. Spain
d. Portugal

2. _____ The Seven Years' War was a war between

a. Spain and Britain.
b. France and Native Americans.
c. France and Spain.
d. France and Britain.

3. _____ The king and Parliament viewed the American colonies as a

a. place for vacations.
b. source of irritation.
c. drain on their economy.
d. source of funds.

4. _____ What British action was a response to the Boston Tea Party?
a. Stamp Act
b. Townshend Acts
c. Coercive Acts
d. Proclamation Act

5. _____ "The shot heard 'round the world" refers to the actions of the minutemen at
a. Bunker Hill.
b. Lexington and Concord.
c. Breed's Hill.
d. Boston.
“ . . . The battle, sir, is not to the strong alone; it is to the vigilant, the active, the brave. . . . If we were base
enough to desire it, it is now too late to retire from the contest. There is no retreat but in submission and
slavery! Our chains are forged! Their clanking may be heard on the plains of Boston! The war is inevitable—
and let it come! I repeat it, sir, let it come!
“. . . Gentlemen may cry peace, peace—but there is no peace. The war is actually begun! . . . Our brethren
are already in the field! Why stand we here idle? What is it that gentlemen wish? . . . Is life so dear, or peace
so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what
course others may take; but as for me, give me liberty, or give me death!”
–Speech to the Second Virginia Convention, 1775

6. _____ In this speech, Patrick Henry declares that _____.

a. the American colonies should be careful now
b. war is unavoidable and he welcomes it
c. an appeal to the British parliament is necessary
d. liberty cannot be won by fighting

“ . . . This new world hath been the asylum for the persecuted lovers of civil and religious liberty from every
part of Europe. Hither have they fled, not from the tender embraces of a mother, but from the cruelty of the
monster; and it is so far true of England, that the same tyranny which drove the first emigrants from home,
pursues their descendants still. . . .
“A government of our own is our natural right; . . .
“O ye that love mankind! Ye that dare oppose not only the tyranny but the tyrant, stand forth! Every spot of
the old world is overrun with oppression. Freedom hath been hunted round the globe. . . . Europe regards
her like a stranger, and England hath given her warning to depart. O receive the fugitive, and prepare in time
an asylum for mankind.”
–Common Sense, January 1776

7. _____ Which statement best conveys Thomas Paine’s view of the new world’s role for mankind?
a. a refuge from tyrants and persecution
b. a center of colonial manufacturing
c. a model land of prosperous villages
d. a land of beautiful estates

8. _____ Which answer completes the Revolutionary War cause and effect chart above?
a. World recognition of United States Independence
b. Treaty of Paris signed
c. Abolitionist movement begins in the United States
d. The Great Awakening
9. _____ On Christmas night 1776, the Patriots scored a victory at
a. Saratoga.
b. Germantown.
c. Trenton.
d. Philadelphia.

10. _____ King George III agreed to give the Americans their freedom after the victory at
a. Saratoga.
b. Vincennes.
c. Yorktown.
d. New York.

Short Answer Directions: Answer the following questions in complete sentences using the space provided.

11. What geographical area in North America did both Britain and France want and why?

12. Describe what France lost at the end of the French and Indian War. Use these words in your answer:
Canada, Mississippi River, and Empire.

13. Pick two of the four battles listed below and explain their importance in the Revolutionary War.
Lexington and Concord
Trenton
Saratoga
Yorktown

14. What is the connection between “Common Sense”, the Declaration of Independence and the Treaty of
Paris?
Essay Directions: On a separate piece of paper, respond to the following prompt in at least two paragraphs.

15. Listed below are some of the causes of the Revolution. You will need to rank these events in the order
you feel they inspired the Revolution (claim). Your number 1 choice will be the event you consider the
most important; your number four choice will be the event you consider the least important. In an essay,
explain two key details of each event (data) and justify its position of importance in your rankings
(warrant).
Stamp Act
Boston Massacre
Boston Tea Party
Intolerable Acts
Name_________________________________ Unit 1: Colonial Conflict ACCOMMODATED

Multiple Choice Directions: Choose the best answer from among the choices given. Be sure to write the
CAPITAL LETTER on the line.

1. _____ What power claimed the northernmost territory in North America in 1754?
a. Britain
b. France
c. Spain

2. _____ The Seven Years' War was a war between

a. France and Native Americans.
b. France and Spain.
c. France and Britain.

3. _____ The king and Parliament viewed the American colonies as a

a. place for vacations.
b. drain on their economy.
c. source of funds.

4. _____ What British action was a response to the Boston Tea Party?
a. Stamp Act
b. Townshend Acts
c. Coercive Acts

5. _____ "The shot heard 'round the world" refers to the actions of the minutemen at
a. Bunker Hill.
b. Lexington and Concord.
c. Breed's Hill.
 “ . . . The battle, sir, is not to the strong alone; it is to the vigilant, the active, the brave. . . . If we were base
enough to desire it, it is now too late to retire from the contest. There is no retreat but in submission and
slavery! Our chains are forged! Their clanking may be heard on the plains of Boston! The war is inevitable—
and let it come! I repeat it, sir, let it come!

6. _____ In this speech, Patrick Henry declares that _____.

a. war is unavoidable and he welcomes it
b. an appeal to the British parliament is necessary
c. liberty cannot be won by fighting

“O ye that love mankind! Ye that dare oppose not only the tyranny but the tyrant, stand forth! Every spot of
the old world is overrun with oppression. Freedom hath been hunted round the globe. . . . Europe regards
her like a stranger, and England hath given her warning to depart. O receive the fugitive, and prepare in time
an asylum for mankind.”
–Common Sense, January 1776

7. _____ Which statement best conveys Thomas Paine’s view of the new world’s role for mankind?
a. a refuge from tyrants and persecution
b. a center of colonial manufacturing
c. a model land of prosperous villages

8. _____ Which answer completes the Revolutionary War cause and effect chart above?
a. World recognition of United States Independence
b. Treaty of Paris signed
c. Abolitionist movement begins in the United States

9. _____ On Christmas night 1776, the Patriots scored a victory at

a. Saratoga.
b. Germantown.
c. Trenton.

10. _____ King George III agreed to give the Americans their freedom after the victory at
a. Saratoga.
b. Yorktown.
c. New York.
11. What geographical area in North America did both Britain and France want? Circle the area on the map
and choose a correct response for why.

a. Profitable fur trade

b. Fertile land to grow tobacco

12. Describe what France lost at the end of the French and Indian War. Use these words in your answer:
Canada, Mississippi River, and west.

At the end of the French and Indian war, France lost all claims to _______________ and gave all land
___________ of the ________________________________ to Spain.

13. Pick one of the four battles listed below and explain their importance in the Revolutionary War.
Lexington and Concord
Trenton
Saratoga
Yorktown

14. What is the connection between “Common Sense”, the Declaration of Independence and the Treaty of
Paris?
 Glossary

• Parliament- a legislative body of government

• Minutemen- Military members organized from the New England colonies
• Vigilant- Keeping a careful watch for danger
• Submission- Accepting someone’s authority
• Forged- Created
• Tyrant- A cruel and oppressive leaders
• Tyranny- Cruel and oppressive government
• Fugitive- A person who has escaped from a place
• Persecution- Hostility and bad treatment usually based on race or religious or political
beliefs
• Prosperous- Successful in material terms
• Proclamation- A public or official announcement
• Abolitionist- A person who wants the abolition of slavery
• Patriots- Colonists who wanted freedom from Great Britain
• Loyalist- Colonists remaining loyal to Great Britain who did not want war
• Profitable- Bringing financial game
• Fertile- Producing or capable of producing crops
• “Common Sense” by Thomas Paine- A clear and persuasive pamphlet written to advocate
for independence from Great Britain. Paine compiled a list of moral and political
arguments to persuade colonists to fight for their independence.
• The Declaration of Independence- The document written and approved by the
Continental Congress on July 4th, 1776. The document announced the separation of the
13 colonies from Great Britain in five sections: The Introduction, The Preamble, The
Declaration of Natural Rights, The List of Grievances, and the Proclamation of the
Declaration of Independence, and The Signatures.
• The Treaty of Paris- A document signed in Paris by representatives of King George III of
Great Britain and representatives of the United States of America on September 3, 1783
which officially ended the American Revolutionary War and the overall state of conflict
between the two countries.
8th grade US History Test- Amanda Evans & Trinity Pike

General accommodations
- Compass rose on the map - This accommodation will help students to answer #1 that
asks about the “northernmost territory.” If students are unsure what “northernmost”
means they can use the compass rose to identify that north refers to what is at the top of
the map.
- Color code the map - This accommodation will help students to be able to read the map
easier. The patterns can get a little confusing but with the colors the students will know
exactly what and where they are looking.
- Simplify #6 & 7 - Reducing the passages to read for these two problems will help
students to be able to focus on the content that is relevant to the question being asked.
Instead of getting choked up on words that are not relevant to the question students are
able to focus on a shorter passage that will lead them to the answer.
- Chunk test into multiple days - Chunking the test into multiple days will allow the
student to focus on specific questions each day, reduce stress, and allow for more time.
It may take an ELL longer to complete a test because they need more time to
comprehend what each question is asking, therefore more time is beneficial. Coming into
a big test like this can be stressful on an ELL so allowing them to focus on a smaller
amount of questions each day will reduce that stress. Splitting the test up into multiple
choices one day, short answer another day, and passage responses another day will
allow students to focus on one set of instructions each day instead of having to bounce
back and forth between what to do to answer each question.
- #1-5 and 9&10 on day 1
- #6-8 on day 2
- #11-14 on day 3
- Get rid of essay question - This test is not a test to assess writing therefore it would not
be beneficial to make an ELL student write an essay to answer a question. Modifying the
test by taking this question out would ensure that the teacher would not get an
inaccurate assessment of their knowledge because their writing may not reflect what
they know.
- Reduce the amount of choices for multiple choice questions - This accommodation
will help an ELL because they will have less choices that they must try to decode and
read.

Level 1
- #11 put in a picture of a map and have students circle the area instead of writing
the answer and make the “why” question multiple choice so that the student
doesn't have to write the answer. - This accommodation would help a level 1 ELL
because they do not have much of an English vocabulary. Instead of having the students
write out a sentence to answer the question they can circle an area on the map (which
would be shown during explicit instruction).
Level 2
- #12 turn the question into a fill in the blank and give students a word bank for the
blank. - This will help level 2 ELL students as this is not a writing test so we took away
the writing aspect. They still need to show their content knowledge by filling in the blanks
but academic and geographical vocabulary to fill in the blanks is provided. There is still
minimal writing with the fill in the blanks but the student would be copying from the word
bank.
Level 3
- Academic vocab glossary - Providing a level 3 ELL with an academic vocab glossary
would help the student because they are at a point where they can converse in the
English language but still need support when it comes to academics. Allowing them to
use a glossary with words and definitions taught during explicit instruction will support
them with the academic vocabulary.
Level 4
- #14 put in an explanation of each document for student to reference. - Providing an
explanation of the three documents will help Level 4 students recall information from
each document in order to compare and contrast them. Level 4 students can
communicate effectively across academic domains in English so this accommodation
helps give them background knowledge in order to support them while writing the short
answer.
Level 5
- #13 Leave this as a short answer but only have students choose 1 of the 4 not 2 of
the 4 - A level 5 ELL is all but fluent in the English language so answering a short
answer question should not pose as much of a challenge as it would for a level 1 or 2
student. However, instead of having the student write about 2 battles they will only have
to write about 1. Allowing them to put all their knowledge of English conventions into 1
paragraph not 2.