5 2 5 paul revere and the american revolution TG

Paul Revere and the American Revolution SUMMARY The author describes the activities of Paul Revere before the early battles of the American Revolution In addition, the author sets the stage for the conflict behind the American Revolution by reviewing the disagreements between the American colonists and the British LESSON VOCABULARY fate glimmer magnified steed fearless lingers somber INTRODUCE THE BOOK INTRODUCE THE TITLE AND AUTHOR Discuss with students the title and the author of Paul Revere and the American Revolution Ask students to think about the title and what the book will be about Discuss why the author may have chosen to focus on the activities of Paul Revere Ask: What you know about Paul Revere, and what would you like to know about him? BUILD BACKGROUND Discuss with students what they know about dealing with a situation in which someone’s rights are not respected Ask: What are some of the basic American freedoms? What action would you take to protect your freedoms if someone tried to take them away? PREVIEW/USE ILLUSTRATIONS Encourage students to look at the illustrations in the book Ask them to choose one and explain what it seems to tell about the book Suggest that they check after their reading to see if their prediction was correct Ask students to study the image in the stamp place on page Discuss what it might mean to the story of the American Revolution 48 5.2.5 SEQUENCE GRAPHIC ORGANIZERS READ THE BOOK SET PURPOSE Encourage students to set a purpose for their reading that includes realizing how sequence and cause and effect can help their understanding of historical material Suggest that they list events and analyze them for sequence Students can also list events that were causes, events that were effects, and events that served both purposes STRATEGY SUPPORT: GRAPHIC ORGANIZERS Remind students that graphic organizers are useful tools for putting information in order so that we understand and remember it better Ask students what kinds of graphic organizers might be most effective with historical narratives (time lines or sequence charts) COMPREHENSION QUESTIONS PAGE What was the purpose of a liberty tree? (Colonists posted complaints and gathered there to discuss their problems with the British.) PAGES 5–6 What event came before the American Revolution that caused the British to go deeply into debt? (The French and Indian War) PAGE Why did the colonists oppose taxation so fiercely? (They had no voice in the British government.) PAGES 11–12 How did a misunderstanding about the Boston Massacre contribute to tensions between Americans and the British? (Although it is possible that the massacre was a mistake, Paul Revere publicized it as an intentional act on the part of the British, and the Americans grew angry.) Paul Revere and the American Revolution 16917_LRD_TG_048-049 48 1/11/06 2:12:25 PM REVISIT THE BOOK READER RESPONSE Possible response: B, A, C Possible response: What was it like to be a dentist during the Revolution? an encyclopedia Possible response: In the glimmer of the candle, I saw a steed go by my window He had a somber tread, as though he knew his master’s fate But as the danger magnified, his master became even more fearless, and the two easily jumped over the high fence The memory of their brave leap still lingers in my mind Possible response: White pants were hard to keep clean Skill Work TEACH/REVIEW VOCABULARY Ask students to identify the nouns among the vocabulary words (fate, steed, and glimmer) Discuss the other parts of speech that are used (adjectives and verbs) and identify them Remind students that a noun is the name of a person, place, or thing Point to objects around the classroom and identify them as nouns Ask students to name additional nouns Remind them of the nouns on the vocabulary list Encourage students to look at the title page and the illustrations on pages 10 and 17 Discuss some of the differences between the American and British soldiers Ask: How might these differences have affected the fighting ability of the two groups of soldiers? Explain the meaning of a verb Act out writing on the board, and explain that the word writing is a verb Remind students of the verb on the vocabulary list Explain the meaning of an adjective Point to someone’s colored shirt and explain that the color is an adjective Remind students of the adjectives on the vocabulary list RESPONSE OPTIONS TARGET SKILL AND STRATEGY EXTEND UNDERSTANDING SEQUENCE WRITING Ask students to write a few paragraphs explaining why they would nominate Paul Revere as a great American hero Encourage them to include details from the book to support their nomination Remind students that when we read, we put information in sequence to help us understand it Discuss some of the events in this book that could be put in sequence SOCIAL STUDIES CONNECTION GRAPHIC ORGANIZERS To put historical events in order, students might use a numbered list or a graphic organizer such as a time line or sequence chart Encourage students to find out information about the Boston Tea Party that describes the drama of the event Suggest that they check the Internet or the library to see whether any short stories, poems, or plays have been written about it ADDITIONAL SKILL INSTRUCTION CAUSE AND EFFECT Remind students that an effect is an event that happens, and a cause is why an event happens Explain that there can be many causes that lead to one effect, as in the American Revolution Discuss some of the possible causes Encourage students to think about the American Revolution Even though it was an effect, it also was a cause, because it led to a state of independence for the colonists—another effect Paul Revere and the American Revolution 16917_LRD_TG_048-049 49 49 1/11/06 2:12:27 PM Name Paul Revere Sequence • Sequence refers to the order of events in both fiction and nonfiction • Sequence can also refer to the steps in a process Directions Reread the following paragraphs from Paul Revere and the American Revolution Then put the bulleted events in sequence One law, passed in 1764, was called the Sugar Act It taxed sugar, molasses, and other products shipped to the colonies Colonists who ignored the act were punished as smugglers A year later, the Stamp Act was passed by the British This law required all legal and business documents in the colonies to carry a stamp showing that a tax had been paid The colonists were very angry They wondered what tax the British would decide on next They claimed the British were taxing them without representation Put the following events in sequence • The Stamp Act was passed by the British government • The colonists disliked being taxed without having a voice in the government • The Sugar Act was passed by the British government • Colonists who did not pay taxes on molasses were punished • Colonists had to stamp all business documents © Pearson Education 50 16917_LRD_TG_050-051 12/28/05 1:18:05 PM Paul Revere Name Vocabulary Directions Draw a line from each word to its synonym Check the Words You Know fate magnified fearless somber fate increased fearless unafraid glimmer uncontrolled event lingers horse magnified faint light somber stays steed solemn glimmer steed lingers © Pearson Education Directions Write a paragraph about the beginning of the American Revolution Use as many vocabulary words as you can 51 16917_LRD_TG_050-051 12/28/05 1:18:07 PM ... colonists—another effect Paul Revere and the American Revolution 16917_LRD _TG_ 048-049 49 49 1/11/06 2:12:27 PM Name Paul Revere Sequence • Sequence refers to the order of events in both fiction and nonfiction... to the steps in a process Directions Reread the following paragraphs from Paul Revere and the American Revolution Then put the bulleted events in sequence One law, passed in 1764, was called the. .. 10 and 17 Discuss some of the differences between the American and British soldiers Ask: How might these differences have affected the fighting ability of the two groups of soldiers? Explain the