Day #6. 5th grade. Social Studies

Transcription

1 Day #6 5th grade Social Studies

2 AMERICAN REVOLUTION VOL. 1 Intolerable Acts Intolerable means too much to bear, endure, or handle. What do you find to be absolutely intolerable'? Maybe you think your brother or sisteris intolerable at times. In 1774, the Britishpassed a series of acts called the Coercive Acts. The Americans called these acts the Intolerable Acts. The colonistsfound these laws to be unbearablel The acts included: The soston Port Act - closed all ports until the Americans repaid the damages done during the BostonTeo Party. Thishad a tremendous detrimentai impact on Boston'seconomy. Massachusetts Government Act - townspeople could only meet under the supervision of the Governor. Thisessentially kept the citizens of Boston and other cities from ruling themselves. It also required all government officials to be British. Administration of Justice Act - Britishofficials charged with crimes could be sent to England for trial. The coloniststhought hismeant the Britishwould probably be able to "get away with murder." The Quartering Act - forced coloniststo open their homes to host soldiers. The Quebec Act - extended the Canadian territory and personal freedoms. The Cause The disagreement over the Intolerable Acts was not the first between the British and the colonists. Previously,the Britishtaxed the colonists through the Tea Act and Townshend Acts. The British thought the colonists owed them for protecting them during the French and Indian War. When the colonistsresponded to the tax by destroying almost $1 million worth of tea, the Britishwere furious.they wanted to punish the colonists and stop the rebellious behavior in the colonies. The Britishdemanded that the colonists repay their debts. The Britishalso hoped that the Coercive Acts would cut the Bost01 colonists off from other colonies. They wanted to prevent a rebellion. The Britishdidn't think any of the other American colonies would help the Bostoniansin Massachusetts. Colonists' Response Priorto this point in time, the colonistsdidn't function as a unit. But, the colonistssurrounding Massachusetts felt sorry for them regarding the Intolerable Acts. Virginia proposed a meeting of all colonies. This meeting resulted in the First Continental Congress. The Britishhad been very wrong! The colonies did join together to help the Massachusetts colony. In September 1774, twelve colonies gathered to form the Committees of Correspondence. This group worked to address the issues at hand. During the first meeting, Congress decided to boycott all trade with the Britishand send a petition to the King. In preparation for the King's response, Congress advised colonists to arm themselves. The Continental Congress agreed to meet again in May of the following year. Little did they know that a full-blown war would be underway before then. War Brewing To be prepared for the worst, Massachusetts formed a militia, the Minutemen. The Minutemen began storing military supplies at Concord, Massachusetts.The Britishlearned about the reserve and planned to oct. They did not want the colonists to think they could have their own army. Paul Revere and William Dawes rode through the night to worn the colonists. The Minutemen gathered at Lexington and Concord to get ready for the British attack. They didn't know that the coming fight would mark the start of the Revolutionary War. Word Count: 526 Teaching is the Sweetest Thing 24

3 Intolerable Acts Name TEXT-BASED EVIDENCE QUESTIONS Directions: Answerthese questionsafter you read the passage.rememberto begin your answerby restatingpart of the question,usedirect evidence from the text, and explainyour thinking. CRAFT & STRUCTURE 6. Explain the meaning of the word "intolerable" in your own words. Explain how this word relates to this text. RI.4 7. How isthe passage organized? (Chronological, cause/effect, comparison/contrast, description, problem/solution). Useevidence from the text to explain your answer. RI.S INTEGRATION OF KNOWLEDGE & IDEAS 8. What isthe author's message about the importance of the Intolerable Acts? Useevidence from the text to support your reasoning. RI.8 Teaching isthe Sweetest Thing 36

4 Intolerable Acts Name TEXT-BASED EVIDENCE QUESTIONS Directions: Answer these questions after you read the passage. Remember to begin your answer by restating part of the question, use direct evidence from the text, and explain your thinking. KEY IDEAS & DETAilS 1. Whot ore some verbs that summarize the impact that the five Intolerable Acts had on the colonists? For example, repay is a verb that indicates something the Britishwanted the colonists to do. Baseyour verb choices on the text. RI.l 2. Explain the relationship between the Britishgovernment and the Patriots prior to the enactment of the Intolerable Acts. RI.3 3. Explain how the Intolerable Acts impacted or changed the relationships amongst the colonies. RI.3 4. Describe the purpose of the Continental Congress and listsome of the actions the Congress took towards Great Britain. RI.3 5. Summarize the main idea the section "War Brewing" in two sentences. RI.2 Teaching is the Sweetest Thing 35

5 Student Directions 1. Read through the text once. Pay attention to what the text says.thinkof the main ideas and key details. Usea pencil to underline or a highlighter to note the important ideas you find as you read. 2. Think and Respond. Go back into the text to answer the Key Ideas & Details section of your question sheet. Use direct evidence from the text to support your thinking. 3. Read through the text a second time. Pay attention to how the text explains the information to you as the reader. Thinkabout the author's word choices and how the author's point of view might impact (or affect) the meaning. Usea pencil to underline or a highlighter to note the important ideas you find as you read. 4. Think and Respond. Go back into the text to answer the Craft & Structure section of your question sheet. Use direct evidence from the text to support your thinking. 5. Read through the text a third time. At this point, you know the text very well. Asyou re-read, think carefully about the author's message. Evaluate the evidence that the author uses to support his/her reasoning. Pay attention to what the text is saying. Usea pencil to underline or a highlighter to note the important ideas you find as you read. 6. Think and Respond. Go back into the text to answer the Know/edge & Integration of Ideas section of your question sheet. Use direct evidence from the text to support your thinking. Teaching is the Sweetest Thing 10