Before Reading the Book
SUMMARY
Johnny Tremain is a promising silversmith apprentice in pre-Revolutionary
Boston. After Johnny’s hand is severely burned in an accident, however, he
has to look for other work. His search eventually takes him to the office of
the Boston Observer and an apprentice named Rab. Johnny begins delivering newspapers for the Observer and soon becomes caught up in the
drama of the Boston Tea Party and other “seditious” acts leading up to
the Battle of Lexington. Real historical figures such as Sam Adams and
John Hancock populate the story as do many fictional characters.
CHARACTERS
People
Mrs. Jenifer Lorne . . . . . . . . . . . . . . . Rab’s aunt
Johnny Lyte Tremain . . . . . . . . . . Main character
“Rabbit” . . . . . . . . . . . . . . . . . . . . . Lornes’ baby
Mrs. Lapham (Maria
Tweedie) . . . . . . . . . Mother of the Lapham girls
Webb twins . . . . . . . . . . . . . Printer’s apprentices
Mr. Ephraim Lapham . . . . . . . . . . . . Silversmith
Priscilla Lapham (Cilla) . . Johnny’s special friend
Cousins Sewall,
Hadden, Barton . . . . . . . . . . . Clerks for Mr. Lyte
Isannah Lapham . . . . . . . . . Cilla’s younger sister
Governor Hutchinson . . . . . . . Colonial governor
Madge Lapham Gale . . . . . . . . Cilla’s oldest sister
Mr. Justice Dana . . . . . . . . . . . . . . . . . . . . Judge
Dorcas Lapham Frizel . . . . . . . . Cilla’s older sister
Josiah Quincy . . . . . . . . . . . . . . . . . . . . . Lawyer
Dusty Miller . . . . . . . . Apprentice to Mr. Lapham
Sam Cooper . . . . . . . . . . . . Reverend and patriot
Dove . . . . . . . . . . . Apprentice and troublemaker
William Molineaux . . . . . . . . . . . . . . . . . . Patriot
John Hancock . . . . . . . . . . . Revolutionary leader
John Adams . . . . . . . . . . . . . . . . . . . . . . . Patriot
Jehu . . . . . . . . . . John Hancock’s African servant
James Otis . . . . Founder of the Observers; patriot
Sam Adams . . . . . . . . . . . . Revolutionary leader
Doctor Ben Church . . . . . . . . . . . . . . . . . . Patriot
Sukey . . . . . . . . . . . . . . . . . Sam Adams’ servant
Doctor Joseph Warren . . . . . . . . . . . . . . . . Patriot
Jonathan
Lyte . . . . Merchant and Johnny’s distant relative
Private Pumpkin . . . . . British soldier who defects
Lavinia Lyte . . . Lyte’s daughter; Johnny’s cousin
General Gage . . . . . . . . . British leader in Boston
Jenny . . . . . . . . . . . . . . . . . . . . . Mr. Lyte’s maid
Lieutenant
Stranger . . . . British officer; friend of of Johnny’s
Aunt Best and
Cousin Talbot . . . . . . . . . . . Relatives of Mr. Lyte
Frizel, Junior . . . . . . . . . . . . . . . . . Leatherdresser
Sergeant Gale . . British soldier; Madge’s husband
Vinny Lyte Tremain . . . . . . . . . Johnny’s mother
Colonel Francis Smith, Lieutenant Bragg,
Major Pitcairn, Colonel Nesbit, General Howe,
General Clinton, General Burgoyne, Earl
Percy, Admiral Montague . . . . . . . British officers
Margaret Dennie . . . . . . . . . . . . . . Vinny’s maid
Rotch . . . . . . . . . . . . . Owner of the Dartmouth
Paul Revere . . . Silversmith; Revolutionary leader
Captain Bull . . . . . . . . . . . Captain of the Unicorn
Gran Hopper . . . . . . . . . . . . . . . . . . . . . Midwife
Mr. Shurtleif . . . . . . . . . . . . . . . . . . . Tory leader
Lydia . . . . . . . . . . . Laundress at Afric Queen Inn
Robert Newman . . . . . . . Sexton at Christ Church
Saul and Dicer . . . . . . . . . . . . . . . . . . . . . . Boys
Billy Dawes . . . . . . . . . . . . . . . . . . . . . . . Patriot
Tom Drinker . . . . . . . . . . . . . . . . . . . Local bully
Colonel Conant . . . . . . . American military leader
Mrs. Bessie . . . . . . . . . . . . . . . . . . . . Lytes’ cook
Mr. Percival Tweedie . . . Journeyman silversmith
Rab Silsbee . . . . . . . . . . . . . . Printer’s apprentice
Animals
Major Silsbee (Grandsire) . . . . Rab’s grandfather
Goblin . . . . . . . . . . . . . . . . . . . . .Johnny’s horse
Mr. Lorne . . Rab’s uncle; publisher of newspaper
Sandy and Nan . . . . . . . .Colonel Smith’s horses
Scholastic Literature Guide: Johnny Tremain © Scholastic Teaching Resources
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ABOUT THE AUTHOR
Born in 1891, Esther Forbes was an historian and
author of historical novels for children and adults. She
wrote Johnny Tremain after finishing Paul Revere and
the World He Lived In, a nonfiction book for which she
won the Pulitzer Prize in 1942. Johnny Tremain won
the John Newbery Medal in 1944. Another children’s
book by Forbes, America’s Paul Revere, was published
in 1946.
LITERATURE CONNECTIONS
Other books for young readers set in the Revolutionary period include:
• Sarah Bishop by Scott O’Dell
• George Washington’s Socks by Elvira Woodruff
• Samuel’s Choice by Richard Berleth
• My Brother Sam Is Dead by James Lincoln Collier & Christopher Collier
VOCABULARY
Since this story has many words which may be unfamiliar to students, consider
having them work in groups to create theme glossaries. Possible themes might
include words relating to revolutionary zeal such as ardent and seditious; words
relating to behavior such as swinish and garrulous; or unusual nouns such as
moppet and chaise. Encourage students to think of other ways to categorize the
words. Each group should alphabetize and define its words to create a miniglossary. Some words might be included in more than one glossary.
4
hovels
blandly
infernally
flaccid
parasitic
autocratic
swinish
brackish
annealing
apoplectic
venerable
deacon
reverie
unobtrusively
protuberant
august
flagon
slavishly
tyranny
mundane
eloquence
poultice
laudanum
meted
berated
journeyman
nonchalantly
belligerent
arrogance
paroxysm
conspirators
instigated
divulge
implicit
propriety
impotence
gig
chaise
moppet
assuage
spinet
gibe
translucent
florid
pallet
effigies
perturbed
beadle
enigmatical
imposture
seditious
lassitude
ardent
fatuous
surtout
atrophying
punctilious
gluttony
yokels
placard
treason
obdurate
Scholastic Literature Guide: Johnny Tremain © Scholastic Teaching Resources
lamentably
gesticulating
parody
inundated
ogress
vengeance
prodigiously
lascivious
impudent
molestation
canny
piqued
rigmarole
placate
garrulous
indolent
maudlin
bilious
dilatory
HISTORICAL FICTION
Tell students that Johnny Tremain is a book of historical fiction; the story is
set in Boston in colonial times just before the beginning of the American
Revolution. Explain that many of the events, places, and characters in historical novels are real while others are fictional. You may wish to review basic
facts about pre-Revolutionary events with the class. Ask students to look for
these events as they read the story. Encourage them to keep this question in
mind as well—What are some things I learned from this book that I didn’t find
in my history textbook?
GETTING STARTED
Try these strategies for introducing the book to the class:
• Have students preview the table of contents. Ask why they think the title
for chapter V is in italics, and why the title for chapter X is contained in single
quotes. Have students choose one chapter title and use it as a clue to write a
short paragraph predicting what they think the chapter is about. Students can
test their ideas when they read the chapter.
• Draw students’ attention to the illustrations that accompany each chapter. If
no one mentions it, point out that many of the small spot drawings under the
chapter titles are repeated at the end of the chapter. The illustrator is Lynd
Ward—the same artist who illustrated two favorite children’s books, The Little
Red Lighthouse and the Great Gray Bridge and The Biggest Bear.
TEACHER
TIP
Encourage students to use sticky notes to mark passages in the story with
unfamiliar vocabulary. Suggest that students read on when they come to a
word they don’t know and then go back and look it up later.
Scholastic Literature Guide: Johnny Tremain © Scholastic Teaching Resources
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Exploring the Book
CHAPTERS I – IV
WHAT HAPPENS
Johnny is apprenticed to Mr. Lapham, a silversmith who cares more about his
Bible than his craft. Part of the arrangement is that Johnny will someday
marry Cilla, Mr. Lapham’s granddaughter. Johnny, who excels at his work,
lords it over Dove and Dusty, the other apprentices. When John Hancock
places an order for a sugar basin, it is Johnny’s job to make the complex handles. In order to have the piece done by Monday morning, Johnny breaks the
Sabbath and works on Sunday. He burns his hand badly because Dove gives
him a cracked crucible. After that, Johnny must find other work, but he is
turned down at many places. Filled with anger and pride, he rejects the one
job offered to him—delivering papers for a printer—although he likes the boy,
Rab, who makes the offer. Desperate, Johnny takes a silver cup that his mother had left him to Mr. Lyte, a rich merchant. Instead of acknowledging that
Johnny might be related to him, Lyte has Johnny arrested for robbery. The
case is dismissed in court, and Johnny gets back the cup.
QUESTIONS TO TALK ABOUT
C OMPREHENSION AND R ECALL
1. What is an apprentice? (someone who spends 7 years learning a trade from a
skilled craftsman)
2. Why does Mr. Lapham disagree with John Hancock about politics? (He thinks
Hancock stirs up trouble and isn’t humble.)
3. How does Johnny’s position change after the accident? (He has to do humble
work; Dove and Dusty smirk at him; Mrs. Lapham thinks he’s an extravagance.)
4. Why does Johnny vow to get even with Dove? (He finds out Dove gave him a
broken crucible, which caused the accident.)
5. Why did artisans use pictures on their signs? (Many people couldn’t read.)
6. What is the difference between the Whigs and the Tories? (Whigs are angry at
England for the Stamp Act and say taxation without representation is tyranny;
they want independence. The Tories support England.)
7. Why is it dangerous to be a Son of Liberty? (The colonies are ruled by
England; Sons of Liberty oppose many of England’s practices in the colonies and
are engaged in illegal activities.)
8. How do Cilla and Isannah come to Johnny’s aid in court? (They testify that the
silver cup is his.)
H IGHER L EVEL T HINKING S KILLS
9. Why doesn’t Dove like Johnny? (Dove is jealous because Johnny is smart,
bossy, liked by others, and can beat him up.)
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Scholastic Literature Guide: Johnny Tremain © Scholastic Teaching Resources
10. What is Johnny’s biggest fault? (pride) What are some of his good qualities?
(He is smart, kind, reliable, ambitious, loyal.)
11. Why does John Hancock give silver to Johnny? (He feels sorry for Johnny.)
12. Why is Johnny happy when Cilla and Isannah insult him after the accident? (He
prefers their insults to their fear or pity.)
L ITERARY E LEMENTS
13. Character: Rab says Merchant Lyte is sly. How does the author reveal Lyte’s
character? (Lyte tells Johnny to come to his house with the cup and has the sheriff
waiting to arrest him.)
14. Setting: After reading the first page, how do you know the story is set in the
past? (There are farm animals in Boston, for example, cows in barns and horses in
stables.)
P ERSONAL R ESPONSE
15. What advice would you give Johnny about finding a new job?
CROSS-CURRICULAR ACTIVITIES
LANGUAGE ARTS: Words for Work
Point out that not only is Johnny apprenticed to a silversmith, but another
important figure in the story, Paul Revere, is also a master at this craft. Tell
students that they will find numerous terms in the story that relate to this
work. These terms include crucible, gadroon edge, soldering iron, repoussé
work, mark, anvil, annealing, furnace, molten, and ingot. Guide students
in researching how fine silver was made in colonial times and how these
words applied to the process. They might consult encyclopedias, local
museum curators, nonfiction reference books, or the Internet.
ART: Sign Designs
Remind students that the shops in Boston had
pictorial signs, for example, scissors for a tailor,
a compass for an instrument-maker, or a basin
for a barber. Display the following list of artisans: ropemaker, cooper, weaver, bookbinder,
clockmaker, shipwright, cobbler, butcher, soapmaker. Have students choose one artisan and
design an easily identifiable sign to represent
that craft.
MATH: Making Johnnycake
In the story Cilla slips food into Johnny’s jacket pocket so he’ll have something to eat while he looks for work. One of the foods is johnnycake. Tell students that this was another name for cornbread. Cornbread was sometimes
called “journey cake” because it was good for a day’s journey, much like the
ones Johnny Tremain took through Boston. In time, journey cake became
johnnycake. Have students find recipes for cornbread, and then increase the
recipes to plan johnnycake snacks for the whole class.
Scholastic Literature Guide: Johnny Tremain © Scholastic Teaching Resources
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CHAPTERS V – VIII
WHAT HAPPENS
Desperate for money, Johnny tries to sell the silver cup to Mr. Lyte, but Lyte takes the cup from
him by force. Johnny then goes to Rab and asks
to deliver newspapers for the Boston Observer.
As part of his job, Johnny learns to ride Goblin,
a horse that spooks easily. He also becomes
involved with the Observers, a group of patriots
led by Sam Adams who meet in the attic above
the print shop. On December 16, 1773, Johnny
and Rab take part in the Boston Tea Party. As
tension mounts, the British close Boston’s port.
Johnny becomes a spy, picking up information
by hanging around British soldiers. Cilla and Isannah go to live with Lavinia
Lyte, who thinks of Isannah as a pretty little pet. Johnny doesn’t like the way
Cilla is treated. One day while helping Cilla at the Lyte house in Milton, Johnny
discovers the Lyte family Bible and learns that he is indeed related to them. At a
meeting of the Observers, Sam Adams says he is ready for war. James Otis further declares, “We give all we have, lives, property, safety, skills . . . we fight,
we die, for a simple thing. Only that a man can stand up.”
QUESTIONS TO TALK ABOUT
C OMPREHENSION AND R ECALL
1. How does Johnny become a Whig? (He reads the newspapers, talks to Uncle
Lorne and Rab, listens to Observers, becomes interested in political situation.)
2. What does Johnny learn from Rab? (patience; to give people a chance)
3. Why do the Observers use a code to notify members of a meeting? (Their activities are illegal so they have to use a code so they won’t get caught.)
4. Why does Johnny protect Dove from the British stable boys? (He feels sorry for
him; he uses Dove as a source of information.)
5. How is Cilla treated by Lavinia Lyte? (She is only at the Lytes because of
Isannah and is treated as a servant.)
6. What does Johnny find in the Lyte Bible? (proof of his heritage; his relationship
to Lytes)
H IGHER L EVEL T HINKING S KILLS
7. Why is Johnny foolish to try and sell the cup to Mr. Lyte? (Lyte is angry
because Johnny humiliated him; Johnny was warned to beware of Lyte.)
8. How does Rab’s treatment of Johnny help him gain confidence again? (Rab
shows Johnny respect; gives him opportunities to succeed; teaches him without
being overbearing.)
9. Why does Sam Adams say, “Without you printers the cause of liberty would be
lost forever”? (Printers are key in spreading the word throughout the colonies.)
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Scholastic Literature Guide: Johnny Tremain © Scholastic Teaching Resources
10. Why does Johnny mislead Doctor Warren about his hand? (Possible: Johnny
doesn’t want the doctor to see it; he doesn’t want to face results of the accident.)
11. Why are the Sons of Liberty interested in the cargoes of the Dartmouth, Eleanor,
and Beaver? (They want to make a symbolic point; they want a grievance to bring
attention to the idea of no taxation without representation.)
12. How do the Sons of Liberty manipulate public opinion? (They demonstrate so
people will think they want the tea to be returned and that they wouldn’t turn to
violence until it was the last choice.)
13. How does England’s response to the Boston Tea Party help bring the 13 colonies
together? (Colonists are so angry at the punishment that they unite against
England.)
L ITERARY E LEMENTS
14. Foreshadowing: How does the author foreshadow Lieutenant Stranger’s fall
from Goblin? (Rab has told Johnny that Goblin is afraid of clothes on the line.)
P ERSONAL R ESPONSE
15. What do James Otis’s words “only that a man can stand up” mean to you?
CROSS-CURRICULAR ACTIVITIES
WRITING: A Letter of Recommendation
Ask students to recall what happened when Johnny tried to find work after he
burned his hand. Discuss the kinds of experience, strengths, and qualifications that Johnny did have, and then have students write letters of recommendation for Johnny that might encourage employers to hire him.
SOCIAL STUDIES: The Sons of Liberty
Johnny realizes that Rab is a member of the Sons of Liberty because Rab
wears a medal that has the Tree of Liberty on it. Have students find out more
about this group. Provide guiding questions such as:
• When and why was this group formed?
• What did members place in Liberty Trees?
• What was the Boston Massacre?
• Who was Crispus Attucks?
LANGUAGE ARTS: Set in Type
Discuss with students the role of newspapers in enabling colonists to communicate with one another about their feelings toward the British. Point out how
important newspapers were in terms of helping to unite them. Then tell students
that putting out a newspaper in colonial times meant setting type by hand letter
by letter. Direct students to find out how newspapers prepare type today. Then
encourage them to publish a class newspaper on a school computer.
Scholastic Literature Guide: Johnny Tremain © Scholastic Teaching Resources
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CHAPTERS IX – XII
WHAT HAPPENS
Johnny and Lieutenant Stranger strike up a relationship and jump horses together. Johnny helps
Pumpkin, a British soldier, run away and in return
gets a musket for Rab. When Pumpkin is caught
and shot as a deserter, Johnny wonders if he would
ever have the courage to face British muskets. As
the British make plans to march on the countryside
to seize the colonists’ arms, Paul Revere forms his
own plan to warn the colonists. Rab leaves to fight
with the Minute Men in Lexington. On the night of
April 18, 1775, Johnny alerts Robert Newman to
hang two lanterns from the spire in Christ Church so that Paul Revere can make
his famous ride. Just before the Lytes leave for England, Lavinia tells Johnny that
the silver cup is his and that he is related to the family. After the Battle of
Lexington, Johnny slips out of Boston to report to Doctor Warren. He finds Rab,
who has been fatally wounded in the battle. Johnny agrees to let Doctor Warren
operate on his hand. The American Revolution has begun.
QUESTIONS TO TALK ABOUT
C OMPREHENSION AND R ECALL
1. How do the Minute Men prepare for confrontation with the British? (They make
their own bullets and cartridges; practice drilling in Lexington.)
2. Why does Paul Revere suggest a signal from the church spire? (It can be seen
across the river in Charlestown so warning can be sent ahead telling which way
the British will come.)
3. How does Johnny’s work at the Afric Queen pay off? (He learns important
information about the British expedition.)
4. What happens on April 19th? (The first shot in the Revolutionary War is fired
in Lexington as 700 British soldiers face 70 Americans.)
H IGHER L EVEL T HINKING S KILLS
5. Why does Johnny begin to respect Lieutenant Stranger? (Stranger teaches
Johnny and Goblin to jump; he is a little like Rab.)
6. Why do some British soldiers desert? (They want to live in the colonies where
they can own land—something they cannot do in England.)
7. How does Pumpkin’s death affect Johnny? (He feels cowardly and inadequate;
wonders if he could face the British muskets.)
8. Why does Johnny feel so upset when Rab leaves for Lexington? (He thinks Rab
doesn’t care about leaving him; feels deserted; worries that he may never see Rab
again.)
9. Why does Johnny still think of himself as an Englishman? (The colonists are
fighting for “English liberty”—a concept of freedom that began on English soil.)
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Scholastic Literature Guide: Johnny Tremain © Scholastic Teaching Resources
10. Why does Lavinia take the trouble to find out about Johnny’s relationship to the
Lytes? (She admired Johnny’s mother, Vinny, and understands that his family
background is important to Johnny.)
11. Why does Johnny say that at age 16, he’s “a boy in time of peace and a man in
time of war”? (He has to do a man’s job in war; take on more responsibility.)
12. How does Johnny show that he is brave? (takes risks with British soldiers;
disguises himself to get across river)
L ITERARY E LEMENTS
13. Conclusion: Why does Johnny feel renewed at the end of the story? (He is
strengthened by his belief in the cause and by the courage of the colonists. Doctor
Warren is going to operate on his hand.)
P ERSONAL R ESPONSE
14. What do you think is the most exciting part in this book?
CROSS-CURRICULAR ACTIVITIES
MUSIC: A Song from History
Remind students that the British played “Yankee Doodle” as an insult to the
colonists. Teach them the words to this song. After the class has sung it a few
times, discuss why the words could be considered an insult.
WRITING: Another Point of View
Point out that the book is written from the point of view of Johnny, an American
boy who becomes an active participant in the Revolution. The author suggests in
several places that the issues that led to the war weren’t black and white for
Johnny; for example, he rode with Lieutenant Stranger, helped Private Pumpkin,
and accepted Madge’s husband, Sergeant Gale. Ask students to pretend they are
British soldiers and write letters to someone at home in England telling about the
situation in Boston. Suggest that they consider what the points of view of the
some of the English characters in the book such as Stranger, Pumpkin, Gage, or
Gale might be.
SOCIAL STUDIES: Figures of History
Have students identify the characters in the book who were real people. A starter
list would include Sam Adams, John Adams, John Hancock, Paul Revere, James
Otis, and General Gage. Pair students so they can research these people and
report to the class. Suggest they consult biographies, encyclopedias, and other
nonfiction works.
TEACHER
TIP
Provide various sources of information for students to read about the
Committees of Correspondence and
the Continental Congress.
Scholastic Literature Guide: Johnny Tremain © Scholastic Teaching Resources
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Summarizing the Book
PUTTING IT ALL TOGETHER
Use one or more of these activities to help students summarize and review
Johnny Tremain.
CLASS PROJECT: A Parallel Timeline
Have students identify the main historical events against which the action of the
book takes place and arrange them on a timeline. They should then identify key
story events and arrange these events on the opposite side of the timeline. You
may want to have students construct this parallel timeline on a roll of mural
paper. Use the finished timeline to review what was happening in American history and what was happening to Johnny Tremain.
GROUP PROJECT: You Are There
The story mentions many places in Boston and the surrounding area. Assign students to work in groups with each group responsible for a different section of the
book. Groups should identify the different places mentioned including streets,
commons, rivers, the harbor and so on. Each group should be prepared to present
its list of places and to describe which story event occurred there. You may also
let students complete the map on page 14 at this time.
PARTNER PROJECT: Illustration Information
Suggest that students work as partners to review the illustrations in the book and
write a caption for each one. Explain that each caption should identify who or
what is in the picture and explain the part of the story it illustrates. Set aside time
for students to share and compare their captions.
INDIVIDUAL PROJECT: Literary Introductions
Ask students to pretend that they are going to introduce Johnny Tremain to a
group of other students. Have them write introductions keeping the following
goals in mind:
• give a brief summary of the story,
• mention the main characters,
• suggest the excitement of the times,
• create an interest in the book for other readers.
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Scholastic Literature Guide: Johnny Tremain © Scholastic Teaching Resources
EVALUATION IDEAS
Challenge students to design a set of rubrics to use in assessing one of the summary projects. For example, a rubric for the Illustration Information project might
include the following points:
• Does the caption correctly identify the characters, objects, or places shown?
• Does the caption relate the illustration to the chapter content?
• Does the caption show an understanding of the illustration?
• Does the caption enhance the action of the story?
• Was the caption proofread for spelling, capitalization, and punctuation?
Possible Answers for Worksheets
Page 14: 1. Charles River 2. Check to see that students draw the ship Dartmouth
in Boston Harbor off Griffin’s Wharf. 3. Milk Street 4. John Hancock 5. northwest
6. Check to see that students draw an inset map of Beacon Hill showing the Lyte’s
house.
Page 15: 1.The cup is Johnny’s proof that his mother and he are related to the
Lytes. 2. It is while making the sugar basin to match this creamer that Johnny
burns his hand. 3. Johnny takes a job delivering this newspaper which helps
spread the ideas of the revolution. 4. The tea chest represents the Boston Tea
Party, a defiant act against the British in which Johnny and Rab take part.
5. Johnny tells Newman to place two lanterns in the church spire to warn Paul
Revere that the British will come by sea. 6. Johnny trades a smock and an escape
route with Pumpkin to get a musket for Rab.
Page 16: Helpful: Johnny learns to ride Goblin. Johnny learns to chop wood with
his left hand. Johnny is a talented silversmith. Hurtful: Johnny tells Rab he’ll
return when he finds a good job. Johnny is rude to Mr. Tweedie. Johnny insults
Mr. Lyte. Mrs. Lapham dares Johnny to work on Sunday, and he takes her challenge. Johnny won’t show his hand to Doctor Warren.
Scholastic Literature Guide: Johnny Tremain © Scholastic Teaching Resources
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Name: ____________________________________________________
Colonial Boston
Much of Johnny Tremain takes place
in Boston in the 1770s. Use the map
below to answer the questions.
No
CHARLESTOWN
iver
Charles R
rth
Copp’s
Hill
Christ Church
Mill
1. Which river borders the Boston
Common?
Pond
Paul Revere’s
House
__________________________________
__________________________________
Faneuil Hall
John
Hancock’s
house
m
et
m
Long Wharf
Old South Church
(Meeting House)
Milk Street
ra
ng
e
St
re
Co
King Street
O
Common
on
St
re
__________________________________
2. The Boston Tea Party took place
off Griffin’s Wharf. Draw the
Dartmouth on the map off
Griffin’s Wharf.
Harbor
et
__________________________________
Boston
Beacon Hill
Griffin’s Wharf
3. Before the Tea Party, people met at the Old South Church. On what street is it located?
____________________________________________________________________________________________
4. Which Revolutionary leader lived near the Common? _________________________________________
5. In what direction is Charlestown from Christ Church? _________________________________________
6. The Lyte’s house was on Beacon Hill. On the map above, draw the Lyte’s house.
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Scholastic Literature Guide: Johnny Tremain © Scholastic Teaching Resources