Cycle 1, Week 2
Forces, Social World Study Guide
Individual Work
_____ Monday – Participate in the lesson on Jamestown
_____ Monday – Participate in the lesson on how to set-up your vocabulary study
cards
_____ Tuesday – Participate in the lesson on Pilgrims & The Mayflower Compact
_____ Wednesday – Participate in the lesson on the Puritans & Salem
_____ Thursday – Participate in the lesson on the Quakers
_____ Friday – Participate in the lesson on the causes of the American Revolution
_____ Make your index cards for the Social World vocabulary to help you study.
Remember, the blank side of the card will have the word and the lined side
will have the definition and etymology. Your vocabulary words for this SW
are: revolution, political, economic, social, proclamation, conviction, radical,
Patriot, Loyalist, independence, propaganda, rhetoric, blockade, militia,
repealed, boycott.
_____ Read pages 130-155 in your American Nation textbook and then answer
questions 2-4 on page 134, 305 on page 141. 3-5 on page 149, and
questions 4-6 on page 155. Remember, while I am not having you answer
all the questions, a savvy student would keep in mind that teachers often pull
test questions from these end of unit questions and you can use these to
study (even if I didn’t have you answer every question).
Group Work
Group work will begin soon ☺
Language Arts
Literature, April Morning, Novel
_____ Participate in the lesson on theme
We are going to begin reading the novel, April Morning by Howard Fast. This novel
came as highly recommended by past classes. April Morning is the story of one
day in the life of a young American boy in colonial Lexington, the day on which he
joined the militia and saw his father shot down by the British. The structure of the
novel is interesting since it is written like a play with eight acts.
You will read most chapters over two nights. After reading the entire chapter you
will need to answer the questions provided in complete sentences and with proper
grammar and correct spelling. Your discussion on the chapter will be after you
finish reading the entire chapter.
This is a good assignment to practice planning out your work. You can approach
completing this work in several ways. You could read all of the assignment in one
night and then answer the questions on the second night… you could divide the
reading in half and just be aware that on the second day you will also have to
complete the questions… you could divide the reading so a larger portion is on the
first night and a smaller portion and questions are on the second night… or maybe
you will vary your approach based on your extracurricular schedule.
____ Monday
“The Afternoon”
____Tuesday
“The Afternoon” and answer questions
____ Wednesday
“The Evening”
_____ Thursday
“The Evening” and answer questions
Writing Workshop
_____ Monday – Complete “Caught’Ya” 9
_____ Tuesday - Complete “Caught’Ya” 10
_____ Wednesday – Complete “Caught’Ya” 11
_____ Thursday – Complete “Caught’Ya” 12
_____ Complete the online Punctuation activities for colons and apostrophes. You
will need to use headphones for this activity and take notes as you go. You
must listen to the lesson for each section, complete the practice sentences,
and complete the quiz.
Vocabulary Workshop
_____ Tuesday – Take your Unit 2 quiz. Sophia, you will take your U2 & U3 quiz on
Wednesday, September 30
_____ Book B: Complete Units 3 in your book. After you complete the exercises,
show the work to Christina and then self correct.
_____ Book C: Complete unit 3 in your book. After you complete the
exercises, show the work to Christina and then self correct.
_____ 8th Grader: Complete your analogy exercises for the week, pages iv and 5-8.
After you complete the exercises, show the work to Christina and then self
correct.
Word Roots
_____ Complete Lesson 3. After you have completed the activities, show Christina
and then self-correct.
World Language
_____ Tuesday – Participate in your first Spanish class for the year.
_____ Homework :___________________________________________________
____________________________________________________________
Math
_____ Monday: _____________________________________________________
____________________________________________________________
_____ Tuesday: ___________________________________________________
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_____ Wednesday: ___________________________________________________
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_____ Thursday: ____________________________________________________
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Personal World
Guiding Question: How do the inner forces of stress and the external forces of
mass media and peer pressure affect my life and how do I develop skills to deal
effectively with them?
_____ Complete two activities to answer the guiding question. Each item should
take 20-30 minutes during personal reflection to complete in one of the
following ways: 1) write a minimum of 100 words; 2) draw a picture; 3)
write a poem; and 4) create a collage.
a) In the past year, list three specific things or situations that caused stress
in your life. Explain how you handled the situation.
b) What are 3 stressors you foresee in your immediate future (1 - 6
months)? How would you prepare to handle them?
c) Respond to the following by explaining what your worry is and why it
concerns you: 1) a major worry, 2) a weird worry, 3) a constant worry, 4)
a one-time-only worry, 5) a worry for the future, and 6) a worry that
went away.
Woodside Montessori Academy, Inc. - Field Trip Permission Slip
Place & Date:
1) Boating in Boston, Newton location - Thursday, October 1, 2015 – 8:3012:30
2) Shopping for hot dog stand, various stores in the area – Friday,
October 2, 2015 - 8:30-12:00
Transportation:
Christina Gasbarro
Special Notes:
On boating day, please come dressed for outdoor activities with shoes
and clothes that can get wet. Also, please pack a lunch that does not
need to be heated and a water bottle
NO ONE WILL BE PERMITTED TO GO ON THE TRIP W/O PERMISSION SLIPS
---------------------------------------------------------------------------------------------------------------------------________________________________________ has my permission to participate in the field
trip to Boating in Boston & grocery shopping . Should emergency medical care be deemed
necessary by Woodside staff or its agents in conjunction with said field trip, I agree to be in all
ways responsible and grant Woodside Montessori Academy the authorization to act in my
behalf. I, furthermore, agree to hold Woodside Montessori Academy, Inc. and its agents
harmless in any legal action arising from the above mentioned participation.
_________________________________________
Parent/guardian signature
____________
Date
Section Review Questions
April Morning, By Howard Fast
Chapter 1, “The Afternoon”, pp. 3-24
1. What are the names of the six main characters introduced in Chapt 1?
2. Why does Adam say a spell over the well? Give two reasons.
3. What three character traits would best describe Adam Cooper? Give three
examples to support these traits.
4. Explain why Adam dearly loves his grandmother, Granny Cooper. Give two
reasons.
5. What word best describes Moses Cooper? Explain your answer with two
supporting details from the chapter
Chapter 2, “The Evening “, Pages 25-47
1. Give two reasons why Moses Cooper does not allow Adam to attend the
committee meeting. Give examples.
2. Explain why Mother and others did not support the colonists going to war against
the British crown. Give two reasons.
3. What are the reasons why Father would not consider taking up arms against the
British king? Provide two reasons.
4. When only would Father go to war against the British? Explain.
5. At the very end of this chapter, Adam said that he "felt better than he had felt
in a long time." Give two reasons why Adam felt this way.
Chapter 3, “The Night “, Pages 51-78
1. How does Adam show that he cares for his little brother Levi?
2. This novel is historic fiction. That means that some people, places, and events in
the story may be real instead of made up. The rider is a real person in
history. Who was this person and what was his job this night?
3. Why is Adam’s heart so full or fear as he waits to sign the muster book?
4. Give two thoughts that go through Moses Cooper’s mind as he watches his son
sign the muster book.
5. What are the two reasons why Father is so impatient with his son as Adam
fumbles loading his gun?
Chapter 4, “The Morning “, Pages 81-108
The action quickens and begins to rise. The Committeemen cannot agree what to
do if and when the British arrive in their town. The climax or major turning point of
the story takes place.
BRAIN DRAIN: Point of view: one way of looking at things. A character’s point of
view is that character’s way of thinking. Each character tries to convince others
that this point of view is the correct one.
Moses Cooper, the Reverend, Jonas Parker, and Simon Casper all have different
points of view about what should be done when the British soldiers arrive in
Lexington Common.
1. What is Moses Cooper’s point of view? Give an example of what he advises
others to do. Why would he hold this point of view? (pgs. 86-7, 90)
2. What is the reverend’s point of view? Give an example of what he advises
others to do. Why would he hold this point of view? (pgs. 87, 90, 91)
3. What is Jonas Parker’s point of view? Give an example of what he advises
others to do. Why would he hold this point of view? (pgs. 87, 90, 91)
4. What is Simon Casper’s point of view? Give an example of what he advises
others to do. Why would he hold this point of view? (pgs. 87, 90)
5. What is your point of view? What would you advise the others on Lexington
Common to do? What would you be prepared to do?
Chapter 5, “The Forenoon “, Pages 111-128
In the section "The Forenoon" you meet Solomon Chandler
1. What does Solomon Chandler look like?
2. Why does Adam open up to Solomon? Why is it easy to talk with him?
3. Adam finds himself talking openly with this stranger, Solomon Chandler. Why
does Adam feel so guilty about what happened at Lexington Common?
4. How does Chandler explain away the guilt for Adam?
5. Solomon gives a good description of what he feels the British soldiers are like.
Tell three things that Adam learned about soldiers.
6. How did Solomon know so much about these soldiers?
Chapter 6, "The Midday”, pp. 131-156"
As our story April Morning progresses, the fighting continues between the British
and the colonists. The colonists continue to pick off the Lobsterbacks as they march
down the road toward Boston.
1. Describe the scene of the colonial men gathered together in the field at the
beginning of the chapter
2. What leads Adam to figure out that these ragtag men are really organized?
3. What news does the rider from Concord bring the men? (136)
4. What kind of responsibility does this man Solomon Chandler have?
5. What does Chandler plan for the colonial men to do to stop the British?
6. Why do the Redcoats stop their charge at the wall and keep marching down the
road? (145)
7. What strategy does Adam’s small group of men use to fight the British and why?
(146)
8. (149) Cousin Simmons describes war as "a dirty and terrible business." Give two
examples to support this description.
9. Why is it impossible for the British to surrender to the colonists? (152)
Chapter 7, "The Afternoon”, pp. 159-187"
1. What is the approximate time of day that this part of the story takes place? How
do you know?
2. War has taken its toll on Adam. It is not a game or exciting any more. What does
Adam want to do in the beginning of this chapter?
3. What special responsibility is on Adam’s shoulders because he is Moses Cooper’s
son?
4. (164) What does Adam mean when he says, "We were in the grip of a force
outside of ourselves."
5. Adam falls asleep in the midst of the battle along the road. He awakens to hear
the Reverend and Simmons speaking of him. They speak of him as if he were dead.
What do they say about him?
6. It was a bad time coming home, uncomfortable and heartbreaking. What has
happened to Mother? Granny? And Levi?
7. How does Adam find some peace and happiness with the death of his father?
(184-85)
Chapter 8 "The Evening" pp. 191-202"
1. Adam walks across the common and remembers the game Pontiac that the boys
played there. Why is he thinking about this game?
2. (192) "I remembered the game and childhood and clung to both, but
hopelessly." Why is it hopeless to cling to these anymore?
3. How do the women show Adam that they regard him differently?
4. Adam has a tough choice ahead of him about his future. The reverend cautions
him." I am not one of those who might regard you as a boy. You lived a man’s life
today and you did a man’s work. But think about it, Adam. Think about it. Youth is
too easily shamed into action. Pride is strong and potent, Adam--but let me only
remind you that your first duty is to your mother. She needs you right now as she
never needed you before. A week or a month from now, it might be different, but
now she needs you, Adam." What does Adam have to consider?
Social World Vocabulary for Cycle 1
Word
political
economic
Etymology
poli -city
*al -related to
*nom-law,order
*ic-like,related to
social
*al-nature of
revolution
*re-back,again
*vol-will
*tion-act of, state of, result of
conviction
radical
Patriot
Loyalist
proclamation
independence
*con-with,together
vict-conquer
*ion-act of, state of, result of
*ic-nature of, like
*al-related to
patr-father
*al-nature of
*ist-one who, that which
*pro-forward, in favor of
clam-cry out
*ate-cause, make
*ion-act of, state of, result of
*in-in, into, not
*de-from,down
pend-hang, weigh
ence-action, state of, quality
propoganda
*pro-forward, in favor of
rhetoric
*ic-nature of, like
blockade
ade-result of action
militia
repealed
*re-back, again
boycott
* - was also a year "A" etymology
Definition
related to the government or
state
science of managing the
resources of a country, etc.
related to the living together in
organized groups
a fundamental and often rapid
change in the way systems
operate - whether political,
social, economic, or intellectual
strong belief
extreme
colonist who supported
freedom from England
colonist who supported
England
official announcement
not being governed by a
foreign power;self-governing
sytematic spreading of a
doctrine or cause
effective and persuasive use of
language
isolation of an area by hostile
ships/forces to prevent
entrance/exit
army composed of ordinary
citizens
revoked or rescinded by
official, formal act
act together in not using or
buying in order to protest