Student Worksheet Packet
Occupied Newport: What It Meant to Live Under British Control
Newport, RI
Students examine what the British occupation of Newport (1776–1779) meant for ordinary residents — those who fled, those who stayed, and those who collaborated — to understand occupation as a human experience, not just a military fact.
This Packet Includes
- Learning Objectives & Essential Questions
- 5 Primary Source Analysis Worksheets
- 3 Reading & Activity Handouts
- Assessment Quiz (5 questions)
Learning Objectives
By the end of this unit, you will be able to:
- Describe the conditions of British occupation in Newport from 1776 to 1779
- Analyze the choices facing Newport residents: flee, stay, or collaborate
- Evaluate the economic and social costs of occupation on the town's civilian population
- Connect Newport's experience to broader patterns of civilian experience in the Revolutionary War
Essential Questions
Keep these questions in mind as you work through this packet:
- What choices do ordinary people face when their town is occupied by an enemy army?
- How do we judge those who collaborated with occupying forces versus those who resisted or fled?
- What does occupation reveal about the limits of military power over civilian life?
Journal de la Campagne en Amérique (Rochambeau's Campaign Journal)
Analysis Questions
Read the document carefully, then answer each question in complete sentences.
Who created this source and why?
When was this source created?
What perspective does this source represent?
What was happening when this was written?
How might the author's position affect their account?
Reflection
How does this source connect to what happened in Newport, RI? What does it tell you about the people involved?
Analysis Questions
Read the document carefully, then answer each question in complete sentences.
Who created this source and why?
When was this source created?
What perspective does this source represent?
What was happening when this was written?
How might the author's position affect their account?
Reflection
How does this source connect to what happened in Newport, RI? What does it tell you about the people involved?
Analysis Questions
Read the document carefully, then answer each question in complete sentences.
Who created this source and why?
When was this source created?
What perspective does this source represent?
What was happening when this was written?
How might the author's position affect their account?
Reflection
How does this source connect to what happened in Newport, RI? What does it tell you about the people involved?
Rochambeau National Historic Trail: Newport Segment
Analysis Questions
Read the document carefully, then answer each question in complete sentences.
Who created this source and why?
When was this source created?
What perspective does this source represent?
What is the institution's mission?
How does that mission shape the presentation?
Reflection
How does this source connect to what happened in Newport, RI? What does it tell you about the people involved?
Analysis Questions
Read the document carefully, then answer each question in complete sentences.
Who created this source and why?
When was this source created?
What perspective does this source represent?
What was happening when this was written?
How might the author's position affect their account?
Reflection
How does this source connect to what happened in Newport, RI? What does it tell you about the people involved?
Newport Event Timeline
timeline
Students place key events in chronological order and add details
# Newport Revolutionary Timeline
Instructions: Place the following events in order and add one detail about each.
- [ ] Rochambeau's Army Departs Newport for Yorktown
- [ ] Rochambeau's French Army Arrives in Newport
- [ ] French Army Marches from Newport Toward Yorktown
- [ ] Washington's Letter to the Hebrew Congregation of Newport
- [ ] British Occupation of Newport Begins
---
| Event | Date | Significance |
|-------|------|-------------|
| | | |
| | | |
| | | |
Primary Source Analysis
graphic organizer
Structured analysis of Revolutionary-era documents
# Primary Source Analysis Worksheet
## Source Information
- Title: _________________
- Author: _________________
- Date: _________________
- Type: _________________
## Observation
What do you notice? (List 3 things)
1.
2.
3.
## Reflection
What do you wonder? (List 2 questions)
1.
2.
## Analysis
What does this source tell us about Newport during the Revolution?
_______________________________________________
## Perspective
Whose voice is represented? Whose might be missing?
_______________________________________________
Key Figures Profile
worksheet
Research template for Revolutionary figures
# Revolutionary Figure Profile
## Basic Information
- Name: _________________
- Birth/Death Years: _________________
- Occupation(s): _________________
## Role in the Revolution
### Comte de Rochambeau
Jean-Baptiste Donatien de Vimeur, Comte de Rochambeau, commanded the French expeditionary force that arrived in Newport in July 1780. His patience, professionalism, and willingness to serve under Washington were essential to the alliance that won the war at Yorktown.
My questions about this person:
1.
2.
## Reflection
Which figure interests you most and why?
_______________________________________________
Newport in the American Revolution
Answer the following questions based on our study of Revolutionary history.
1. What makes Newport significant in Revolutionary history?
2. Primary sources are documents or objects created during the time period being studied.
3. Name one event that occurred in Newport during the Revolutionary period and explain its significance.
Answer:
4. Why is it important to consider multiple perspectives when studying history?
5. Describe one connection between this town and another Revolutionary-era town we discussed.
Answer: