Lesson Plan - Teen of the Revolution

Build Background Knowledge

Before reading the article, have students take the five-question Prereading Quiz at junior.scholastic.com. The interactive quiz is self-scoring and will give an explanation after students answer each question.

Preview Vocabulary

Use the online Skill Builder Words to Know to preteach the domain-specific terms apprentice, boycott, coercive, delegate, Great Britain, handbill, import, parliament, and tax. Have students refer to the Skill Builder as they read.

Read the Article

Read the article aloud or have students read it independently or in pairs. As students read, direct them to underline, highlight, or jot down details that relate to the “As You Read, Think About” question.

Answer Close-Reading Questions

Have students write their responses, or use the Close-Reading Questions to guide a discussion.

• How does the author try to grab readers’ attention in the first paragraph? (Author’s Craft)
The author creates suspense by mentioning “hushed whispers” and a plan that was brewing for a “daring attack.” He also grabs readers’ attention by saying that a 15-year-old had to decide whether to risk arrest by taking part.

• How did the French and Indian War affect the relationship between Great Britain and the Colonies? (Cause and Effect)
Although Britain won the war against France for control of North America, the conflict left it deeply in debt. As a result, its Parliament passed taxes on goods that the colonists imported, such as sugar, paper documents, and tea. For more than 150 years, each Colony had its own government, laws, and taxes. The new taxes levied by Parliament led to boycotts, protests, and resistance.

• What did the colonists mean when they complained about “taxation without representation”? (Key Details)
The colonists were angry that they had to pay money to the British government but didn’t have any say in what or how they were being taxed. Each new tax further strained the relationship.

• Reread the last paragraph of the section “Time is Up.” Why did the author say that John Hancock “may have said” the statement “Let every man do what is right in his own eyes!”? (Making Inferences)
The author probably said that Hancock “may have said” the statement because historians aren’t certain that he said it. Some details about exactly what was said and who said it hundreds of years ago are often lost or confused. So the author is being as accurate as possible while letting readers know that the description isn’t certain.

• Summarize the section “ ‘I Never Labored Harder.’ ” (Summarizing)
Joshua Wyeth, Henry Purkitt, Samuel Sprague, Peter Slater, and many other young people joined a crowd moving toward Boston Harbor. At the wharf, the men split up into three groups and boarded the ships. They brought the huge, heavy chests of tea up to the decks with ropes and then smashed them with axes. The men dumped about 45 tons of tea into the harbor as at least 1,000 people kept an eye on them from the wharf. After three hours, the participants disappeared into the night.

• What happened after the Boston Tea Party? (Analyzing Events)
After the Boston Tea Party, resistance in other ports and Colonies increased. In Charleston, East India Company tea was locked up in a basement so it couldn’t be sold. Other ships heading for Philadelphia and New York turned back to England. Britain punished the Colonies by passing laws known as the Coercive Acts beginning in March 1774. One of the laws closed Boston Harbor until the dumped tea was paid for, while another forced colonists to let British soldiers stay in their towns. In September 1774, delegates from 12 of the Colonies met at the First Continental Congress and demanded that Parliament repeal the Coercive Acts. Parliament refused and the dispute with Britain deepened. The Colonies became more united and ended up going to war with Britain. After eight years, the American Revolution ended with the founding of the United States of America.

Analyze a Primary Source

Guide students to complete the “Be a History Detective” activity on page 18.

• Why is North mentioning this act?
North is mentioning the Stamp Act to provide an example of a tax that was canceled because of colonists’ protests.

• What does North suggest that Britain is encouraging by being kind to the colonists?
He suggests that Britain is encouraging the colonists to disrespect the authority of British rule, to challenge Britain’s right to tax them, and to seek independence.

• What does North warn will happen if Britain gives in to the colonists again?
He warns that Britain would be giving up its control and could lose the Colonies.

• What do you think the “mother country” is?
A mother country is the place where one was born or came from. In this case, it is Great Britain.

• Why has Lord North run out of patience with the colonists? Is he giving good advice in this speech? Why or why not?
Sample response: North has run out of patience because the colonists keep complaining about taxes rather than paying. He is not giving good advice. He doesn’t understand how deep the anger is in the Colonies and that it will lead to their finally demanding independence.

Watch a Video and Read a Slideshow

Have students take notes about key dates and events as they watch the video “Why Did the Colonies Declare Independence?” and read the slideshow “The Road to the Revolution.” Then ask them to review the article and add additional dates and details to their notes. Last, guide students to create a timeline of key events that led to the American Revolution.

Read a Map

Assign the Skill Builder Map Reading: The 13 Colonies in 1773 to have students answer 10 map-reading questions. Review students’ responses.

Assess Comprehension

Assign the 10-question Know the News quiz, available in PDF and interactive forms. You can also use Quiz Wizard to assess comprehension of this article and three others from the issue.