Overview

Lesson Procedure

60-75 minutes of class time across 5 phases.

1. Warm-Up5-10 minutes
2. Direct Instruction15-20 minutes
3. Guided Practice20 minutes
4. Independent Practice15 minutes
5. Closure5-10 minutes

1. Warm-Up5-10 minutes

   Start with two reports of the same basketball game.

   Warm-Up Prompt

   "Report A: 'Our heroic Tigers stormed back in the last minute and snatched a thrilling 52-50 win.' Report B: 'The Tigers won 52-50 after a late basket; the Hawks missed two free throws in the final seconds.' Who do you think wrote each report? Which words gave it away? What does each report tell that the other leaves out?"

   Take answers, then name the ideas. An author's point of view is how the author sees the topic, shaped by who the author is and which side the author is on. An author's purpose is the reason for writing: to inform, to persuade, to praise, to defend or to keep a record. Two kinds of clues reveal them. Loaded language is a word or phrase with strong positive or negative feelings attached ("heroic," "stormed," "snatched"), used where a neutral word ("won") would do. The inclusion or avoidance of particular facts is the choice of what to tell and what to leave out: Report A never mentions the missed free throws. Today students look for both clues in history sources about Columbus's first voyage and about Boston before the American Revolution.

2. Direct Instruction15-20 minutes

   Part 1: The source. Wilbur F. Gordy wrote American Leaders and Heroes (1901), a first history textbook for young pupils, told through the lives of famous Americans. Source 1 comes from his chapter on Samuel Adams, a Boston leader in the quarrel with Britain. It is a secondary source, written about 130 years after the events. Gloss before reading: the Stamp Act (a 1765 British tax on printed papers in the colonies, canceled in 1766), "Parliament" (Great Britain's lawmaking body), "port duties" (taxes on goods brought into the colonies by ship), "coerce" (force) and "Townshend" (Charles Townshend, the British official who proposed the new duties in 1767).

   1As we have already seen, King George, much against his will, had to submit to the repeal of the Stamp Act by Parliament. But he was not satisfied. He could never carry out his selfish scheme of personal government in England and in America if he allowed the stubborn colonists to have their way in this matter.

   2In 1767, therefore, through his tool, Townshend, Parliament levied new port duties on a few articles, including glass, lead, paper, and tea. These new taxes were hateful to the colonists because they were levied by Parliament, and because the money thus raised was to be used to their disadvantage in various ways: For example, some of it was to pay for maintaining in America a small English army. This army, the colonists believed, the King would use to compel them to do as he willed.

   [...]

   3Of course these merchants suffered heavy losses, and again begged for a repeal. But the dull-witted King could not understand the Americans. Thus far he had not been able to coerce them; he now made a shrewd attempt to outwit them.

   4Influenced by him, Parliament took off all the new taxes except the one on tea. "There must be one tax to keep the right to tax," he said. If he could only succeed in getting the Americans to submit to paying any tax--no matter how small--that Parliament might levy, he would carry his point. He therefore urged not only the removal of all taxes except the one on tea, but also made arrangements whereby Americans could buy their taxed tea cheaper than it could be bought in England and cheaper even than they could smuggle it from Holland, as they had been doing. No doubt the King had great faith in this foolish scheme. "Of course," he argued, "the Americans will buy their tea where they can buy it cheapest, and then we will have them in a trap." But this was a huge blunder, as we shall now see.

   Part 2: Four questions that reveal point of view and purpose. Put these on the board and keep them up all period.

   Four questions for any history source

   Question	What to look for	Example from Source 1
   1. Who wrote it, when and for whom?	The author's place in the events and the audience	A textbook author in 1901, writing for young American pupils
   2. Which words are loaded?	Words with strong feelings where a neutral word would do	"selfish scheme," "dull-witted King" (paragraphs 1 and 3)
   3. Which facts are included?	Details that make one side look good or bad	The colonists' fear that an army would "compel them" (paragraph 2)
   4. Which facts are avoided?	Details the other side would tell; check another source	Why Britain said it needed the money (paragraphs 1-4 never say)

   • Loaded language (Source 1)

     Which words in Source 1 are loaded, and what do they show about Gordy's point of view?

     Result: Gordy calls the King's plan a "selfish scheme" (paragraph 1) and a "foolish scheme" (paragraph 4), calls Townshend the King's "tool" (paragraph 2), calls the King "dull-witted" (paragraph 3) and calls the tea plan "a huge blunder" (paragraph 4). A neutral writer could say "plan," "the official who proposed the duties" and "a mistake." All the loaded words are negative and all point at the King, so Gordy's point of view is on the colonists' side: he presents King George as the villain of the story.

   • Inclusion and avoidance of facts (Source 1)

     Which facts does Gordy include about the new taxes, and which does he leave out?

     Result: He includes the colonists' side: the taxes were "hateful to the colonists because they were levied by Parliament," and the money would keep an army that the King "would use to compel them to do as he willed" (paragraph 2). He gives only one reason for the King's actions, that he wanted to "carry his point" (paragraph 4). He leaves out the reasons the British government gave: Britain had borrowed heavily to fight the French and Indian War (1754-1763) and wanted the colonies to share the cost of defending them. Including only one side's reasons makes that side look right.

   • Purpose (Source 1)

     What was Gordy's purpose in writing this chapter?

     Result: His purpose was to teach young pupils the story of the Revolution through its heroes and to make them admire the patriots. The clues are the audience (a first textbook for children), the loaded words that make the King a villain, and the story's shape: the King makes a "shrewd attempt to outwit" the Americans (paragraph 3), and the chapter promises that "this was a huge blunder, as we shall now see" (paragraph 4). Each chapter of the book ends with questions such as "What do you admire in his character?" A textbook can inform and still have a point of view.

   Sentence frame: "The author's point of view is ___. One clue is the loaded language ___ (paragraph ___). Another clue is that the author includes / leaves out ___. The author's purpose seems to be ___." Show Diagram 1, which puts the clues together.

3. Guided Practice20 minutes

   Two primary sources about the same event. On the night of December 24-25, 1492, during his first voyage, Columbus's flagship, the Santa María, ran aground off the island he called Española (Hispaniola, today Haiti and the Dominican Republic). Source 2 is his journal for that day. The journal itself is lost; it survives in a shortened copy made by Bartolomé de las Casas, who calls Columbus "the Admiral." Source 3 is the letter Columbus wrote on his way home to Luis de Santangel, a Spanish official who had helped pay for the voyage; it was printed in 1493 so that others could read it. Gloss: "tiller" and "helm" (the handle that steers a ship), "caravel" (a smaller ship of the fleet, here the Niña), "Highnesses" (King Ferdinand and Queen Isabella of Spain), "gainsaid" (opposed) and "Navidad" (Christmas, in Spanish).

   1Navigating yesterday, with little wind, from Santo Tomé to Punta Santa, and being a league from it, at about eleven o'clock at night the Admiral went down to get some sleep, for he had not had any rest for two days and a night. As it was calm, the sailor who steered the ship thought he would go to sleep, leaving the tiller in charge of a boy. The Admiral had forbidden this throughout the voyage, whether it was blowing or whether it was calm. The boys were never to be entrusted with the helm.

   [...]

   2It pleased our Lord that, at twelve o'clock at night, when the Admiral had retired to rest, and when all had fallen asleep, seeing that it was a dead calm and the sea like glass, the tiller being in the hands of a boy, the current carried the ship on one of the sand-banks. If it had not been night the bank could have been seen, and the surf on it could be heard for a good league. But the ship ran upon it so gently that it could scarcely be felt. The boy, who felt the helm and heard the rush of the sea, cried out.

   3The Admiral at once came up, and so quickly that no one had felt that the ship was aground. Presently the master of the ship, whose watch it was, came on deck. The Admiral ordered him and others to launch the boat, which was on the poop, and lay out an anchor astern. The master, with several others, got into the boat, and the Admiral thought that they did so with the object of obeying his orders. But they did so in order to take refuge with the caravel, which was half a league to leeward. The caravel would not allow them to come on board acting judiciously, and they therefore returned to the ship; but the caravel's boat arrived first.

   4When the Admiral saw that his own people fled in this way, the water rising and the ship being across the sea, seeing no other course, he ordered the masts to be cut away and the ship to be lightened as much as possible, to see if she would come off. But, as the water continued to rise, nothing more could be done. Her side fell over across the sea, but it was nearly calm. Then the timbers opened, and the ship was lost.

   1SIR: As I know that you will have pleasure from the great victory which our Lord hath given me in my voyage, I write you this, by which you shall know that in thirty-three days I passed over to the Indies with the fleet which the most illustrious King and Queen, our Lords, gave me; where I found very many islands peopled with inhabitants beyond number. And, of them all, I have taken possession for their Highnesses, with proclamation and the royal standard displayed; and I was not gainsaid.

   [...]

   2Española is a marvel; the mountains and hills, and plains, and fields, and the soil, so beautiful and rich for planting and sowing, for breeding cattle of all sorts, for building of towns and villages. There could be no believing, without seeing, such harbors as are here, as well as the many and great rivers, and excellent waters, most of which contain gold. In the trees and fruits and plants, there are great diversities from those of Juana. In this, there are many spiceries, and great mines of gold and other metals.

   [...]

   3This is [a land] to be desired,--and once seen, never to be relinquished--in which (although, indeed, I have taken possession of them all for their Highnesses, and all are more richly endowed than I have skill and power to say, and I hold them all in the name of their Highnesses who can dispose thereof as much and as completely as of the kingdoms of Castile) in this Española, in the place most suitable and best for its proximity to the gold mines, and for traffic with the mainland both on this side and with that over there belonging to the Great Can, where there will be great commerce and profit, I took possession of a large town which I named the city of Navidad. And I have made fortification there, and a fort (which by this time will have been completely finished) and I have left therein men enough for such a purpose, with arms and artillery, and provisions for more than a year, and a boat, and a [man who is] master of all seacraft for making others; and great friendship with the king of that land, to such a degree that he prided himself on calling and holding me as his brother.

   4[...] as I made no delay at any point, so long as the wind gave me an opportunity of sailing, except only in the town of Navidad till I had left things safely arranged and well established. And in truth I should have done much more if the ships had served me as well as might reasonably have been expected.

   • Purpose and loaded language in a primary source (Source 3)

     What was Columbus's purpose in the letter, and which words show it?

     Result: His purpose was to announce success and win more support for his voyages. He opens with "the great victory which our Lord hath given me" (paragraph 1), calls the island "a marvel" with rivers "most of which contain gold" and "great mines of gold" (paragraph 2), and calls it a land "once seen, never to be relinquished" where "there will be great commerce and profit" (paragraph 3). This loaded, glowing language is aimed at readers who could pay for more ships.

   Pair task: Make a two-column chart. In the left column, list four facts about the night of December 25 that Source 2 includes. In the right column, write what Source 3 says about the same events, or "not mentioned." Then answer: Which facts did Columbus avoid in the letter, and why?

   Teacher model for the pair work: Source 2 includes that the Admiral went to sleep, that the sailor at the helm left "the tiller in charge of a boy," which "The Admiral had forbidden" (paragraph 1), that the current carried the ship onto a sand-bank (paragraph 2), that the master and others fled to the caravel instead of obeying orders (paragraph 3), and that "the timbers opened, and the ship was lost" (paragraph 4). Source 3 never says that the ship was lost. It says Columbus "took possession of a large town" he named Navidad and "made fortification there, and a fort," leaving men with "a boat" (paragraph 3); in the journal entry for the next day, Columbus says that if he had not lost the ship, he would not have left people there. The only hint of trouble is "I should have done much more if the ships had served me as well as might reasonably have been expected" (paragraph 4), which blames the ships. Avoiding the wreck fits his purpose: a report of a "great victory" to the people who paid for it. Note that the journal has a point of view too: it stresses that the Admiral's orders were broken and his crew "fled," which places the blame on others.

4. Independent Practice15 minutes

   Students read two accounts of the Boston Massacre, then answer the quiz, which uses both. As they read, they highlight loaded language in one color and facts that make one side look better or worse in another. On the evening of March 5, 1770, British soldiers guarding the Customhouse in Boston fired into a crowd, and five men died. Source 4 is from the diary of John Tudor, a Boston merchant, written at the time. Source 5 is from H. A. Guerber's The Story of the Thirteen Colonies (1898), a history for young readers. Gloss for Source 4: Tudor spells as he spoke, so read it aloud: "Solders" (soldiers), "Goal" (jail, then spelled gaol), "mite" (might), "terable" (terrible), "committ" (send to jail to wait for trial), "Concourse" (crowd). Gloss for Source 5: "dissolve the colonial assemblies" (send the colonies' lawmakers home) and "regiments" (army units of several hundred soldiers).

   1ON Monday Evening the 5^th current, a few Minutes after 9 O'Clock a most horrid murder was committed in King Street before the Customhouse Door by 8 or 9 Soldiers under the Command of Cap^t Tho^s Preston drawn of from the Main Guard on the South side of the Town house.

   2This unhappy affair began by Some Boys & young fellows throwing Snow Balls at the sentry placed at the Customhouse Door. On which 8 or 9 Solders Came to his assistance. Soon after a Number of people colected, when the Cap^t commanded the Soldiers to fire, which they did and 3 Men were Kil'd on the Spot & several Mortaly Wounded, one of which died next morning. The Cap^t soon drew off his Soldiers up to the Main Guard, or the Consequencis mite have been terable, for on the Guns fiering the people were alarm^d & set the Bells a Ringing as if for Fire, which drew Multitudes to the place of action. [...] Cap^t Preston was taken up by a warrent given to the high Sherif by Justice Dania & Tudor and came under Examination about 2 O'clock & we sent him to Goal soon after 3, having Evidence sufficient, to committ him, on his ordering the soldiers to fire : So aboute 4 O'clock the Town became quiet.

   3[...] the unhappy Victims who fell in the Bloody Massacre. On this sorrowfull Occasion most of the shops & stores in Town were shut, all the Bells were order'd to toll a solom peal in Boston, Charleston, Cambridge & Roxbery. The several Hearses forming a junction in King Street, the Theatre of that inhuman Tradgedy, proceeded from thence thro' the main street, lengthened by an immence Concourse of people, So numerous as to be obliged to follow in Ranks of 4 & 6 abreast and brought up by a long Train of Carriages. [...] Note Capt Preston was tried for his Life on the affare of the above Octob^r 24 1770. The Trial lasted 5 Days, but the Jury brought him in not Guilty.

   1Urged on by the Massachusetts people, all the colonies wrote to Great Britain that they would not buy any British goods until the taxes were removed. The king, offended by the letters sent him, ordered the governors to dissolve the colonial assemblies again and again; but he could not prevent the Americans from talking and thinking as they pleased. When his troops began to come, men, women, and children scowled at them, openly calling them "lobsters" and "bloody-backs" because they wore red coats.

   2As the Massachusetts people talked loudest, and urged the other colonies to resist, King George sent General Gage to Boston with two regiments. They came into the city on Sunday morning, with flags flying and drums beating, a thing which greatly shocked the good Puritans.

   3The presence of British soldiers in America greatly annoyed the people. They daily grew more and more angry about it, and before long a small fight took place between soldiers and citizens, at Golden Hill, in the city of New York. Two months later, in the midst of the excitement caused by a false alarm of fire in Boston, a British soldier, annoyed by the taunts and snowballs of a mob, shot a man. This became the signal for more firing, which killed five men and wounded a few others (1770).

   4The excitement caused in the city by the "Boston Massacre," or the "Bloody Massacre," as it is known, in history, proved very great. Although the principal men in Boston knew the soldiers had not been greatly to blame for what had happened, they saw that there would be more trouble unless the troops left the town. Samuel Ad´ams, therefore, explained this to the governor, who asked him if the people would be satisfied if he sent one regiment away. Adams answered that he would find out, but, going to the Old South Meetinghouse, where the patriots were assembled, he passed up the aisle, whispering to his friends right and left: "Both regiments or none."

   5When Adams reached the platform, and told the people what the governor had said, his friends loudly cried: "Both regiments or none!" The rest of the people shouted the same thing. So the governor, much against his will, was forced to place the soldiers on an island in the bay. But after that, when mentioning those troops, King George spitefully called them "Sam Adams's regiments."

5. Closure5-10 minutes

   Exit ticket: On an index card, write one loaded word or phrase from Source 1 or Source 3, a neutral word that could replace it, and one sentence on what the loaded word reveals about the author's point of view or purpose.

   Teacher note on the sources and their language: The passages are quoted exactly, with Tudor's spelling and Guerber's accent mark in "Ad´ams." Some statements in them are opinions or errors: Gordy's "his tool, Townshend" and "dull-witted King" are his judgments (Charles Townshend proposed the duties himself as the head of Britain's treasury), and his quotations of the King are given without a source. The regiments reached Boston on Saturday, October 1, 1768, not a Sunday as Guerber writes, sent on the orders of General Thomas Gage, the British commander in America. The five men who died after the shooting were Crispus Attucks, Samuel Gray and James Caldwell, killed that night, Samuel Maverick, who died the next morning, and Patrick Carr, who died nine days later. Captain Preston was acquitted in October 1770; at the soldiers' trial later that year, John Adams and Josiah Quincy defended them, six were acquitted, and two were found guilty of manslaughter. The Santa María's wreck is well documented; about 39 men stayed at Navidad, and when Columbus returned in November 1493, all of them were dead and the fort was destroyed. In Source 6, the men who destroyed the tea disguised themselves in a stereotyped costume of American Indians; the Mohawk people had no part in it. Source 3 leaves out the letter's descriptions of the island people, which use terms now considered offensive, his statement that he seized some of them by force, and his offer to ship enslaved people to Spain; the source note lists every cut. None of the passages contains a slur.

   Homework passage. Source 6 is the end of Gordy's chapter on Samuel Adams: the town meeting of December 16, 1773, and the Boston Tea Party. Benjamin Rotch owned one of the tea ships, which could not leave the harbor without a pass from the governor. Gloss: "concerted" (planned ahead) and "prime mover" (the person who starts something).

   1At three o'clock a great throng of eager men again crowded into the Old South Church and the streets outside to wait for the return of Rotch. It was a critical moment. "If the Governor refuses to give the pass, shall the revenue officer be allowed to seize the tea and land it to-morrow morning?" Many anxious faces showed that men were asking themselves this momentous question.

   2But while, in deep suspense, the meeting waited and deliberated, John Rowe said, "Who knows how tea will mingle with salt water?" A whirlwind of applause swept through the assembly and the masses outside the church. As daylight deepened into darkness, candles were lighted. Shortly after six Benjamin Rotch entered the church and, with pale face, said, "The Governor refuses to give a pass." An angry murmur arose, but the crowd soon became silent, when Samuel Adams arose and said, "This meeting can do nothing more to save the country."

   3This was plainly a concerted signal. In an instant a war-whoop sounded, and forty or fifty "Mohawks," or men dressed as Indians, who were waiting outside, dashed past the door and down Milk Street toward Griffin's Wharf, where the tea-ships were lying at anchor. It was bright moonlight, and everything could be plainly seen. Many men stood on shore and watched the "Mohawks" as they broke open 342 chests, and poured the tea into the harbor. There was no confusion. All was done in perfect order.

   4The "Boston Tea Party," of which Samuel Adams was the prime mover, was a long step toward the Revolution. Samuel Adams was at this time almost or quite alone in his desire for Independence, and he has well been called the "Father of the Revolution." But his influence for the good of America continued far beyond the time of the "Boston Tea Party." Up to the last his patriotism was earnest and sincere. He died in 1803, at the age of eighty-one years. Not as an orator, like Patrick Henry, but as a man of action, like Lincoln and Washington, had he a powerful influence over men. His was truly a life of distinguished service to his country.

Differentiation Strategies

Assessment Guidance

1. Question 1 of 20 · Multiple Choice

   Which phrase from Source 4, paragraph 1, is loaded language?

   A"a few Minutes after 9 O'Clock" B"on the South side of the Town house" C"a most horrid murder" D"before the Customhouse Door"

2. Question 2 of 20 · Multiple Choice

   By calling the shooting a "murder" in the first sentence (Source 4, paragraph 1), what does Tudor reveal about his point of view?

   AHe had already judged the soldiers guilty of a crime BHe had not yet decided who was to blame for the deaths CHe blamed the crowd more than the soldiers DHe wanted to report only the time and the place

3. Question 3 of 20 · Multiple Choice

   Tudor writes that "This unhappy affair began by Some Boys & young fellows throwing Snow Balls at the sentry" (Source 4, paragraph 2). Why is this detail important when you judge his account?

   AIt shows that he left out how the trouble started BIt shows that the soldiers attacked the boys first CIt shows that he wrote the diary many years later DIt shows he included a fact that hurts his side

4. Question 4 of 20 · Multiple Choice

   "Cap^t Preston was taken up by a warrent given to the high Sherif by Justice Dania & Tudor ... & we sent him to Goal" (Source 4, paragraph 2). What does this sentence reveal about Tudor?

   AHe was a soldier serving under Captain Preston that night BHe was one of the judges who sent Preston to jail CHe was a friend who tried to free Preston DHe was the sheriff who arrested the soldiers

5. Question 5 of 20 · Multiple Choice

   Which phrase in Source 4, paragraph 3, is loaded language?

   A"most of the shops & stores in Town were shut" B"in Ranks of 4 & 6 abreast" C"brought up by a long Train of Carriages" D"the Theatre of that inhuman Tradgedy"

6. Question 6 of 20 · Multiple Choice

   Tudor writes that "the Cap^t commanded the Soldiers to fire" (Source 4, paragraph 2). Which later fact in Source 4 shows that a jury did not accept that Preston was guilty?

   A"the Jury brought him in not Guilty" B"The Trial lasted 5 Days" C"we sent him to Goal soon after 3" D"So aboute 4 O'clock the Town became quiet"

7. Question 7 of 20 · Multiple Choice

   What was Tudor's most likely purpose in writing this diary entry?

   ATo persuade the King to remove the soldiers from Boston BTo keep a record of what happened in his own town CTo defend the soldiers against the charge of murder DTo entertain readers with an invented story

8. Question 8 of 20 · Short Answer

   Compare how Source 4 and Source 5 describe the people in the street before the shooting. Quote the words each author uses, and explain what the difference shows about each author's point of view.

   Show model answer

9. Question 9 of 20 · Short Answer

   Name two loaded words or phrases Tudor uses in Source 4 for the event or its victims. For each, give a neutral replacement and explain what the loaded version reveals.

   Show model answer

10. Question 10 of 20 · Multiple Choice

    Guerber writes that people called the soldiers "lobsters" and "bloody-backs" because they wore red coats (Source 5, paragraph 1). Why might this fact matter to a reader judging who was to blame for the later trouble?

    AIt shows the soldiers insulted the colonists before any taunts BIt shows the soldiers wore uniforms CIt shows the colonists taunted the soldiers openly DIt shows the King chose the soldiers' uniforms

11. Question 11 of 20 · Multiple Choice

    Guerber writes that the troops' arrival was "a thing which greatly shocked the good Puritans" (Source 5, paragraph 2). What does the phrase "the good Puritans" reveal?

    AGuerber views the people of Boston with approval BGuerber views the people of Boston with scorn CGuerber is quoting the words of General Gage DGuerber is giving the number of Puritans in Boston

12. Question 12 of 20 · Multiple Choice

    Which word in Source 5, paragraph 3, is loaded against the people who faced the soldier?

    A"excitement" B"firing" C"soldier" D"mob"

13. Question 13 of 20 · Multiple Choice

    "Although the principal men in Boston knew the soldiers had not been greatly to blame for what had happened, they saw that there would be more trouble unless the troops left the town" (Source 5, paragraph 4). What point of view does this sentence reveal?

    AGuerber thinks the soldiers were mostly to blame BGuerber thinks the soldiers were not mostly to blame CGuerber thinks the principal men were mostly to blame DGuerber does not say what she thinks about blame

14. Question 14 of 20 · Multiple Choice

    "But after that, when mentioning those troops, King George spitefully called them 'Sam Adams's regiments'" (Source 5, paragraph 5). Which word reveals Guerber's view of the King?

    A"mentioning" B"those troops" C"spitefully" D"regiments"

15. Question 15 of 20 · Multiple Choice

    Source 4 tells that Captain Preston was jailed, tried for his life and found not guilty. What does Source 5 say about this?

    AIt says a jury found Preston guilty BIt says Preston escaped before his arrest CIt says Preston was tried in England DIt never mentions Preston or his trial

16. Question 16 of 20 · Multiple Choice

    Which statement best compares the points of view of Source 4 and Source 5?

    ATudor blames the soldiers; Guerber is harsher on the King BTudor and Guerber both blame the soldiers and use the same loaded words CTudor defends the soldiers; Guerber blames them for murder DNeither author shows any point of view about the event

17. Question 17 of 20 · Multiple Choice

    Guerber uses the names "Boston Massacre" and "Bloody Massacre" inside quotation marks (Source 5, paragraph 4). What do the quotation marks suggest?

    AShe is quoting John Tudor's diary word for word BShe is showing that she thinks the event never happened CShe is using her own name for the event DShe is giving the names the event is known by, not her own words

18. Question 18 of 20 · Short Answer

    Guerber includes facts that favor both sides. Quote one fact in Source 5 that makes the colonists look bad and one that makes the soldiers or the King look bad, and explain what this mix suggests about her purpose.

    Show model answer

19. Question 19 of 20 · Multiple Choice

    Tudor wrote Source 4 in 1770 as a Boston justice; Guerber wrote Source 5 in 1898 for young readers. How does this difference help explain their points of view?

    ATudor lived far from Boston; Guerber lived in Boston in 1770 BTudor wrote for young readers; Guerber wrote a private diary CTudor took part in the events; Guerber wrote long after them DBoth wrote at the same time, so their positions do not matter

20. Question 20 of 20 · Short Answer

    Choose one sentence from Source 4 or Source 5 that contains loaded language. Rewrite it in neutral words, keeping the facts, and explain what changed.

    Show model answer

These standards connect to RH.6-8.6: prerequisites to review first, parallel standards at the same level, and next steps that build on it.

Standard text: Common Core State Standards for English Language Arts & Literacy. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.