the united states chapter 8, lesson 2: the colonists rebel...

The United States

Chapter 8, Lesson 2: The Colonists Rebel Everything you need to review and teach a social studies lesson. Print lesson pages, assessment, and practice ancillaries for Chapter 8, Lesson 2—all at once! Lesson Components:

∞ Student Edition, pages 276–285

∞ Test Talk Practice Book, Unit 4 Test Preparation and Practice ∞ Quick Study, Lesson Summary and Review

∞ Workbook, Lesson Review

∞ Assessment Book, Chapter 8 Test

∞ Vocabulary Workbook, Unit 4 Practice Pages and Cards

∞ Every Student Learns Lesson Support and Guide

∞ Social Studies Plus!: A Hands-On Approach Blackline Master

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Test Talk Practice Book Unit 4 29

Name Date Test Talk

Use with Unit 4.

The American RevolutionDirections: Read this biography. Then follow the directions on pages 30–35.

Phillis Wheatley: about 1753–1784Phillis Wheatley was seven years old

when she was kidnapped from her home in West Africa. She was shipped to Boston and sold as a slave to the wealthyWheatley family.

The Wheatley family realized that Philliswas extremely intelligent. They encouragedher to study, which very few slaves wereallowed to do. At the age of 20, Phillistook her second trip across the AtlanticOcean. She went to London to help sell hernewly published book of poems. She wasthe first African American ever to publish a book.

When she returned to Boston, Philliswas released from slavery. Now famousthroughout New England, she became astrong supporter of the colonists’ strugglefor freedom from Britain. In 1775, shewrote a poem about General GeorgeWashington. He liked the poem so muchthat he invited Wheatley to come visit him,which she did.

Phillis Wheatley also spoke out againstslavery. She wrote: “In every human . . .God has implanted a principle, which wecall love of freedom.”

1

2

3

4

Phillis Wheatley was thefirst African American to have a book of poetry published.

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30 Unit 4 Test Talk Practice Book

Test Talk

Use with Unit 4.

Name Date

Locate Key Words in the Question

Read the question. Circle the key words and complete the sentence.

1. Where was Phillis Wheatley’s first home ?

A BostonB West AfricaC Washington, D.C.D London

I need to find out where Phillis Wheatley’s first home was.

Read each question. Circle the key words and complete each sentence.

2. Based on paragraph 2, who realized that Phillis was extremely intelligent?

A slavesB her parentsC the Wheatley familyD poets

I need to find out

3. Why did Phillis take a trip to London? Use details from the text to support your answer.

I need to find out

4. Why might Phillis Wheatley have become a strong supporter of the colonists’struggle for freedom? Use details from the text to support your answer.

I need to find out

Try It

Learn

Strategy 1

Circle key words.

Turn the question into astatement using key words.

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Name Date

Locate Key Words in the Text

Read the question. Circle the key words and complete the sentence.

1. How was Phillis Wheatley’s second trip across theAtlantic Ocean different from her first trip? Use detailsfrom the text to support your answer.

I found the answer in paragraph 1, sentence 2; paragraph

2, sentences 3 and 4; and what I already know.

Read each question. Circle the key words and complete each sentence.

2. Where was Phillis Wheatley’s first home? Use details from the text to support your answer.

A LondonB BostonC West AfricaD Washington, D.C.

I found the answer in

3. Why might Phillis Wheatley have become a strong supporter of the colonists’struggle for freedom? Use details from the text to support your answer.


4. How was Phillis Wheatley’s life different from that of other slaves?


Try It

Learn

Strategy 2

Test Talk

Use with Unit 4.

• Look for and circle keywords in the question.

• Look for and circle keywords in the text thatmatch key words in thequestion.

• The question asks you tocompare Phillis Wheatley’strips.

• You will have to combinewhat you know with whatthe author tells you.

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Test Talk

Use with Unit 4.

Name Date

Choose the Right Answer

Cross out any choice you know is wrong. Next, go back to the text to rule out any other choices. Then mark your answer choice.

1. Where was Phillis Wheatley’s first home?

A LondonB BostonC West AfricaD Washington, D.C.

Cross out any choice you know is wrong. Next, go back to the text to rule out any other choices. Then mark your answer choice.

2. Who realized that Phillis was extremely intelligent?

A slavesB her parentsC poetsD the Wheatley family

3. Why did Phillis take a trip to London?

A to help sell her book of poemsB to escape slaveryC to support the colonists’ struggleD to visit museums

4. Why might Phillis Wheatley have become a strong supporter of the colonists’struggle for freedom?

A She wanted Washington to be King of America. B She understood the importance of freedom. C She was angry at the English because they did not buy her book.D She believed it would release the Wheatley family from slavery.

Try It

Learn

Strategy 3

You will have to look in oneplace in the text.

Rule out the incorrectchoices. Choose answer Cbecause the text supportsthis choice.

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Name Date

Use Information from the Text

Use information from the text to answer the question.

1. Based on paragraph 1, where was Phillis Wheatley’sfirst home ? Use details from the text to support your answer.

My Notes: Phillis Wheatley, first home, West Africa,

shipped to Boston

My Answer: Phillis Wheatley’s first home was in

West Africa.

Use information from the text to answer each question.

2. Based on paragraph 2, who realized that Phillis was extremely intelligent? Use details from the text to support your answer.

My Notes:

My Answer:

3. Based on paragraph 3, why did George Washington invite Phillis Wheatley to visit him? Use details from the text to support your answer.

My Notes:

My Answer:

Try It

Learn

Strategy 4

Test Talk

Use with Unit 4.

• Look for and circle keywords in the question.

• The question asks for alocation.

• Read the text and makenotes about where PhillisWheatley’s home was.

Reread the question andcross any notes that do notapply to the question.

Answer the question in yourown words.

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Test Talk

Use with Unit 4.

Name Date

Use Information from Graphics

Look at the photograph of the book cover on page 29. Use the photograph to answer the question.

1. Based on the photograph, who was the author of thebook ? Use details to support your answer.

To find the answer, I will look at the top of the book

cover.

My Answer: The author of the book was Phillis

Wheatley.

Look at the photograph of the book cover on page 29. Use information from the photographto answer each question.

2. Based on the photograph, where was the book published? Use details to support your answer.

To find the answer, I will

My Answer:

3. Based on the photograph, what was the full title of the book? Use details to support your answer.

To find the answer, I will

My Answer:

Try It

Learn

Strategy 5

Look for and circle key wordsin the question.

Look at page 29. Analyze thephotograph of the book. Usedetails to answer thequestion.

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Name Date

Write Your Answer to Score High

Examine this sample done by an imaginary student named Mario. Analyze Mario’s work. Cross out incorrect information. What should he do to score higher?

1. What happened to Phillis right after she was kidnappedfrom her home in West Africa? Use details from the textto support your answer.

Mario’s Notes: kidnapped, home in West Africa, shipped to Boston, ended up with Wheat family

Mario’s Answer: After Phillis was kidnapped from her home in West Africa, she was sent to Boston. She ending up living with a family named Wheat.

To score higher, Mario needs to replace “Wheat” with “Wheatley” and add that Phillis was

sold to the Wheatley family.

Examine this sample done by an imaginary student named Judith. Analyze Judith’s work. Cross out incorrect information. What should she do to score higher?

2. What were the differences between Phillis and the Wheatley family? Use details from the text to support your answer.

Judith’s Notes: Phillis, African, encouraged to study, poet; Wheatley family, healthy

Judith’s Answer: Phillis was African. It was special for her to study. She was a poet.The Wheatley family was healthy.

To score higher, Judith needs to

Try It

Learn

Strategy 6

Test Talk

Use with Unit 4.

Mario circled key words inthe question.

Mario’s notes are incomplete.

Mario’s information about the name of the family isincorrect.

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62 Unit 4, Chapter 8, Lesson 2 Summary Quick Study

Name Date

Lesson 2: The Colonists RebelVocabulary

Lesson 2 Summary

Use with pages 276–282.

Boston Massacre an event in 1770 in which British soldiers shot five colonistsCommittee of Correspondence a group that let colonists share information by mailTea Act an act that forced colonists to pay taxes on British teaBoston Tea Party an event in which colonists dumped British tea into Boston Harbor Intolerable Acts five acts passed by Britain to punish colonists for the Boston Tea PartyPatriots colonists who were against British ruleLoyalists colonists who were loyal to King George and the British governmentFirst Continental Congress a 1774 meeting at which representatives from the colonies

voted to stop trading with Britain and to start training colonists to fightmilitia a volunteer armyminutemen militia groups that could be ready to fight at a minute’s notice

The Boston MassacreOn March 5, 1770, a group of angry colonistssurrounded some British soldiers in Boston.The soldiers were frightened and fired into thecrowd. They killed five people. This event isknown as the Boston Massacre.

The Committees of CorrespondenceThe colonies needed a way to share news so they could work together. Samuel Adams formed the first Committee ofCorrespondence in Boston in 1772. Soonother colonies had these committees. Memberswrote letters to each other about local events.These letters were carried by “express riders.”

The Boston Tea PartyParliament passed the Tea Act to force thecolonists to pay a tax on tea. The act also saidthat the East India Company was the onlycompany allowed to sell tea to the colonies.Colonists did not agree with the act. They saidthey would not let British ships unload tea inany colonial ports. On December 16, 1773,members of the Sons of Liberty went ontothree ships filled with tea. They dumped thetea into Boston Harbor. This event is called theBoston Tea Party.

Britain Punishes BostonThe British passed laws to punish the peopleof Boston for the Boston Tea Party. Britishsoldiers returned to Boston. The colonists had to feed and house the soldiers. A Britishgeneral was put in control of Massachusetts.Also, the British closed Boston Harbor untilthe people paid for the ruined tea. Colonistscalled these laws the Intolerable Acts.Colonists became Patriots or Loyalists.Patriots were against British rule. Loyalistssupported British rule.

The Continental CongressThe First Continental Congress met inPhiladelphia in September 1774. Leaders frommost colonies decided to stop trade withBritain until the Intolerable Acts were repealed.They also decided that all colonies should trainmilitias. Some militias called themselvesminutemen. They could be ready to fight at aminute’s notice.

Liberty or DeathPatrick Henry made a famous speech inRichmond, Virginia, in March 1775. Hewarned militias that there was going to be awar between Britain and the colonies.

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Quick Study Unit 4, Chapter 8, Lesson 2 Review 63

Name Date

Lesson 2: Review1. Cause and Effect Fill in the missing effects.

2. What was the goal of the Committees of Correspondence?

3. What were the Intolerable Acts?

4. What events in Boston helped bring Britain and the colonies closer to war?

5. Critical Thinking: Decision-Making If you had been a colonist in 1773, would you havebeen a Patriot or a Loyalist? Use the decision-making steps on page H3 of your textbook.

Lesson 2 Review


Tensions rose betweensoldiers and colonists in

Boston.

Committees ofCorrespondence were

formed.

Parliament passed the Tea Act.

The First ContinentalCongress was held.

Cause Effect

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Workbook Lesson Review 67

Lesson Review

Use with Pages 276–282.

Name Date

Lesson 2: The Colonists RebelDirections: Answer the questions below on the lines provided. You may use yourtextbook.

1. What was the Boston Massacre?

2. Why did Parliament repeal the Townshend Acts?

3. Why did Parliament decide to keep the tax on tea?

4. Who was Paul Revere?

5. What two goals did the British hope to accomplish by passing the Tea Act?

6. How did the colonists respond to the Tea Act?

7. Why did Britain pass new laws that the colonists referred to as the Intolerable Acts?

Notes for Home: Your child learned why the colonists protested British taxation.Home Activity: With your child, discuss this lesson. Then have your child write the main idea of the lessonon a large self-stick note. Have him or her write supporting details on smaller self-stick notes and placethem around the perimeter of the main-idea note.

1. Why did Britain impose the Stamp Actand the Townshend Acts on the colonists?a The king wanted colonists to return to

Britain.b Britain needed money.c Britain thought colonists were too

wealthy.d Britain wanted to give money to the

colonists to expand their cities.

2. Which of the following was NOT an effectof colonists’ protests of British taxes?a Patrick Henry spoke to the House of

Burgesses.b The Sons of Liberty was formed.c Colonists boycotted British goods.d The Stamp Act was passed.

3. Who was one of the first to speak outagainst the Stamp Act?a Benjamin Franklinb Samuel Adamsc Patrick Henryd Christopher Gadsden

4. What was the effect of British taxation onthe colonies as a whole?a They became more divided.b They started to unite as Americans.c Many paid for British support.d Many colonists returned to Britain.

5. Who organized the Sons of Liberty?a Samuel Adamsb Patrick Henryc Mercy Otis Warrend Benjamin Franklin

6. What did the Daughters of Liberty do tosupport the boycott of British goods?a gave speeches and drew political

cartoonsb gave speeches and attended ralliesc made tea and wove clothd handed out pamphlets and posters

7. Which of the following BEST describes the purpose of the Committees ofCorrespondence?a train express riders b share news among the coloniesc keep in touch with Britaind unite the colonies in friendship

8. How did the Boston Tea Party express theviews of many colonists?a It showed that many colonists did not

like tea.b It showed that many colonists

supported Mohawk causes.c It showed that the colonists strongly

protested the tea tax.d It showed that the tea would remain

in Boston.

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Assessment Book Unit 4, Chapter 8 Test 45

Chapter 8 TestName Date

Chapter 8Part 1: Content Test

Directions: Fill in the circle next to the correct answer.

9. Which of the following caused theIntolerable Acts?a Boston Massacreb First Continental Congressc Committees of Correspondenced Boston Tea Party

10. Which of the following was NOT one ofthe Intolerable Acts?a The colonists had to pay a tax on

British imports.b The colonists had to feed and house

British soldiers.c The port of Boston was closed.d Massachusetts was put under the

control of a British general.

11. What was a Patriot?a colonist opposed to British ruleb British soldier opposed to British rule

over the coloniesc colonist who agreed with British ruled British soldier who agreed with

British rule over the colonies

12. Who offered to lead men in battle for therelief of Boston?a Paul Revereb Hugh Whitec Crispus Attucksd George Washington

13. Which Patriot warned of the Britishattack?a John Adamsb Paul Reverec John Hancockd George Washington

14. Which event took place FIRST?a Battle of Concordb Battle of Lexingtonc British retreat to Bostond Paul Revere captured

15. Which battle began with “the shot heardround the world”?a Bunker Hillb Breed’s Hillc Lexingtond Concord

16. Which brief battle forced the British toretreat to Boston?a Concordb Bunker Hillc Breed’s Hilld Lexington

17. Who led the colonists in the battle ofBunker Hill?a John Adamsb Paul Reverec John Hancockd William Prescott

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46 Unit 4, Chapter 8 Test Assessment Book

Name Date Chapter 8 Test

Part 2: Skills Test

Directions: Use complete sentences to answer questions 1–8. Use a separate sheetof paper if you need more space.

1. Why was “No taxation without representation!” a meaningful slogan? Summarize

2. Do you think the British expected their actions to cause the colonists to unite against them?Explain. Draw Conclusions

3. What series of events linked the Boston Massacre and the Boston Tea Party? Sequence

4. How were the Committees of Correspondence similar to the colonial minutemen? Compare and Contrast

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Assessment Book Unit 4, Chapter 8 Test 47

Chapter 8 TestName Date

5. What was the purpose of the First Continental Congress? Main Idea and Details

6. What did Patrick Henry mean by his declaration, “Give me liberty or give me death!”?Make Inferences

7. What evidence is there that Paul Revere’s ride was successful? Analyze Information

8. What was the result of the Patriots on Bunker Hill waiting to see the whites of the eyes ofthe British soldiers before firing? Cause and Effect

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48 Unit 4, Chapter 8 Test Assessment Book

Name Date Chapter 8 Test

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Vocabulary Workbook Unit 4 49

Common and Proper NounsNouns name people, places, and things. A common noun names any person, place,or thing. A proper noun names a particular or certain person, place, or thing. Aproper noun always begins with a capital letter.

Read the sentences below. Underline the vocabulary words that are common nouns.Circle the vocabulary words that are proper nouns.

1. Because of the Stamp Act, a colonist had to pay a tax when he bought a newspaper.

2. A tariff was paid as a tax on tea from Britain.

3. British soldiers killed five people during the Boston Massacre.

4. Under the Tea Act the colonists had to buy all their tea from one company.

5. The colonists dumped British tea into the harbor during the Boston Tea Party.

6. The American Revolution was fought to gain independence from Britain.

7. The minutemen were ready to fight for the colonies as soon as they were called.

8. The colonies explained why they wanted to be free in the Declaration ofIndependence.

The proper noun American Revolution is a particular example of the commonnoun war. In the sentences below, the underlined word is a common noun. For each,complete the sentence by writing a particular proper noun example. There may bemore than one answer. The first sentence has been completed for you.

9. was one of the thirteen original colonies.

10. The was a British law that angered the colonists.

11. was an important colonial leader.

Looking at WordsLooking at Words

Name _____________________________________________

Notes for Home: Today your child learned to identify common and proper nouns.Home Activity: Have your child make a list of common nouns by writing the names ofhousehold appliances and products. Then have your child write the name of the manufacturerof each product to generate a list of proper nouns.

Virginia

Understanding WordsUnderstanding Words

U N I T 4Name _____________________________________________

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50 Unit 4 Vocabulary Workbook

Notes for Home: Today your child identified people and groups relating to the AmericanRevolution.Home Activity: Discuss with your child what patriotism meant to both sides of the AmericanRevolution. Start the discussion by suggesting that each side felt that it was patriotic.

Name My NameWrite the word from the word box that names the person or group defined by eachstatement. Use the vocabulary cards to help you.

Sons of Liberty militia traitor ParliamentPatriots mercenary minutemen LoyalistsContinental Army Daughters of Liberty

1. I fought battles for money.

2. We burned stamps and attacked stamp agents.

3. We were soldiers from all 13 colonies.

4. We passed laws to tax the colonies.

5. We women wove our own cloth.

6. I betrayed my country.

7. We were the colonists who were against British rule.

8. We were the colonists who supported King George.

9. We volunteered to fight the British.

10. We were ready to fight the minute we were called.

Understanding WordsUnderstanding Words©

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When and What Happened?Find the vocabulary cards for the words in the word box. Then put the cards inchronological order, starting from the earliest event to the latest event. On the lines below, write the vocabulary words in the order in which they occurred.Include a brief description of what happened.

Battle of Bunker Hill First Continental Congress Battle of SaratogaOlive Branch Petition Second Continental Congress Treaty of Paris

1.

2.

3.

4.

5.

6.

Notes for Home: Your child put in chronological order events from this unit’s vocabulary words.Home Activity: Ask your child to tell you which of the events on this page he or she thinks were the most important. Ask your child to explain why.

U N I T 4Name _____________________________________________

U N I T 4Name _____________________________________________

Using WordsUsing Words

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Join Us!Persuasive WritingThe events of the 1770s caused British colonists to suddenly find themselveshaving to make a choice—remain loyal to Britain, or join the colonists who wantedto break away from Britain. Suppose you are a colonist living in Boston,Massachusetts in 1775. Think about the reasons for and the reasons againstbreaking away from Britain. Write a persuasive speech to read to your fellowcolonists that explains your opinion and why you feel that way. Use at least fivewords from the word box. You may use an additional sheet of paper.

Parliament Stamp Act repeal Sons of LibertyTownshend Acts tariff boycott Daughters of LibertyBoston Massacre Tea Act Patriots LoyalistsBoston Tea Party Intolerable Acts Committee of Correspondence

Notes for Home: Today your child wrote a persuasive speech saying whether or not theAmerican colonists should revolt against Great Britain.Home Activity: Ask your child how he or she went about making a choice. Work with your child to come up with another situation in which making a list of pros and cons could helpmake a decision.

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U N I T 4Name _____________________________________________

Parliament Stamp Act

repeal Sons of Liberty

Townshend Acts tariff

boycott Daughters of Liberty

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law passed by Parliament in 1765that taxed printed materials in the13 Colonies

Britain’s law-making assembly

groups of Patriots who worked to oppose British rule before the American Revolution

to cancel

tax on imported goodslaws passed by Parliament in 1767that taxed goods imported by the13 Colonies from Britain

groups of American womenPatriots who wove cloth to replace boycotted British goods

organized refusal to buy goods

U N I T 4Name _____________________________________________

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Boston Massacre Committee ofCorrespondence

Tea Act Boston Tea Party

Intolerable Acts Patriots

Loyalists

U N I T 4Name _____________________________________________

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groups of colonists formed in the1770s to spread news quicklyabout protests against the British

event in 1770 in Boston in which British soldiers killed five colonists who were part of an angry group that hadsurrounded them

protest against British taxes inwhich the Sons of Liberty boardedBritish ships and dumped tea intoBoston Harbor in 1773

law passed by Parliament in theearly 1770s stating that only theEast India Company, a Britishbusiness, could sell tea to the 13 Colonies

American colonists who opposed British rule

laws passed by British Parliamentto punish the people of Bostonfollowing the Boston Tea Party

colonists who remained loyal tothe British during the AmericanRevolution

U N I T 4Name _____________________________________________

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First ContinentalCongress militia

minutemen American Revolution

Battle of Bunker Hill Second ContinentalCongress

Continental Army

U N I T 4Name _____________________________________________

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volunteer armies

meeting of representatives fromevery colony except Georgia, heldin Philadelphia in 1774 to discussactions to take in response to theIntolerable Acts

the war between the 13 Coloniesand Great Britain from 1775 to1783 in which the 13 Colonieswon their independence andbecame the United States

colonial militia groups that could be ready to fight at aminute’s notice

congress of American leaderswhich first met in 1775, declaredindependence in 1776, and helpedlead the United States during theRevolution

costly victory for British troopsover the Patriots in Charlestown,Massachusetts, in the AmericanRevolution on June 17, 1775

army formed in 1775 by theSecond Continental Congress andled by General George Washington

U N I T 4Name _____________________________________________

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Olive Branch Petition Declaration ofIndependence

traitor Green Mountain Boys

mercenary Battle of Saratoga

Treaty of Paris

U N I T 4Name _____________________________________________

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document declaring the 13 American colonies independent of Great Britain, written mainly by Thomas Jefferson and adopted on July 4, 1776, by the SecondContinental Congress

letter sent by the SecondContinental Congress to KingGeorge III in 1775 in an attempt to avoid war

group of Vermont soldiers whocaptured Fort Ticonderoga in 1775

person who works against his or her country

American victory over Britishtroops in 1777 that was a turningpoint in the American Revolution

soldiers from one country who arepaid to fight for another country

Treaty signed in 1783 thatofficially ended the AmericanRevolution. Great Britainrecognized the United States as an independent country.

U N I T 4Name _____________________________________________

The Colonists RebelActivate Prior KnowledgeHave students investigate what they know about different types of meetings.Introduce the topic by asking about what types of meetings their teachers andparents might attend. If students meet in organized sports or activity groups atschool, you might ask them about what they do at those meetings. Leadstudents to realize that meetings exist to share information, solve problems, andhelp achieve a goal.

Ask:

• Why might people get together for a meeting?

• What things might they discuss at meetings? What might they do?

• If there is a disagreement at a meeting, what might people do to solve it?

Build Background

Help students understand the advantage of written communication betweengroups by playing a version of the game “telephone.” Divide students into fourgroups. Have the first group think of a sentence to tell the other groups. Writethis message on paper and set it aside. One person from the first groupwhispers the message to a person in the second group and so on. The last groupreports on the message they heard. Ask the first group if the message changed.Then ask students to think of another way they could communicate a messagefrom group to group without it being changed. Assist students in understandingthat if a written message is exchanged there is less of a chance that it will bemisunderstood or changed.

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122 Unit 4, Chapter 8, Lesson 2 Every Student Learns

Chapter 8, Lesson 2


Committee of Correspondence written communication

writtenmessages

e-mailsletters

signs advertisements

Access ContentPreview the LessonAsk students to tell you how they think the colonists might be feeling about theBritish at this point. Ask students to predict what the colonists might do abouttheir situation.

Suggested Questions:

• What does it mean to rebel? Why might a group rebel against another group?

• Read the review question for the section “The Boston Massacre.” What doyou learn about the British and the colonists from the question? What doesone group do to another group here?

• Continue to preview the section headings and review questions. Look at eachsection heading on each page. Then read the review question on the samepage. What do you want to learn about on each page? Use the sectionheading on each page as a clue to answer each question.

Picture WalkPage 277 ■ An engraving is a type of picture. What appears to be happening in

the engraving?

■ What does the line between the two pictures mean?

Page 278 ■ Look at the Map Adventure and read the map key in the small box.Have students tell you which numbers they can find on the map.What do the numbers on the map show?

Page 279 ■ Read aloud the title and the caption. Why do you think the Sons ofLiberty disguised themselves?

Page 280 Help students turn the section heading into a question. Then read the caption. What is one thing the British did to punish Boston forthe Boston Tea Party?

Page 281 ■ Ask students to study the picture. I see men with weapons and aman who seems to be leading them. He is on a horse. This actionmust have something to do with the heading on the page “TheContinental Congress.”

My Lesson GuideTell students that in this lesson the emotions run high between two angrygroups. Encourage them to draw conclusions about the events to explain why the two groups are so angry. What did the British do in this section? What did the colonists do? Invite them to use My Lesson Guide to organizetheir thoughts.

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Every Student Learns Unit 4, Chapter 8, Lesson 2 123

Chapter 8, Lesson 2


My Lesson GuideDirections: Write details from the lesson that lead to each conclusion in the charts.

Talk About ItWith a partner, debate whether the Sons of Liberty had a right to stage theBoston Tea Party. Was it right or wrong of them to destroy British tea? Howmight the Sons of Liberty have felt about their actions? How might a Britishcitizen have felt about the event?

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124 Unit 4, Chapter 8, Lesson 2 Every Student Learns

Chapter 8, Lesson 2


Name Date

Notes for Home: Your child learned about events that led up to the American Revolution. Home Activity: Ask your child to tell you why the colonists rebelled against the British.

British ActionsThe British did many things tomake the colonists angry.

Colonists’ ActionsThe colonists made plans torespond to the British.

The Tea Act said only onecompany was allowed to selltea to the colonists.

Rebels organized the BostonTea Party.

Extend LanguageIn this Extend Language, students learn about homophones. Homophones are words that sound the same but are spelled differently and have different meanings and origins.

meet Write meet on the board and pronounce it. Then repeat with the homophone meat. Ask students how the words are alike and different. Once they have identified that they are spelled differently,explain that the two words have different meanings.

Have students work with a partner. Write the sets of homophones listed below on slips of paper for each group. Then place the slips insmall containers (such as hats, mugs, small plastic bags). Distributeone set to each pair of students. One student in each group shouldselect one slip and act out one of the two words for his or her partner.After the partner has guessed the word, both students should try toguess the spelling of its homophone. Invite students to use a dictionary. Then have students switch roles and continue playing.

nose/knows sea/see flour/flower peace/piece

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Every Student Learns Unit 4, Chapter 8, Lesson 2 125

Chapter 8, Lesson 2


Read aloud the Patrick Henry quote on page 282: “. . . give me libertyor give me death!”

Explain that liberty means freedom and that Henry would rather die than have hisfreedom taken away from him. Discuss what freedoms we have in the United States.

ConversationStarter

Meaning Homophones Meaning

organ of smell nose/knows to understand

large body of salt water sea/see to look at

condition of quiet peace/piece a portion of something

Meet: to come together

Root: Old English—metanmeaning meeting

Other homophones:right/write, won/one,heal/heel

“Leaders from 12 colonies agreed tomeet in Philadelphia.”

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Social Studies Plus! Unit 4 Blackline Master 105

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This is a person worth knowing . . .

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the united states chapter 8, lesson 2: the colonists rebel...

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