UNIT X UNIT 6 | 213 DIFFERENTIATED INSTRUCTION Scaffold Be aware that some students may need a little more time to prepare their oral answers to the Check In questions. Read the questions aloud and then tell students to think about and formulate their answers in pairs before discussing them as a class. Amplify Have students brainstorm about what they think Abigail and her husband disagreed about. Ask: What people might Abigail have asked her husband to think about when she encouraged him to think about justice for all people? (slaves, women) Reading • Make predictions Have students revisit their predictions. Ask: Remember the prediction you made before we started reading Great Americans? Is your prediction correct so far? Do you need to change it? • Understand vocabulary in context Direct students’ attention to the document on page 213. Ask: Who can remind us what this type of document is when used in a biography? (primary source) Read the explanatory text aloud about how the pictured document is a primary source. Ask: What can we learn about Abigail Adams from this personal letter? How many letters did Abigail and her husband write to each other? (more than 1,000) Why do you think they wrote so many letters to each other? • Understand character traits Reread the second paragraph of the text aloud. Ask: What does this type of correspondence tell us about Abigail? (That she was educated, intelligent, strong, and independent.) • Acquire knowledge from a primary source Call on a volunteer to read the direct quote from Abigail’s letter. Ask: What does Abigail want for women? (More indepndence from their husbands) • Play a game to confirm understanding of story events Have students work in pairs to discuss each illustration in the story. Then ask one partner to describe an illustration and have the other partner identify the illustration and what the person in the illustration did. Model the activity with a volunteer. Then have pairs continue with remaining illustrations. Ask: How did looking at the illustrations help you check your understanding of the story? • Check In Recall relevant details Discuss the questions as a class. Then have students respond to the questions independently, reminding them to locate relevant details in the text to support their responses. ANSWERS 1. Abigail Adams educated herself by teaching herself with books from her family’s library. 2. Abigail and John Adams wrote many letters to each other. They wrote letters because John Adams travelled for work, so they were apart a lot. 3. Abigail Adams gave her husband advice and shared her opinions with him. She wanted her husband to remember women and to not let all of the power belong to the men. PRACTICE GLOSSARY favourable British spelling of favorable; helpful When they were first married, they moved to a farm near Boston. John Adams traveled for work a lot. They wrote over 1,000 letters to each other. In the letters, Abigail often gave her husband advice. She often disagreed with John and his decisions. She often urged him to think of justice and all people. She also wanted him to think of women when writing the laws for the country. She wrote, “Remember the ladies and be more generous and favourable to them than your ancestors. Do not put such power into the hands of the husbands.” Abigail also wanted women to be able to get an education. CHECK IN 1. Make inferences How did Abigail Adams get an education? 2. Comprehension How did Abigail and John Adams communicate? Why? 3. Summarize How did Abigail Adams influence John Adams? Primary Source Documents This letter from Abigail Adams is a primary source document. It is a source of information from the time period. Primary sources can be photographs, documents, letters, videos, or other documents. 213 UNIT 6 Great Americans UNIT 56 / CREOANDNINECGT TO THE THEME
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