Alexandria Plan

Text­Dependent Questions U.S. History • Chapter 5

A Picture Book of Paul Revere

Because there are no page numbers in this book, we will reference page 1 as the first page of text.
The text­dependent questions present teachers with multiple opportunities to reinforce CCSS ELA
expectations, particularly how to glean key details from informational text, in this case, about an
important figure in American history and the Revolution in which he played a significant part.

1. Look closely at the illustration on page 1 to gather information about the place
where Paul Revere was born. What do you see in the illustration and what might you
infer from those details?

The buildings are close to a body of water, so it is a town by the sea or ocean.
There is a dock going out into the water.
There are ships close to the buildings, so it must be a harbor.
There are no leaves on the trees, so it is wintertime.
The buildings and ships are old­fashioned, so it must be a long time ago.

2. What additional information about the setting of this biography can you learn
from the text on page 1?

Paul Revere lived near the edge of Boston Harbor, on Fish Street.
He lived in a small, crowded house.
He was born on January 1st, 1735.

3. In the opening paragraph of the book on page 1, it says that Revere “was born in a
small, crowded house… the second of their nine children.” What can we learn about
Paul Revere from this family description?

The family was not wealthy and they shared a small space. He was born into a family with
one more sibling and then seven more children were born.
 He was not born into a wealthy family; they had many kids and lived in a small house.

4. What can we learn about Paul Revere from the description of his schooling on
page 2?

Paul Revere learned manners in “infant school.”?

He went to an all­boys’ school until he was thirteen to learn reading, writing, and basic
arithmetic.
He had a basic education, just until thirteen, and knew manners.

5. What can we learn about Paul Revere from the description of his work on pages 3
and 4?

After he finished school at thirteen, he went to work for his father in his silversmith
shop.
He learned the silversmith business.
When he was nineteen and his father died, he took over the silversmith shop to support
his family.
He was responsible.

6. What can we learn about Paul Revere from his work as a bell ringer, described on
page 3?

Paul Revere and six other boys formed a group to ring eight large bells at a church.
He enjoyed music and could work in a group.

7. What do we learn about Paul Revere’s character from his involvement in the
French and Indian War?

Paul Revere joined the Massachusetts regiment and stayed until he was sent home.
He was willing to join the war as a soldier, showing he took responsibility for his
country.

8. What do we learn about Paul Revere’s character from the detailed description on
pages 10 through 13 about his marriages and family?

When he married, they moved into the small, crowded house with Paul’s family. They
added eight more children, two of whom died. Then his wife died. He married again and
had eight more children, three of whom died.
He had to learn to be a goldsmith too, learning how to clean teeth and to make false
 ones. He even fixed umbrellas for people.
Despite some sad events in his life, Paul Revere was a hard worker and worked very hard
to provide for his large family.

9. According to the text on page 15, Paul Revere and the Sons of Liberty said “No
taxation without representation.” What did that sentence mean?

The British (English) soldiers were being paid for by taxes on the colonies.
Teachers may need to review the idea of “taxes” for students.
The colonies did not have anyone in Britain to vote on whether they should be taxed.
The Sons of Liberty believed that taxation without representation was wrong. They
believed that people who were not able to vote for a tax should not be expected to pay
the tax.

10. According to the text on page 16, what actually happened during the Boston
Massacre?

A group of colonists had a fight with British soldiers in Boston. The colonists threw
snowballs, ice, wood, and coal. They called the soldiers names like “lobsters” and
“bloody backs.”
The soldiers fired back and killed five colonists.

11. How did Paul Revere tell the story differently and why did he do it?

He made an engraving showing all of the soldiers lined up firing their guns at peaceful
citizens.
He told it differently than it happened, because he wanted to stir anger in the colonists
against the British.

12. According to the illustration and text on pages 18 and 19, what happened in
Boston Harbor and why did it happen?

Illustration:
There are people dressed as Native Americans. They are on boats and ships in the
harbor.
The people are throwing boxes over the sides of a ship and dumping the contents
into the water.
It is at nighttime
Text:
Three ships from England were in the Boston Harbor loaded with tea.
 The people of Boston were expected to pay a tax on the tea, but they refused.
On December 16, 1773, Paul Revere and other Boston friends dressed as Native
Americans, and boarded three ships in the Boston Harbor.
They broke 342 chests of tea and dumped them in the water.
Later, 5000 soldiers came to Boston to close the harbor until the colonists paid for
the tea, but they never did pay for it.

13. According to the illustrations and text on pages 21 through 23, how did Paul
Revere help the colonists at the beginning of the Revolutionary War?

Paul Revere, William Dawes, and Samuel Prescott road horses to warn the colonists and
Minutemen in Lexington and Concord that the British were going to attack.
The next day, the Minutemen were ready for the first battle of the Revolutionary War.

14. According to page 24, why is July 4th an important date to Americans?

The Declaration of Independence was signed on July 4th. Neither the British king nor
Parliament ruled the thirteen colonies any longer. The colonies had become independent
governments.

15. How did Paul Revere help during the Revolutionary War?

He served as a lieutenant colonel in command of the Boston Harbor Fort at Castle Island.
He set up a mill to make gunpowder.
He made cannons.
He cut copper plates and printed paper money for the Massachusetts colony.

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