Grade K–8
APRIL
EVENTS
e-BOOK SAMPLER
“Created by Teachers for Teachers and Parents”
Instant Delivery • 24 Hours a Day
Complimentary e-Book
Thank you for downloading the following e-book
—another quality product from
.
To purchase additional e-books or other products, please visit our Web site at:
http://www.teachercreated.com
For further information about our products and services,
please e-mail us at: [email protected]
To subscribe to our monthly newsletter—The TCR Update—
please visit:
http://www.teachercreated.com/subscribe
E-books downloaded from Teacher Created Resources’ website may be duplicated and used within a single classroom
(or home) only. E-books are protected under copyright law and as such may not be shared with colleagues, friends, other
classrooms or schools. You may not modify or use them for any other purpose and you may not transmit these materials
in part or in whole to others or post on any website, blog, the internet, etc.
“Created by Teachers for Teachers and Parents”
Instant Delivery • 24 Hours a Day
Table of Contents
April Events E-Book Sampler
Thank you for downloading the following e-book
—another quality product from
April 6, 1896: First Modern Olympic Games Held
• TCR3637-Olympic Puzzles and Brain Teasers, Grade K-2
Olympic Equipment, Pages 67, 80
• TCR3643- Olympic Puzzles and Brain Teasers, Grades 3-5
Sports Analogy Challenge, Pages 51, 78
• TCR2726- Journey to London, Grades 4-6
The Host Cities, Pages 8-9, 47
April 8: Easter
• TCR3890 Reading, Language, and Math Activities—Spring, Grades K-2
Bunny Bingo, Page 43-45
• TCR2007-Math Explorations, Grades 1-3
Easter Egg Graph, 118-120
• TCR3351-Holiday Brain Teasers—Intermediate, Grades 3-5
Easter Traditions, Pages 33-34, 47
April 18, 1775-Paul Revere’s Famous Ride
• TCR3260-U.S. History Little Books: Famous People, Grades 1-3
Paul Revere, Pages 19-26
• TCR2361Hooray for the USA!, Grades 4-6
Paul Revere, Pages 48-50
• TCR440-Literature Unit—Johnny Tremain, Grades 5-8
The Famous Ride, Pages 27-29
April 27: Arbor Day
• TCR198-Social Studies in a Bag, Grade 1-3
Arbor Day Scavenger Hunt, Pages 51-52, 77
• TCR615 Multicultural Holidays, Grade 2-6
Making it Work, Page 190
To find a teacher supply store near you where you can purchase these books,
please visit www.teachercreated.com and click on “Find a Store.”
.
Olympic Equipment
Put the letter of each sport in the correct place on the Venn diagram.
sport that uses a ball
Both
A. baseball
D. tennis
B. basketball
E. handball
C. soccer
F. softball
sport that uses a racquet or
paddle
G. table tennis
67
Answer Key
Page 62
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
field
pool
chute
ring
track
slope
mat
field
rink
court
court
pool
Page 63
1. strong
2. swift
3. proud
Page 64
(cont.)
Page 65
1.
2.
3.
4.
5.
6.
shoot
bow
target
aim
arrow
rifle
7.
8.
9.
10.
11.
12.
trap
fire
pistol
biathlon
archery
sight
Page 66
1.
2.
3.
4.
E
G
B
A
5.
6.
7.
8.
H
C
F
D
Page 67
sport that uses a ball—A, B, C, D, E, F, G, H, J
both—D, G
sport that uses a racquet or paddle—D, G, I
Page 68
1. baseball or softball
2. ice hockey
3. skiing
4. gymnastics
5. boxing
6. tennis
Bonus: 1. ball, mitt; 2. hockey stick; 3. ski poles;
4. uneven bars, parallel bars; 5. boxing gloves; 6.
tennis racquet, tennis ball
Page 69
1.
2.
3.
4.
5.
80
foil
pin
bow
belt
ring
6.
7.
8.
9.
10.
mat
kick
mask
punch
match
Sports Analogy Challenge
See if you can solve these analogies for sports of the summer and winter Olympic Games.
An analogy is used to compare two ideas. To solve it, think how the first set of words is
related. Then fill in the blank with a word that relates in the same manner to the word at the
end of the sentence.
p __
u __
c __
k is to ice hockey.
1. A ball is to field hockey as a __
2. Six is to volleyball as __ __ __ __ is to basketball.
3. Paddle is to canoeing as an __ __ __ is to rowing.
4. Racquet is to tennis as a __ __ __ __ __ __ is to table tennis.
5. A foil is to fencing as a __ __ __ __ __ is to boxing.
6. A vault is to a gymnast as a __ __ __ __ __ __ is to a track star.
7. A goal is to soccer as a __ __ __ is to baseball.
8. A ring is to a boxer as a __ __ __ __ is to an ice dancer.
9. A six is to figure skating as a __ __ __ is to gymnastics.
10. An inning is to baseball as a __ __ __ __ __ is to boxing.
11. A bat is to baseball as a __ __ __ __ __ is to ice hockey.
12. A net is to team handball as a __ __ __ __ is to basketball.
13. Sit is to a bobsled as __ __ __ is to a luge.
14. A cleat is to a baseball player as a __ __ __ __ __ is to a skater.
15. Shoot is to an arrow as __ __ __ __ __ is to a javelin.
16. A mat is to a gymnast as a __ __ __ __ __ is to a tennis player.
17. A knockdown is to a boxer as a __ __ __ __ is to a wrestler.
18. In skiing, alpine is to slalom as __ __ __ __ __ __ is to cross-country.
19. A hand is to water polo as a __ __ __ __ is to soccer.
20. Pentathlon is to five as __ __ __ __ __ __ __ __ __ is to ten.
51
Answer Key
Page 49
Page 46
1
M
2
3
S
4
B
5
C
7
A
P
I
E
R
R
J
F
R
A
Z
I
N
T
L
Y
8
10
M
A
6
R
G
M
U
C
H
G
J
A
E
B
I
I
L
R
Y
L
A
A
E
9
E
R
I
C
O
U
I
C
N
I
E
W
11
E
C
K
I
E
O
N
D
I
V
A
N
S
13
L
O
U
G
A
E
L
1.
2.
3.
4.
5.
6.
7.
8.
L
14
S
I
S
T
C
W
E
P
16
U
O
A
L
R
17
H
H
T
15
N
A
I
T
A
C
I
12
S
Bonnie Blair
Eric Heiden
Australia
Mexico
United States
Canada
South Korea
Norway
9. Japan
10. Carl Lewis
11. Mary Lou Retton
12. Janet Evans
13. Matt Biondi
14. Bruce Jenner
15. Greg Louganis
Bonus: Afghanistan
Z
E
N
Page 47
S
1
B
7
Page 50
2
3
A
R
C
E
T
T
T
T
I
H
H
A
T
L
E
E
E
E
L
A
L
N
N
N
N
E
G
B
4
L
O
A
N
5
N
T
6
A
O
S
L
O
O
H
A
E
L
L
L
L
L
A
N
R
A
A
A
A
A
A
M
O
K
K
K
K
K
K
M
E
E
S
Y
D
N
E
P
P
E
E
E
E
R
L
L
O
O
O
B
L
A
A
U
U
U
E
E
A
L
G
A
R
11
C
9
I
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
A
L
8
T
V
Y
I
L
10
Page 51
I
12
M
O
N
Olympia
citizens
athletes
foot
gods
five
chariot
horse
pentathlon
wrestling
rod
excluded
Y
L
D
T
R
E
A
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
L
Page 48
1.
2.
3.
4.
(cont.)
Berlin
Olympics
Los Angeles
Medals
78
puck
five
oar
paddle
glove
hurdle
run
rink
ten
round
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
stick
hoop
lie
blade
throw
court
fall
Nordic
foot
decathlon
The Host Cities
Year
Olympiad
Opening
Ceremonies
Closing
Ceremonies
Host City
Host Country
1896
I
April 6
April 15
Athens
Greece
1900
II
May 14
October 28
Paris
France
1904
III
July 1
November 23
St. Louis, MO
United States
1908
IV
April 27
October 31
London
England
1912
V
May 5
July 27
Stockholm
Sweden
1920
VII
April 20
September 12
Antwerp
Belgium
1924
VIII
May 4
July 27
Paris
France
1928
IX
July 28
August 12
Amsterdam
The Netherlands
1932
X
July 30
August 14
Los Angeles, CA
United States
1936
XI
August 1
August 16
Berlin
Germany
1948
XIV
July 29
August 14
London
England
1952
XV
July 19
August 3
Helsinki
Finland
1956
XVI
November 22
December 8
Melbourne
Australia
1960
XVII
August 25
September 11
Rome
Italy
1964
XVIII
October 10
October 24
Tokyo
Japan
1968
XIX
October 12
October 27
Mexico City
Mexico
1972
XX
August 26
September 11
Munich
Germany
1976
XXI
July 17
August 1
Montreal
Canada
1980
XXII
July 19
August 3
Moscow
Soviet Union (USSR)
1984
XXIII
July 28
August 12
Los Angeles, CA
United States
1988
XXIV
September 17
October 2
Seoul
South Korea
1992
XXV
July 25
August 9
Barcelona
Spain
1996
XXVI
July 19
August 4
Atlanta, GA
United States
2000
XXVII
September 15
October 1
Sydney
Australia
2004
XXVIII
August 13
August 29
Athens
Greece
2008
XXIX
August 8
August 24
Beijing
China
2012
XXX
July 27
August 12
London
England
2016
XXXI
August 5
August 21
Rio de Janeiro
Brazil
8
The Host Cities
Directions: Use the chart on page 8 to complete these challenges.
Bronze-Medal Challenge
On three occasions in history, the Olympic Games began on the same date. On the first line of the
diagram, write that date. On the other three lines, write the years in which the Olympic Games began
on that date.
___________
(year)
_______________ _____________ ___________
(date)
(year)
___________
(year)
Silver-Medal Challenge
Answer the following questions. Use complete sentences.
1. In which year did the Olympic Games begin at the latest date in the calendar year? (Include the
day and month in your answer.)
2. Using all of the information provided, give a logical reason why the warm-weather Games began
on such a late date in this year.
Gold-Medal Challenge
When the 2016 Olympic Games are held in Rio de Janeiro, it will mark the first time the Games
have been played on the continent of South America. Look at the pie chart. Write the letter of the
appropriate section on the line to the left of the matching continent. Hint: While much of the Soviet
Union was in Asia, Moscow was (and is) in Europe.
B
7.4%
A
22.2%
C
11.1%
Letter
Continent
Asia
D
59.3%
Australia
Europe
North America
Percentage of Olympiads
on Each Continent
9
England
Keep Track in 2012
Directions: Keep up with all of the action and excitement of the 2012 Olympic Games. Choose five
countries and use tally marks to record each medal that those countries earn.
Country
Gold
Silver
Bronze
Total
Answer Key
Ancient Olympic Games (page 4)
1. Ancient
6. Ancient
2. Modern
7. Modern
3. Modern
8. Ancient and Modern
4. Ancient
9. Modern
5. Modern
10. Ancient and Modern
Map of the British Isles (page 13)
Northern Ireland
England
Modern Olympic Games (page 7)
Bronze-Medal Challenge: a. John and Sumner Paine,
American; b. Spyridon Louis, Greek; c. Pierre de
Coubertin, French
Silver-Medal Challenge: 4, 1, 5, 2, 3
Gold-Medal Challenge: a. Qatar; b. weightlifting,
highlights; c. Olympic-style, large-scale, all-male,
second-place; d. 10,000; e. international; f. debate
Ireland
River Thames
Wales
English Channel
A Place By Any Other Name (page 14)
1. A, B, C, D
4. A, B
2. A
5. A, B, C, D
3. A, B, C
The Royal Family Tree (page 17)
Bronze-Medal Challenge: Victoria—1; Edward VII—5;
George V—3; Edward VIII—6; George VI—4; Elizabeth II—2
Silver-Medal Challenge: Diana Spencer — Prince Charles;
Wallis Simpson — Edward VIII; Catherine Middleton —
Prince William; Lady Elizabeth — George VI;
Prince Albert — Queen Victoria
Gold-Medal Challenge: 1. 9 x 5 = 45; 2. 45 – 41 = 4;
3. 4 + 30 = 34
The Host Cities (page 9)
Bronze-Medal Challenge: July 19; 1952, 1980, 1996
Silver-Medal Challenge: 1. The Olympic Games began on
November 22 in 1956. 2. The 1956 Olympic Games took
place in Melbourne. Australia is in the Southern Hemisphere
where the summer months occur later in the year.
Gold-Medal Challenge:
Letter
Continent
C
Asia
B
Australia
D
Europe
A
North America
Scotland
Atlantic Ocean
47
Bunny Bingo
Directions: Photocopy the calling cards below onto cardstock, color, laminate, and cut apart.
Provide each student with a game board (pages 44 and 45) and some counters (beans,
pennies, multilinks, etc.). Mix up the calling cards. As each card is read aloud, have students
cover the matching picture on their boards with a counter. The first student to get three in a
row (vertically, horizontally, or diagonally) wins the game.
basket
bonnet
rabbit
chick
decorated
grass
egg
chocolate
jelly beans
dye
hide
find
©Teacher Created Resources, Inc.
43
#3890 Reading, Language & Math Activities: Spring
Bunny Bingo
Card 1
Card 2
Bunny Bingo
rabbit
dye
e Space
Fre
bonnet
hide
Bunny Bingo
basket
find
jelly beans
chick
egg
decorate
grass
bonnet
e Space
Fre
grass
chocolate
Card 3
find
e Space
Fre
hide
egg
bonnet
basket
Card 4
Bunny Bingo
chick
dye
Bunny Bingo
rabbit
chocolate
chocolate
decorate
grass
hide
#3890 Reading, Language & Math Activities: Spring
44
rabbit
e Space
Fre
egg
chick
basket
find
©Teacher Created Resources, Inc.
Bunny Bingo
Card 5
Card 6
Bunny Bingo
hide
basket
e Space
Fre
Bunny Bingo
chocolate
decorate
chick
egg
grass
decorate
rabbit
jelly beans decorate
dye
e Space
Fre
bonnet
chocolate
rabbit
jelly beans
Card 7
Card 8
Bunny Bingo
grass
dye
e Space
Fre
basket
bonnet
find
©Teacher Created Resources, Inc.
Bunny Bingo
chick
basket
decorate
jelly beans
jelly beans
rabbit
45
hide
e Space
Fre
egg
bonnet
dye
chick
#3890 Reading, Language & Math Activities: Spring
Real Graphs
Easter Eggs
Preparation:
1. Reproduce the graph (page 120) for students.
2. Provide a basket containing four colors of small plastic Easter eggs in it for each pair of students.
The number of each color of egg can vary. The first time students do this activity all of the sets
should be exactly the same. This way they can help each other if needed. Later you may wish to
vary the sets so each pair of students creates a different graph. Then allow time for students to
share their results with the class. At this time, you may also wish to ask questions to check for
understanding.
3. Provide crayons that match the colors of the Easter eggs if students do not already have some.
4. Obtain one set of large plastic Easter eggs that match the four colors of the smaller ones. These
can be used for modeling each step of the activity.
Directions:
1. Assign partners or allow students to select their own. Give each pair a basket with eggs.
2. Ask students to take their eggs out of the basket. Tell them to separate each egg into two halves.
Have students put half of each egg back in the basket and place the other halves on their desks or
tables with the open sides facing down. This will stop the eggs from rolling.
3. Have students separate the eggs into groups by colors.
4. Tell students to color the egg pictures in the left-hand column on the graph to match each color
group that they have made with the plastic Easter eggs. Point out that these pictures are used to
show which color groups are going to appear on the graph.
5. Model for students how to place the egg halves that are on their desks or tables in the right-hand
column next to the correct color.
6. Have students correctly place their plastic egg halves on the graph according to the colors.
Remind them to align the eggs as much as possible so that their graphs are easy to read.
7. Ask questions to check students’ understanding.
Extension Activities:
1. Teach students about probability using the plastic Easter eggs. After determining the number of
each egg color have students make predictions about which colors are most likely, least likely, or
have an equal chance to be drawn. (The color with the greatest number will most likely be drawn.
The one with the fewest will least likely be drawn. Colors that have the same number will have
an equal chance of being drawn.)
2. Reproduce the egg patterns (page 119). Have students color the patterns and use them to create
wall or floor pictographs as well as individual pictographs to represent the number of Easter eggs
in their baskets.
3. Help students decorate real or plastic eggs for Easter.
#2007 Math Explorations
118
© Teacher Created Resources, Inc.
Real Graphs
Easter Eggs
© Teacher Created Resources, Inc.
119
(cont.)
#2007 Math Explorations
Real Graphs
Easter Eggs
(cont.)
EASTER EGG COLORS
#2007 Math Explorations
120
© Teacher Created Resources, Inc.
Easter
Holiday Brain Teasers
Easter Traditions
England, France, Italy, and Spain have their own word for Easter. They also have certain traditions and
customs associated with Easter. One such tradition involves “clipping” a church, which means that
everyone joins hands around the outside of the church. Match each country with its word for Easter
and its tradition or belief concerning Easter.
Clues:
1. At Pasqua time, Easter cakes are baked in the shape of rabbits.
2. Romans do not wash feet ceremoniously at Easter; nor do they dance to lively music and watch
bullfights.
3. The countries located on the European mainland do
not refer to the holiday as “Easter.”
4. In the country known for its great Notre Dame
Cathedral, mothers tell their children that Easter
chimes bring eggs. Legend has it that the bells fly to
Rome until Easter and drop eggs on the way back
for boys and girls to find.
5. The Spanish watch bullfights and dance to lively
music in their Pascua celebration.
dances
Easter
cakes
chimes
clipped
church
Tradition
Pasqua
Pascua
Easter
Paques
Name
England
France
Italy
Spain
© Teacher Created Resources, Inc.
33
#3351 Holiday Brain Teasers—Intermediate
Holiday Brain Teasers
Easter
Easter Symbols
Some of the most common Easter symbols are the cross, rabbits, eggs, and lights. These symbols are
recognized in many different countries. Use the clues to match groups of people to the Easter symbols
they observe.
Clues:
1. The country in which the Sphinx resides thought rabbits were symbolic of birth and new life.
2. Bonfires are not involved in the Easter celebrations of the people from the country where the
Olympics originated.
3. One of the groups of people whose homeland is
not in Europe believed that Earth hatched from a
giant egg.
4. The people of the countries that border the
Mediterranean Sea did not believe that Earth had
hatched from a giant egg that represented
new life.
Symbol
cross
rabbits
eggs
bonfires
Greeks
Northern and
Central Europeans
Persians
Egyptians
#3351 Holiday Brain Teasers—Intermediate
34
© Teacher Created Resources, Inc.
Holiday Brain Teasers
Answer Key
pages 24 and 25
1. Rome, Italy
2. Suez
3. Red Sea
4. Abidjan
5. Madagascar
6. South Korea
7. 10:00 p.m.
8. India
9. Himalaya
10. 3° N 103° E
11.
12.
13.
14.
15.
16.
17.
18.
19.
(cont.)
page 31
Hink Pinks
1. heart mart
2. marred (or scarred) card
3. dandy candy
4. stupid Cupid
5. funny honey
6. serenade parade
Australia
Perth
northeast
6 time zones
Rocky
Ottawa
Bogota
Andes
Rio de Janeiro
“Valentine” Words
Accept reasonable answers. Possibilities include the
following:
2-letter words: an, at, in, it
3-letter words: ail, ale, ant, eat, eel, eve, inn, lea, let,
lit, net, nit, tan, tea, tee, tie, tin, van, vat, vie, etc.
4-letter words: late, lent, lint, live, neat, tail, tale, teal,
tine, vale, veal, vent, vile, vine, etc.
5-letter words: alien, alive, entail, invent, linen, liven,
valet, vital, etc.
page 26
John—Jennifer, candy; Sean—Cathy, funny
valentine; Chris—Erin, romantic valentine;
Steve—Monica, spider; Jason—Lisa, sticker
page 27
England—Valentine Buns; Denmark—
gaekkebrevs; Italy—Valentine Feast;
Canada—Valentine Cards
page 32
clockwise: Velveteen Rabbit, bucked teeth; Funny
Bunny, lazy; Peter Rabbit, carrot muncher; Cottontail,
superwhiz; Mopsy, busy; Flopsy, droopy ears
page 28
1st—Ben and Jennifer; 2nd—Ted and Kelly;
3rd—Shawn and Heather; 4th—Jason and Julie;
5th—John and Angie
page 33
England—Easter, clipped church;
France—Paques, chimes; Italy—Pasqua,
Easter cakes; Spain—Pascua, dances
page 29
1. a. $19.60
b. no
c. yes—$5.40
d. $105.40
2. a. 2/3; 2:1; 67%
b. 10/29; 10:19; 34.5%
3. a. 396 sq. inches
c. no answer required
b. no
d. 22 square inches
page 34
Greeks—cross; Northern and Central
Europeans—bonfires; Persians—eggs;
Egyptians—rabbits
page 35
page 30
R A
B
B
I
T
B
E
L
E
C
Y N
N
U
B
B
L
E
E
E
T
R
I
G
G
G
W
B
G
A S
E
E
I
C
T
P
G
T
A
S
N S
A
H
E
R
B
E
A
R
A
H
G
A
D
I
T
I
T
V
G
O
N
S
M
A
B
B
I
T
O
E
L
E
B
R
A
L
G
A
P
B
T
T
E
C
R
O
S
S
O
G
I
H
L
E O
V
L
A
R
V
L
E
N
I
T
N
E
L
A
V
P
M
M L
O
M
O
O
N
L
I
G
H
T
F
E
A
S
A
C
W
U
U V
O
M
L
M
W
A
D
F
R
B
N
U
C
T
R
U
Y
N
S A
A
E
L
A
R
D
V
A
E
T
R
A
R
F
R
P
E
D
I
N
V
L
V
N
F
B
E
F
I
B
D
Y
L
I
O
D
N
A
A
C
L
R
A
E
C
Y
H
E
N
E
N
R
O
D
G
W
O
A
N
Y
C U
O
O
L
E
T
D
E
F
I
A
W
U
Y
N
O
P
R
D
S
C V
P
V
S
E
R
E
N
A
D
E
F
O
A
T
A
U
E
C
V
L
C
R
H
B
I
O
R
C
O
O N
U
S
S
K
U
E
T
N
S
G
I
B
L
N
S
O
L
E
A
Y
E
L
A
A
D
A
R
F
E
B
R
R
U
C
T
N
U
N
T
N
S
G
E
H
E
M
E
G
A
O
S
S
R D
T
W
D
I
P
U
C
S
A
T
B
A
R
R
Y
P
T
R
S
U
D
E
I
A
R
B
E
G
E
C
T
R
O
R
E
I
S
E
H
T
E
E
W
S
C
A
D
R
O
P
E
I
O Y
D
A
R
S
L
O
B
M
Y
S
G
R
E
T
R
C
R E
N
I
T
N
I
L
A
V
P
E
R
T
Y
O
R
D
C R
Y
S
I
T
A
S
U
N
D
A
Y
S
C
R
S
S
Message: Boys and girls enjoy sharing cards and
candy with their friends and family on Valentine’s Day.
© Teacher Created Resources, Inc.
Message: Children enjoy egg hunts and the surprises
they find in their baskets on Easter morning.
47
#3351 Holiday Brain Teasers—Intermediate
Paul Revere
Paul Revere
Paul Revere was born January 1, 1735. His father taught young Paul his trade, which was
silversmithing. After the elder Revere died, Paul became Boston’s leading silversmith.
However, Paul Revere is even more famous for his part in the colonies’ struggle to free
themselves from British rule.
Paul Revere opposed the Stamp Act, which declared that the American colonists had to buy a
British stamp for every piece of printed paper they used. This included newspapers, legal
papers, business documents—even playing cards. Paul took part in the Boston Tea Party.
He helped the Sons of Liberty to dump three shiploads of tea into Boston Harbor to protest
the king of Britain’s tax on imported English tea.
Paul also was a courier, or messenger. He rode on horseback many times to New York and
Philadelphia to carry news of important events. He made his most famous ride on April 18,
1775. A group of American patriots had been gathering gunpowder and cannonballs and
storing them in Concord, a little town about 20 miles outside of Boston.
When the British found out about the
ammunition, they planned a raid on
Concord to take it away. The patriots
learned of the impending raid and knew
they would have to act fast. They
devised a system to let the colonists
know how the British were going to
attack. Someone would hang lanterns
in the steeple of North Church—one
lantern if the British came by land, two
lanterns if they came by sea.
The British planned to take a shortcut
across the Charles River and travel on
to Concord by foot. As soon as the plan
to cross the river was known, two
lanterns were hung in the steeple. Paul
Revere rowed across the Charles
River—his oars wrapped with petticoats
to muffle the sound—to Charlestown.
There he mounted a waiting horse and
raced toward Concord to alert the
people that the British were coming. He
warned people all along the route
between Medford and Lexington.
Because of the warning, the minutemen
were ready. The “shots heard ’round
the world” were fired. The American
Revolution had begun.
©Teacher Created Resources, Inc.
19
#3260 U.S. History Little Books: Famous People
Paul Revere
Paul Revere
Map Study
Paul Revere’s Ride started in Boston, Massachusetts. He intended to finish in Concord.
However, he was intercepted by the British after leaving Lexington.
Lexington
Concord
Boston
Massachusetts
#3260 U.S. History Little Books: Famous People
20
©Teacher Created Resources, Inc.
©Teacher Created Resources, Inc.
21
#3260 U.S. History Little Books: Famous People
1735–1818
Paul Revere
Paul Revere grew up in Boston, Massachusetts, when our country
belonged to England. He had many brothers and sisters.
1
Paul Revere
Paul Revere
He also made baby rattles, creamers, shoe buckles, and
spoons.
3
Paul was a silversmith who made teapots.
2
#3260 U.S. History Little Books: Famous People
22
©Teacher Created Resources, Inc.
Paul Revere
The British put taxes on tea. That made Paul and his friends
5
mad. They took part in the Boston Tea Party.
The British soldiers, or “Redcoats,” were telling the colonists to do
things they did not want to do.
4
©Teacher Created Resources, Inc.
23
#3260 U.S. History Little Books: Famous People
Paul Revere
The patriots found out that the Redcoats were planning to
attack the towns of Lexington and Concord.
7
Paul was also a courier who carried important messages for
Boston patriots.
#3260 U.S. History Little Books: Famous People
24
6
©Teacher Created Resources, Inc.
Paul Revere
The next morning, the Revolutionary War began. Paul Revere
had arrived in Lexington in time to warn Samual Adams and John
9
Hancock. We are proud of Paul Revere.
Paul’s helper, Robert Newman, lit two lanterns in a church tower
because he saw the British coming in ships. It was an important
8
signal.
©Teacher Created Resources, Inc.
25
#3260 U.S. History Little Books: Famous People
Paul Revere
Paul rode on horseback at midnight. He shouted, “The British are
coming” to warn the people that the British were coming.
10
#3260 U.S. History Little Books: Famous People
26
©Teacher Created Resources, Inc.
Paul Revere
Paul Revere opposed the Stamp Act, which declared that
the American colonists had to buy a British stamp for
every piece of printed paper they used. This included
newspapers, legal papers, business documents—even
playing cards. Paul took part in the Boston Tea Party,
helping the Sons of Liberty to dump three shiploads of
tea into Boston Harbor to protest the king of Britain’s
tax on imported English tea.
Paul also was a courier, or messenger. He rode on
horseback many times to New York and Philadelphia to
carry news of important events. He made his most
famous ride on April 18, 1775. A group of American
patriots had been gathering gunpowder and cannonballs
and storing them in Concord, a little town about 20 miles
outside of Boston.
When the British found out about the ammunition, they
planned a raid to take it away. The patriots learned of
the impending raid and knew they would have to act fast.
They devised a system to let the colonists know how the
British were going to attack. Someone would hang
lanterns in the steeple of North Church—one lantern if
the British came by land, two lanterns if they came by
sea.
Paul Revere was born January 1, 1735. His father taught
young Paul his trade, which was silversmithing. After the
elder Revere died, Paul became Boston’s leading
silversmith. However, Paul Revere is even more famous for
his part in the colonies’ struggle to free themselves from
British rule.
#2361 Hooray for the USA!
48
© Teacher Created Resources, Inc.
Paul Revere (cont.)
The British planned to take a shortcut across the
Charles River and travel on to Concord by foot. As soon
as their plans were known, two lanterns were hung in the
steeple. Paul Revere rowed across the Charles River—his
oars wrapped with petticoats to muffle the sound—to
Charlestown. There he mounted a waiting horse and rode
to Concord to alert the people that the British were
coming. Because of the warning, the Minutemen were
ready. The “shots heard ‘round the world” were fired. The
American Revolution had begun.
http://www.ushistory.com/jouett.htm—Find out about
Jack Jouett, another American patriot who rode for
freedom. Included is a song chronicling the event.
Find Out More
. . . in a Book
A Picture Book of Paul Revere by David A. Adler (Holiday
House, 1995).
Yankee Doodle: A Revolutionary Tail by Gary Chalk (DK
Publishing,Inc., 1993). This book starring Revolutionary
mice tells the story of American independence with new
lyrics to the old favorite, “Yankee Doodle.”
. . . on the Web
http://www.paulreverhhouse.org/events/poem.html—This
site includes the famous poem “Paul Revere’s Ride” by
Henry Wadsworth Longfellow.
© Teacher Created Resources, Inc.
49
#2361 Hooray for the USA!
Revere Candlestick
What You Need
• small tomato paste can
• glue (Aleene’s Tacky Glue® or hot glue gun)
• small, disposable aluminum pie plate
• scissors
• various shapes of pasta
• silver spray paint
What To Do
1. Use scissors to trim the rim of the pie plate to
about 1" (2.54 cm).
2. Bend half of the rim out to form a lip.
3. Glue the can in the center of the pie plate.
4. Glue pasta on the sides of the can and the edges of
the pie plate. Allow the glue to dry.
5. Place the candlestick on newspapers in a wellventilated area and spray it all over with silver spray
paint.
6. Put a candle in the holder.
#2361 Hooray for the USA!
50
© Teacher Created Resources, Inc.
Section 4: Chapters VIII–X
Johnny Tremain
The Famous Ride
Paul Revere appears again and again in Johnny Tremain. Revere, the silversmith, teaches young Johnny
the tricks of the trade. Revere, the patriot, attends meetings above the office of the Boston Observer and
rides off to warn the colonists that “the British are coming.” And as a friend and a concerned colonist,
he joins Johnny at the Boston Tea Party.
Activity: Work in groups of three, four, or five. Have the class read “Paul Revere’s Ride” by Henry
Wadsworth Longfellow (pages 27-29). Discuss the meaning of the poem and compare Paul Revere in
the poem to the one presented in Johnny Tremain. Also discuss the correct pronunciation of the words.
Read the poem aloud several times to decide who will speak each verse. (The poem is flexible. There
could be one, two, or four narrators, depending on the reading abilities of each group.) After the groups
have had sufficient practice, have them take turns presenting their reading to the rest of the class.
Variations:
1. Have group members wear costumes and hats representative of colonial America. Also, one or two
members of the group could hold lanterns.
2. Give groups that include reluctant readers or nonreaders a copy of Grant Wood’s famous painting
“Paul Revere’s Ride.” As the poem is presented, students can display the painting to the audience.
3. Let groups present the poem to other classes. This would be a fitting activity for April 18th—the
anniversary of Revere’s Ride.
Paul Revere’s Ride
by Henry Wadsworth Longfellow
Listen, my children, and you shall hear
Of the midnight ride of Paul Revere,
On the eighteenth of April, in Seventy-five;
Hardly a man is now alive
Who remembers that famous day and year.
He said to his friend, “If the British march
By land or sea from the town to-night,
Hang a lantern aloft in the belfry arch
Of the North Church tower as a signal light,
One if by land, and two if by sea;
And I on the opposite shore will be,
Ready to ride and spread the alarm
Through every Middlesex village and farm,
For the country folk to be up and to arm.”
© Teacher Created Resources, Inc.
Then he said, “Good night!” and with muffled
oar
Silently rowed to the Charleston shore,
Just as the moon rose over the bay,
Where swinging wide at her moorings lay
The Somerset, British man-of-war;
A phantom ship, with each mast and spar
Across the moon like a prison bar,
And a huge black hulk, that was magnified
By its own reflection in the tide.
27
#0440 Literature Unit
Section 4: Chapters VIII–X
Johnny Tremain
Paul Revere’s Ride
Meanwhile, his friend through alley and
street
Wanders and watches with eager ears,
Till in the silence around him he hears
The muster of men at the barrack door,
The sound of arms, and the tramp of feet,
And the measured tread of the grenadiers,
Marching down to their boats on the shore.
Meanwhile, impatient to mount and ride,
Booted and spurred, with a heavy stride
On the opposite shore walked Paul Revere.
Now he patted his horse’s side,
Now gazed at the landscape far and near,
Then, impetuous, stamped the earth,
And turned and tightened his saddle girth;
But mostly he watched with eager search
The belfry tower of the Old North Church,
As it rose above the graves on the hill,
Lonely and spectral and somber and still.
And lo! as he looks, on the belfry’s height
A glimmer, and then a gleam of light!
He springs to the saddle, the bridle he turns,
But lingers and gazes, till full on his sight
A second lamp in the belfry burns.
Then he climbed the tower of the Old North
Church
By the wooden stairs, with stealthy tread,
To the belfry-chamber overhead,
And startled the pigeons from their perch
On the somber rafters, that round him made
Masses and moving shapes of shade,—
By the trembling ladder, steep and tall,
To the highest window in the wall,
Where he paused to listen and look down
A moment on the roofs of the town,
And the moonlight flowing over all.
A hurry of hoofs in a village street,
A shape in the moonlight, a bulk in the dark,
And beneath, from the pebbles, in passing, a
spark
Struck out by a steed flying fearless and
fleet;
That was all! And yet, through the gloom and
the light,
The fate of a nation was riding that night;
And the spark struck out by that steed, in his
flight,
Kindled the land into flame with its heat.
He has left the village and mounted the
steep,
And beneath him, tranquil and broad and
deep,
Is the Mystic, meeting the ocean tides;
And under the alders that skirt its edge,
Now soft on the sand, now loud on the
ledge,
Is heard the tramp of his steed as he rides.
Beneath in the churchyard, lay the dead,
In their night encampment on the hill,
Wrapped in silence so deep and still
That he could hear, like a sentinel’s tread.
The watchful night-wind, as it went
Creeping along from tent to tent,
And seeming to whisper, “All is Well!”
A moment only he feels the spell
Of the place and the hour, and the secret
dread
Of the lonely belfry and the dead;
For suddenly all his thoughts are bent
On a shadowy something far away,
Where the river widens to meet the bay,—
A line of black that bends and floats
On the rising tide, like a bridge of boats.
#0440 Literature Unit
(cont.)
28
© Teacher Created Resources, Inc.
Section 4: Chapters VIII–X
Johnny Tremain
Paul Revere’s Ride
lt was twelve by the village clock,
When he crossed the bridge into Medford
town.
He heard the crowing of the cock,
And the barking of the farmer’s dog,
And felt the damp of the river fog,
That rises after the sun goes down.
And only pausing to fire and load.
So through the night rode Paul Revere;
And so through the night went his cry of
alarm
To every Middlesex village and farm,—
A cry of defiance and not of fear,
A voice in the darkness, a knock at the door,
And a word that shall echo for evermore!
For, borne on the night-wind of the Past,
Through all our history, to the last,
In the hour of darkness and peril and need,
The people will waken and listen to hear
The hurrying hoof-beats of that steed,
And the midnight message of Paul Revere.
It was one by the village clock,
When he galloped into Lexington.
He saw the gilded weathercock
Swim in the moonlight as he passed.
And the meeting-house windows, blank and
bare,
Gaze at him with a spectral glare,
As if they already stood aghast
At the bloody work they would look upon.
It was two by the village clock,
When he came to the bridge in Concord
town.
He heard the bleating of the flock,
And the twitter of birds among the trees,
And felt the breath of the morning breeze
Blowing over the meadow brown.
And one was safe and asleep in his bed
Who at the bridge would be first to fall,
Who that day would be Iying dead,
Pierced by a British musket ball.
In this poem, Longfellow changed some
of the facts. Revere was not waiting “on
the opposite shore. “He was still in
Boston when the signal was sent. The
signal was to warn friends in Charleston
to have a horse ready.
Nor did Revere ever get to Concord. At
Lexington, he was joined by William
Dawes and by Dr. Samuel Prescott. After
the three men left Lexington, they ran into
a British patrol.
Revere was captured, but then let go.
Dawes escaped and got back to
Lexington.
Prescott was the only one who managed
to get through to Concord and warn the
patriots there.
You know the rest. In the books you have
read,
How the British Regulars fired and fled,—
How the farmers gave them ball for ball,
From behind each fence and farmyard wall,
Chasing the redcoats down the lane,
Then crossing the fields to emerge again
Under the trees at the turn of the road,
© Teacher Created Resources, Inc.
(cont.)
29
#0440 Literature Unit
©1995 Teacher Created Materials, Inc.
51
Parent’s Signature: __________________________
Student’s Name: ____________________________
GOOD LUCK!
GOOD LUCK!
One leaf from a tree.
One small twig from a tree.
A magazine picture of a tree.
A food product with maple in it.
Your family tree written down on an index
card, showing three generations.
Parent’s Signature: __________________________
Student’s Name: ____________________________
2.
3.
4.
5.
6.
❏
❏
❏
❏
❏
One leaf from a tree.
One small twig from a tree.
A magazine picture of a tree.
A food product with maple in it.
Your family tree written down on an index
card, showing three generations.
❏
❏
❏
❏
❏
2.
3.
4.
5.
6.
❏ 1. One apple.
Date Due:_________________________________
Date Due:_________________________________
❏ 1. One apple.
Arbor Day
Scavenger Hunt
✄
Arbor Day
Scavenger Hunt
Seasons, Symbols, and Holidays Scavenger Hunts
#198 Social Studies in a Bag
Seasons, Symbols, and Holidays Scavenger Hunts
Arbor Day
Scavenger Hunt
(cont.)
Follow-up Activities
• Tell students that Arbor Day is a national holiday for the United States and
celebrated in some parts of Canada. Other countries also set aside days to
celebrate and plant trees. Arbor Day began in the state of Nebraska. When
people celebrate Arbor Day, they often think of Johnny Appleseed. John
Chapman (a.k.a. Johnny Appleseed) traveled across the eastern part of the United
States for 40 years, planting apple seeds and giving seeds and young trees to the
settlers. Survey the different types of apples students brought to class. Make a
floor bar graph showing the different types of apples. Have students estimate how
many seeds are in their apples. With the help of another adult, cut each student’s
apple in half vertically. Students should count their seeds and compare the
number to their original estimates. Ask students to save their seeds and eat their
apples.
• Students will make pictures of trees, using the leaves, twigs, and seed. If
necessary, break down the twigs so that they will fit onto pieces of white
construction paper. Glue or tape the twigs to the papers. Students then draw the
ground and sky. Glue the seeds from the apples at the base of the tree. Glue the
single leaves to the tops of the trees and then draw some of their own. Some
students may want to write poems about their trees or give their trees names.
Display their pictures.
• Talk to your students about what kinds of things a tree provides to both humans
and animals (e.g., shelter, food, enjoyment, etc.). Remind them of the importance
of protecting this natural resource. Ask students to share their food products
made with maple syrup. Tell them maple syrup comes from maple trees. If
appropriate, allow students to sample some of the products. (Maple candy can be
purchased at most health food stores if you wish to provide students with your
own sample.)
• In small groups have students share their family tree information. As a large
group, ask your students why they think a tree is used for family information.
Students will take the pictures of the trees they collected and glue them to
construction paper. Next they will glue their family tree cards to the center of the
tree pictures. If the tree pictures are not large enough, use crayons or pens to
enlarge them. Make a large empty tree for the bulletin board and display student
family trees.
• With whatever financial resources you have available, purchase and plant a tree on
your school grounds on Arbor Day. Spend ample time before the tree planting to
research with your students what kind of tree would be most suitable for the
climate, as well as most enjoyable for students in years to come. Work out a
schedule for watering and fertilizing the tree.
#198 Social Studies in a Bag
52
©1995 Teacher Created Materials, Inc.
©1995 Teacher Created Materials, Inc.
77
❏ 4. ___________________________________
❏ 5. ___________________________________
❏ 6. ___________________________________
❏ 4. ___________________________________
❏ 5. ___________________________________
❏ 6. ___________________________________
Parent’s Signature: ________________________
Student’s Name: __________________________
Parent’s Signature: ________________________
Student’s Name: __________________________
GOOD LUCK!
❏ 3. ___________________________________
❏ 3. ___________________________________
GOOD LUCK!
❏ 2. ___________________________________
❏ 2. ___________________________________
Date Due: _____________
Scavenger Hunt
❏ 1. ___________________________________
✄
❏ 1. ___________________________________
Date Due: _____________
Scavenger Hunt
Additional Forms
#198 Social Studies in a Bag
Arbor Day
Spring Holidays
Arbor Day
First Celebrated April 10, 1872
Although Arbor Day is usually celebrated in April, there is no set day for it across the whole United
States. It was first celebrated in Nebraska in 1872. Julius Sterling Morton, a settler in that state, was
convinced that planting trees would help to conserve water and save the topsoil of the prairies. He
persuaded the state of Nebraska to set aside a day for tree planting, and on that first Arbor Day more
than a million trees were planted.
Many cultures around the world bring their own tradition of tree planting with them to the United
States. Bolivians plant trees in October (spring in the southern hemisphere), Koreans and Russians in
April. Jews in Israel plant trees in late winter. Jews living in other, less temperate climates, arrange to
have trees planted in Israel for them.
Most states in the United States have an Arbor Day. It is very often celebrated in school. Children may
put on a program or pageant, and a civic group often presents a designated grade level with a tiny tree
to take home and plant.
As Julius Sterling Morton said, “Other holidays repose upon the past, Arbor Day proposes for the
future.”
Making It Work
Have students go to the library and find as many poems as they can about trees. Have copies of these
poems available for the class to read. Each student can:
• pick a favorite poem
• copy it on paper
• illustrate it
• memorize it
It is fun (and a good experience) for students to recite the poems they memorized for each other, for
another class, at an assembly, or for parents who are invited to the classroom for the occasion. You can
then use the illustrated poems for a bulletin board display, or bind them into a book for your classroom
library.
Have students do some research into the current conflict between conservationists and the logging
industry. Make lists of how both sides feel about various issues. Compare and discuss. (Will how a
person feels be influenced by where he/she lives? Why or why not?)
Ask students to consider in what way Arbor Day is a holiday dedicated to the future. Can you think of
any other holidays that are also dedicated to the future?
#0615 Multicultural Holidays
190
©Teacher Created Resources