42485.pp. 18-25 6/30/03 10:16 AM Page 18
Theme
3
18
THEME 3:
Voices of the Revolution
42485.pp. 18-25 6/30/03 10:16 AM Page 19
CHALLENGE ACTIVITIES FOR
Voices of the Revolution
Selections
1 And Then What
Happened, Paul Revere?
2 Katie’s Trunk
3 James Forten
THEME 3:
Voices of the Revolution
19
42485.pp. 18-25 6/30/03 10:17 AM Page 20
SELECTION 1:
And Then What Happened, Paul Revere?
1.
Hot Off the Presses
150 MINUTES
INDIVIDUAL
(Social Studies)
Materials: art paper and markers
Challenge Master CH 3–1
THEME 3/And Then What Happened, Paul Revere?
Name
The Front Page
1. Hot Off the Presses
Explain to students that a newspaper story presents facts, describes
events, and includes details and quotations. Students will need to
gather facts about the event to report the story.
Goal: Create colonial newspaper pages for the start of the
Revolutionary War and letters expressing Patriot and Loyalist
viewpoints.
The Front Page
• Jot down ideas and information
that you want to include in your
story, focusing on answers to
the questions Who? What?
When? Where? and How?
• Then use your ideas to write the
news story. Write the story as if
it were going to be published
on April 20, 1775—the day after
Paul Revere’s midnight ride.
• Think of a catchy headline.
Include a drawing. Write at
least one other news item that
might have appeared on that day.
• Study the format of a
newspaper front page
and letters to the
editor before writing.
English Language Learners: You might want to provide an actual
newspaper report for students to use as a model.
• Include opinions and
supporting facts in your
letters to the editor
that clearly show the
writers’ different
viewpoints.
Students continue to work on this project.
Write two letters to the editor—one from a Patriot and one from a
Loyalist commenting on the recent events and the start of the war
from his or her particular viewpoint.
Make a sketch to plan the layout of your pages. Then arrange the
news stories in columns on the front page and the letters on the
opinion page. Think of a name for your colonial newspaper.
Share What You Know
In a small group share stories or letters. Use them to discuss what
it must have been like to live in Boston in 1775.
CH 3–1 Challenge Master
Copyright © Houghton Mifflin Company. All rights reserved.
Opinion Page
Grade 5 Theme 3: Voices of the Revolution
Expected Outcome
Opinion Page
Remind students that they will be writing and answering their own
letters to the editor from two different perspectives. They might
enjoy working in pairs, with each student representing one point
of view.
If students have access to a computer, tell them they might want to
use an old-fashioned font.
Good newspaper pages will
include
✔ a central news story
about Paul Revere’s ride
and the ensuing events
Students continue to work on this project.
✔ a story that answers the
questions Who? What?
Where? When? and
How?
✔ letters to the editor that
represent both Patriot
and Loyalist points
of view
20
THEME 3:
Voices of the Revolution
Share What You Know
Give students time to meet in small groups to share their work and
discuss life in colonial Boston.
42485.pp. 18-25 6/30/03 10:17 AM Page 21
2.
Revolutionary Times
60 MINUTES
INDIVIDUAL
Materials: large drawing paper and markers
Expected Outcome
Refer students to Britannica on-line at http://www.britannica.com
for events. Remind students that a time line shows several events in
order over time. Students might want to order their events before
creating their time lines. If time allows, have them add illustrations.
3.
A Real Character
A good time line will include
✔ at least ten important
events
✔ be organized around
standard intervals
60 MINUTES
✔ a reason why each event
INDIVIDUAL
is important
(Social Studies)
Materials: encyclopedia, access to Internet, and historical biographies
and letters
Remind students that they are describing the personalities of their
subjects, rather than focusing on their biographies, but that they
should give examples of the person’s actions and words that
illustrate the person’s traits.
Expected Outcome
A good character sketch will
include
✔ details about the person
Additional Independent Work
and words of the person
that reveal character
traits
Connecting/Comparing Literature
Have students compare the Leveled Reader selection Mercy Otis
Warren: A Woman of the Revolution with the anthology selection
And Then What Happened, Paul Revere?, using what they have
learned about Author’s Viewpoint. Students may discuss or write
about their comparisons.
✔ a summary statement
about the subject's
character
Challenge Master CH 3–2
Other Activities
THEME 3/And Then What Happened, Paul Revere?
Name
• TE pp. R9, R15,
Challenge/Extension Activities
• Education Place:
www.eduplace.com
More activities related to
And Then What Happened,
Paul Revere?
• Accelerated Reader ®,
And Then What Happened,
Paul Revere?
2. Revolutionary Times
Goal: Create a time line of the Revolutionary War.
Make a time line to help you
understand and organize information
about the Revolutionary War period in
• Include at least ten
American history. Using Internet sites,
important events.
your social studies textbook, or an
• Be sure your time line
encyclopedia, list the events between
is organized around
1775 and 1781 that you think are the
standard intervals.
most important. Then choose a
standard interval of years, such as five
or ten, on which to base your time line. On a large sheet of paper,
draw your time line, and add the intervals. Then add the important
dates. Include a short title for each event.
3. A Real Character
Goal: Write a character sketch of a
famous colonist.
Copyright © Houghton Mifflin Company. All rights reserved.
• Theme 3 Assignment Cards,
2, 3, 4
• TE p. 278, Literature
Discussion
• TE p. 285, Social Studies
• TE p. 285E, Challenge Word
Practice
SELECTION 1:
• Before writing the
sketch, make a word
web of details about
the person’s character.
Research the life of a well-known
colonist of the period, such as Samuel
• Be sure that the
Adams, John Hancock, or Abigail
character traits you
Adams. You can find information in an
include support your
encyclopedia, on the Internet, and in
summary.
biographies and published letters.
Then, write a character sketch. Include character traits that you
discovered in your research, and at least one quotation by the person.
Determine which traits you think were the most significant. End by
summarizing the traits to give a sense of what the person was like.
Grade 5 Theme 3: Voices of the Revolution
Challenge Master CH 3–2
And Then What Happened, Paul Revere?
21
42485.pp. 18-25 6/30/03 10:18 AM Page 22
SELECTION 2:
Katie’s Trunk
1.
Family Treasures
150 MINUTES
INDIVIDUAL
PAIR
(Social Studies)
Materials: shoebox or other small box, cardboard, art paper, ruler,
tape, scissors, markers, crayons, glue, and paints
Challenge Master CH 3–3
THEME 3/Katie’s Trunk
Name
1. Family Treasures
Create the Treasures
Goal: Imagine and create items the Gray family might pack in the
wedding trunk.
Remind students that the time period of this story is the late
eighteenth century. Refer them to the Internet Links section
for this theme at Houghton Mifflin’s Education Place website at
http://www.eduplace.com for links to several websites that deal
with colonial life.
Create the Treasures
• Using information from Katie’s Trunk, an encyclopedia, or the
Internet, make a list of items that were important to people like
the Grays.
• Think about what each family
member might take with them if
they had to leave their home.
• With a partner, create a model of
each item—one for each family
member. For example, cut out
the shape of a pocket watch from
a piece of cardboard and paint in
the details.
• Be sure that the items
existed during the
Revolutionary War
period.
• Develop good reasons
to explain why you
included each item.
Pack the Trunk
Share What You Know
Share the contents of your “trunk” with a small group of
classmates. Explain why you think each family member would have
chosen each item you created.
CH 3–3 Challenge Master
Copyright © Houghton Mifflin Company. All rights reserved.
Decorate a shoebox or other small box to look like the wedding
trunk in the story. Then place your family treasures in the box.
Grade 5 Theme 3: Voices of the Revolution
Students continue to work on this project.
Pack the Trunk
Remind students that the Grays’ trunk is clearly pictured on
page 299 of the anthology.
Expected Outcome
Students continue to work on this project.
A good project will include
✔ at least five items; one
for each family member
✔ items that existed during
the Revolutionary War
period
✔ good reasons to explain
why the student included
each item
22
THEME 3:
Voices of the Revolution
Share What You Know
Allow time for students to discuss the contents of their “trunks.”
42485.pp. 18-25 6/30/03 10:19 AM Page 23
2.
Guns for General Washington
60 MINUTES
INDIVIDUAL
Expected Outcome
(Challenge Theme Paperback)
A good essay will include
Materials: Graphic Organizer Master 4
✔ a focus on one cause
Students must have read Guns for General Washington prior to the
activity. Remind them that the goal of persuasive writing is to
make the reader agree with the point being made.
3.
Dear Lucy
60 MINUTES
and effect from the chart
✔ persuasive writing with
supporting details from
the story
✔ an explanation of why
INDIVIDUAL
the event was chosen
and what would have
happened without it
(Challenge Theme Paperback)
Ask students to include in their letter a heading, greeting, body,
closing, and signature. Tell students that examples of code words
are “packages” for guns and “uncle” for General Washington.
English Language Learners: Explain that code words have secret
Expected Outcome
meanings.
A good letter will include
Additional Independent Work
✔ a correct and complete
Connecting/Comparing Literature
✔ a friendly tone and
letter format
informal language
Have students compare the Leveled Reader selection Benedict
Arnold at Saratoga with the anthology selection Katie’s Trunk,
using what they have learned about Cause and Effect. Students may
discuss or write about their comparisons.
✔ code words that Lucy will
understand but the
British will not
Other Activities
• TE pp. R6, R11, R17,
Challenge
• Education Place:
www.eduplace.com
More activities related to
Katie’s Trunk
• Accelerated Reader ®,
Katie’s Trunk
THEME 3/Katie’s Trunk
Name
2. Guns for General Washington
Goal: Use a cause-effect chart to analyze events in Guns for General
Washington.
Review carefully the story Guns for
General Washington to identify at least
five important causes and their effects.
List them in a cause-effect chart. Then
select the cause and effect that you
think is the most important to the
story. Write a persuasive essay
explaining why the events you chose
are the most important to the story
and what would have been different if
that cause and its effect had not
occurred.
• List at least five causes
and their effects.
• Support your choice
with details from the
story.
3. Dear Lucy
Goal: Write a friendly letter from
Henry Knox to his wife Lucy.
Copyright © Houghton Mifflin Company. All rights reserved.
• Challenge Theme Paperback,
Guns for General Washington
• Theme 3 Assignment Cards,
6, 7, 8
• TE p. 302, Literature
Discussion
• TE p. 309, Propaganda
Techniques
• TE p. 309E, Challenge Word
Practice
Challenge Master CH 3–4
Recall Henry Knox from Guns for
General Washington. Write a letter
that he might have written to his wife
on the journey from Fort Ticonderoga.
Refer to his mission only with code
words in case the British seize the
letter. Use information from the story
to make your letter sound as if Knox
had written it.
Grade 5 Theme 3: Voices of the Revolution
SELECTION 2:
• Choose a point in the
story when Henry
might have written to
his wife.
• Decide on code words
that you think his wife
will understand.
• Include details from
the story and what
you learned about
Knox’s character.
Challenge Master CH 3–4
Katie’s Trunk
23
42485.pp. 18-25 6/30/03 10:19 AM Page 24
SELECTION 3:
James Forten
1.
It’s All in the Game
150 MINUTES
SMALL GROUP
(Social Studies)
Materials: an American history book, encyclopedia, art paper, a ruler,
a poster, scissors, pencils, and markers
Challenge Master CH 3–5
THEME 3/James Forten
Name
1. It’s All in the Game
Develop the Ideas
Goal: Create a game about the thirteen American colonies.
Refer students to Houghton Mifflin’s Education Place website at
http://www.eduplace.com for Revolutionary War links. Check that
students are working cooperatively, sharing tasks and ideas.
Develop the Ideas
• With a small group of classmates,
brainstorm a list of games you
like to play or that you learned
about in Expeditions.
• Base your game on
information about the
thirteen colonies.
• Choose one game type as a basis
for your created game.
• Include clear, step-bystep directions.
• Play your game at least
• Think about how the game will
once to check that it
be played and what information
works.
about the thirteen colonies and
the Revolutionary War you want
to include. Use an encyclopedia or the Internet for more ideas.
• Decide what your game will look like. What kind of board or
playing pieces will you need? How many people will be able to
play? How does the game begin and how does it end?
Students continue to work on this project.
Make the Game
• Write directions for your game, referring to Practice Book
page 234 to help you plan the steps.
• As a group, review the finished work to check that all the parts
are complete. All group members should follow the directions
to be sure that the steps are all included.
Share What You Know
Exchange your game with another group’s and play the games.
You can also demonstrate your game for the class by reading and
acting out the directions.
CH 3–5 Challenge Master
Copyright © Houghton Mifflin Company. All rights reserved.
• Make a list of tasks needed to make your game. Divide the
tasks fairly among the group members.
Grade 5 Theme 3: Voices of the Revolution
Make the Game
Remind students that games need clear, step-by-step directions. Have
them be sure to test that their games work.
Students continue to work on this project.
Expected Outcome
A good game will include
✔ information about the
thirteen colonies
✔ clear, step-by-step
directions
✔ a workable game with a
beginning and end
24
THEME 3:
Voices of the Revolution
Share What You Know
Allow time for students to play one of their games or to
demonstrate their games to the class.
42485.pp. 18-25 6/30/03 10:19 AM Page 25
2.
James Forten: The Movie
60 MINUTES
INDIVIDUAL
Expected Outcome
Provide movie reviews for students to use as models.
3.
A good movie review will
include
Henry Knox: The Book
60 MINUTES
✔ several reasons that
explain the student's
opinion of the story
INDIVIDUAL
(Challenge Theme Paperback)
✔ important details about
(Social Studies)
characters and events
Tell students to use Practice Book page 231 as a model.
✔ persuasive, positive
language
Additional Independent Work
Connecting/Comparing Literature
Have students compare the Leveled Reader selection John Adams
and the Boston Massacre with the anthology selection James
Forten, using what they have learned about Following Directions.
Students may discuss or write about their comparisons.
Expected Outcome
A good biography and chart
will include
✔ key dates from Henry
Other Activities
• TE pp. R6, R13, R19,
Challenge
• Education Place:
www.eduplace.com
More activities related to
James Forten
• Accelerated Reader ®,
James Forten
✔ events that reveal Henry
Knox's lifetime
achievements
Challenge Master CH 3–6
THEME 3/James Forten
Name
2. James Forten: The Movie
Goal: Write a positive review of a
movie based on James Forten’s life.
Imagine a movie based on James
Forten. Think about what types of
scenes would be in such a movie. Then
write a review encouraging people to
see the movie. Give reasons to see it
and support your reasons with facts
and examples from the story.
• Include the names of
actors in the lead roles.
• Support your opinions
with details, facts, and
examples.
• Include persuasive
language.
3. Henry Knox: The Book
Goal: Make a K-W-L chart to help you write a biography of
Henry Knox.
Copyright © Houghton Mifflin Company. All rights reserved.
• Theme 3 Assignment Cards,
10, 11, 12, 13
• TE p. 326, Discuss Questions
• TE p. 333, Social Studies
• TE p. 333E, Challenge Word
Practice
Knox's life before and
after the Revolutionary
War
Guns for General Washington describes only a short period in the
life of Henry Knox. However, he devoted many years to the service of
his country. Under What I Know on
your chart, write facts about Henry
Knox from Guns for General
Washington. Under What I Want to
• Look for an anecdote
Know write questions about facts you
or quotation to include
need to write a complete biography.
in the biography.
Then research Henry Knox’s life to find
• Find out the role Henry
the answers. Write the answers under
Knox played in the new
What I Learned. Use your chart to
American government.
write a biography.
Grade 5 Theme 3: Voices of the Revolution
SELECTION 3:
Challenge Master CH 3–6
James Forten
25