34428525 Maryland Adventure Student Guide

TheMarylandAdventure

STUDENT GUIDE

Copyright © 2010 by Gibbs Smith, PublisherAll rights reserved. No part of this book may be reproduced by any means

whatsoever, either mechanical or electronic, without permission from the publisher unless such reproduction is expressly permitted by federal copyright law.

Published by Gibbs Smith, Publisher

P.O. Box 667Layton, UT 84041

800.748.5439www.gibbs-smith.com/education

Printed and bound in the United States of America

ISBN10: 1-4236-0609-4ISBN13: 978-1-4236-0609-3

16 15 14 13 12 11 10 09 08 10 9 8 7 6 5 4 3 2 1

Curriculum Director: Nancy Rogers Bosse

Associate Curriculum Developers: Natalie Bitner Richins Clarissa ColeyEditor: Aimee Stoddard

Cover Design: John VeharBook Design: John Vehar, Jeremy C. Munns, Alan Connell

CONTENTS

STUDENT GUIDE

Chapter 1: Begin the Adventure Lesson 1: Your Textbook as a Tool ..................1

Lesson 2: Tools to Study History .....................6

Chapter 2: Natural Maryland Lesson 1: Studying Geography ......................13

Lesson 2: Maryland’s Land Regions ................17

Lesson 3: People, Goods, and Ideas Move .....22

Chapter 3: The First People Lesson 1: Prehistoric People ...........................27

Lesson 2: Later Indians ..................................31

Lesson 3: Woodland Indian Life .....................35

Chapter 4: Colonial Maryland Lesson 1: Europeans Come to North America 41

Lesson 2: The Maryland Colony Is Founded ...45

Lesson 3: The Maryland Colony Grows ..........50

Chapter 5: Revolution and a New Nation Lesson 1: Road to Revolution .........................55

Lesson 2: The Fight for Independence ............60

Lesson 3: A New Government .......................64

Chapter 6: Life in the New State Lesson 1: More Conflict with Great Britain .....69

Lesson 2: A Growing State ............................73

Lesson 3: A Changing State ...........................77

Chapter 7: The Civil War Lesson 1: The North and the South ................83

Lesson 2: Working to End Slavery ..................88

Lesson 3: The Civil War .................................92

Chapter 8: A New Century Lesson 1: New Jobs, New people ..................97

Lesson 2: New Inventions ..............................101

Lesson 3: New Ideas .....................................106

Chapter 9: Two World Wars and the Great Depression Lesson 1: The World Goes to War ..................111

Lesson 2: Tough Times...................................115

Lesson 3: Another World War ........................119

Chapter 10: Modern Maryland Lesson 1: Life After World War II ....................125

Lesson 2: Challenging Times .........................129

Lesson 3: Modern Marylanders ......................133

Lesson 4: Maryland Today .............................138

Chapter 11: Our Government Lesson 1: National Government ....................143

Lesson 2: State Government ..........................147

Lesson 3: Local Government ..........................152

Lesson 4: Being a Good Citizen .....................156

Chapter 12: Economics in Maryland Lesson 1: Basic Economics .............................161

Lesson 2: People Make Choices About Money 165

Lesson 3: Maryland’s Economy ......................170

© 2010 Gibbs Smith, PublisherStudent Guide

Use with The Maryland Adventure1

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Lesson 1Your Textbook as a Tool

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Activator

Tools for an AdventureWith a partner, choose an adventure you want to go on. Write a list of at least 10 tools you would use on your adventure. Illustrate your adventure.

Your adventure:

Tools for your adventure:

Illustrate your adventure.

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Student GuideUse with The Maryland Adventure © 2010 Gibbs Smith, Publisher

2

Words to Understand

Draw a line from each word to its correct definition.

Words Definitionscaption1.

century2.

decade3.

glossary 4.

index5.

itinerary 6.

portrait7.

table of contents8.

timeline9.

A list of topics, which include people, subjects, events, and places, and the page numbers on which information about each of the topics can be found

A table that lists the chapters and other major sections of a book and the page numbers on which they start

10 years

A picture of a person

A description of a picture, drawing, map, or graph

A list of key words found in a book along with their definitions

A plan for travel

A line that shows when events in history happened in relation to one another

100 years



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Reading Strategy

Features of Your TextbookHave you even taken a trip with your family? If you have, you probably saw road signs along the way. Signs help people know where they are. This book has signs, too. These signs will help you get the most out of your study of Maryland.

Use the table of contents, glossary, and index in your textbook to answer the questions on a separate piece of paper

Where is 1. the table of contents found?

What is 2. the title of Chapter 7?

What page 3. does Chapter 1 begin on?

What chapter 4. is named Life in the New State?

What page does 5. the glossary start

on?

Using your 6. textbook, what is the definition of the word “timeline”?

What page does 7. the index start on?

What pages 8. can the American Revolutionary War be found on?

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Our Maryland PortraitsWrite a portrait about yourself. Your portrait should include two paragraphs telling about yourself. Write your final draft on this form.

Your Name_______________________________________________

Year You Were Born________________________________________

Writing Activity



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Scavenger Hunt

Use your textbook to answer the questions.

Where is the table of contents located, and what is its purpose? 1.

Locate Chapter 10 in the table of contents. What topic does this chapter cover, and what 2.

page does it begin on?

Use the index as a reference to complete the chart. 3.

Locate the timeline in Chapter 6. On what date did Battle of Bladensburg take place? 4.

Describe the picture on the front cover. 5.

What is the Big Idea for Chapter 3? 6.

What is the Key Idea for Chapter 2, Lesson 1? 7.

Skills Activity

Person or Event Page Numbers Fact About Person or Event

George W. Bush

Battle of Baltimore

Frederick

The Civil War

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LessonTools to Study History


Guess Who?Write the artifacts your teacher shows you on the lines below. Write down what the artifacts tell you about the person. Guess who the artifacts belong to.

Activator

After you have guessed who the artifacts belong to, write a summary telling what you learned about the person’s history and how the artifacts helped you guess who it was.

Artifact What It Tells About the Person

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Student GuideUse with The Maryland Adventure© 2010 Gibbs Smith, Publisher

Use the Word Bank to complete the sentences. If needed, you may add -ing, -ed, or -s to the end of a word in the word bank.

Textbooks are _____________________________________________________________.1.

When you tell someone your opinion, you are telling them your_____________________.2.

People who saw an event happen, ___________________________________________it.3.

Someone who studies history is a _____________________________________________.4.

Most photographs are ______________________________________________________.5.

Historians need proof, or __________________, to tell what really happened in the past.6.

An ________________________________ is something people made or used in the past.7.

Journals, letters, and papers are all ___________________________________________.8.

Words to Understand

Word Bankartifactdocumentevidencehistorian

point of viewprimary sourcesecondary sourcewitness

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8



Identify Parts of a Textbook (Page 1 of 2) As you read Chapter 1, Lesson 2 in your textbook, find and record the following features.

Reading Strategy

Write the title of the lesson

Write the headings in this lesson

Write the subheadings that are under the heading Primary Source

Draw a picture of one of the Words to Understand

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Identify Parts of a Textbook (Page 2 of 2)Redraw one of the pictures from the textbook

Use your textbook to write information from a caption.

Use your textbook to write a caption question and its answer.

Reading Strategy

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Analyzing a DocumentRead the journal entry. Answer the questions to determine the writer’s point of view.

Skills Activity

Why doesn’t Aubree like school? 1.

Why does it seem like everyone else has friends but her? 2.

Why do you think Aubree thinks her teacher is the only nice person at school? 3.

Do you think Aubree was the only person that felt lonely on the first day of school? 4.

Explain.

My First Day of SchoolToday was my first day of school. As I walked through the halls to recess and lunch everyone seemed to know someone but me. I sat on the grass alone at recess and watched everyone else have a good time. I also ate lunch alone. No one even noticed that I was new or lonely. My teacher, Ms. Preston was the only nice person at school. I don’t think I am going to like school.

Aubree

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Writing from Another Point of ViewYour teacher will divide the class into pairs. Write a paragraph about an event that happened in your class or school from the perspective of your partner. Interview one another about his or her experience of a particular event. Remember to think about how your partner might have thought about the event and how he or she might have felt about what happened.

Writing Activity

Student GuideUse with The Maryland Adventure

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Lesson 1Studying Geography

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© 2010 Gibbs Smith, Publisher

Activator

Where Are We?Draw where you are located in each of the following locations.

Where I am located in my:

Classroom School

City State

Continent Planet

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14© 2010 Gibbs Smith, Publisher

Words to Understand

Use the clues to complete the crossword puzzle.

1 2

3

4 5 6

7

8

9

10

11

12

Across7. the study of the Earth’s land, water, people,

plants, and animals8. the four directions (north, south, west, east) on a

compass rose9. one half of the Earth

11. the four directions between the cardinal directionson a compass rose (northwest, southwest,northeast, southeast)

12. something that stands for something else

Down1. imaginary lines that circle the Earth north and

south2. another name for a longitude line3. imaginary lines that circle the Earth east and west4. an invisible latitude line that divides the Earth into

the northern and southern hemispheres 5. a map tool that shows how far apart places on a

map are6. a unit of measure for distance around a globe

10. a tool that explains what the symbols used on themap mean


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Reading Strategy

Reading a MapLook at the map on page 25 in The Maryland Adventure. Answer the following questions about this map.

What type of map is this? 1.

What is this a map of? 2.

What are the symbols on the map? 3.

How do you know what the symbols mean? 4.

What can you learn from the map? 5.

What is confusing about the map? 6.

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Where in the World Am I?

How to create your Where in the World Am I? book:

Use four pieces of 8 1/2 x 11-inch paper. •

Fold one piece of paper 1/2-inch from the bottom, one piece 1-inch from the bottom, one • piece 1 1/2 -inches from the bottom, and the final piece 2-inches from the bottom.

Layer the pieces of paper as shown below.•

Staple the pages together along the fold. •

Write where you live, starting with your house address, on the smallest paper. Write your city on the next page down. Write the county on the next page. Then write the state, country continent, and finally the planet on the following pages.

Draw a picture on each page showing the specific place and decorate your front cover.

Writing Activity

__ __ __ __

116 Oak StreetAnnapolis

Anne ArundelMaryland

United States of AmericaNorth America

Earth

__

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LessonMaryland’s Land Regions

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Natural and Human-Made FeaturesLook at the pictures below. Write the word “natural” under the pictures that have natural features and the word “human-made” under the pictures that have human-made features.

Activator

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18 Student GuideUse with The Maryland Adventure



Words to Understand

Use the Word Bank to complete the equations.

Dry weather with little rain = 1.

Moisture in the air = 2.

Dangerous storm with wind = 3.

Factory = 4.

Areas of land that are alike = 5.

Weather year after year = 6.

Something found in nature that people use = 7.

The zone far from the equator and from the North and South Poles = 8.

The place that creates the waterfall = 9.

The height above a specific point = 10.

The amount of water that falls to the Earth as rain or snow = 11.

The number of people living in an area = 12.

Word Bankclimate drought elevation fall line humidhurricane industry

natural resourcepopulationprecipitationregiontemperate

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Organizing InformationUsing the chart provided, organize the information you have learned about Maryland’s regions.

Reading Strategy

Atlantic Coastal Plain

Appalachian

PiedmontPlateau

Atlantic Coastal

Plain

Cities

Natural Features

Human-Made Features

People

Piedmont Plateau

AppalachianCities

Natural Features

Human-Made Features

PeopleCities

Natural Features

Human-Made Features

People

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Animals of MarylandResearch an animal that is native to Maryland. Use the information you find to complete the Animal Fact Card.

Writing Activity

Physical features of the animal:

Where the animal can be found:

Survival behaviors:

Other interesting facts about the animal:

Picture of animal

Name of animal

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Making and Recording ObservationsObservations are what you see, smell, taste, hear, and feel. Fill out the observation charts as you go on a nature walk with your class. Make sure to observe Maryland’s natural and human-made features.

Skills Activity

What I Observed Is it a Natural or Human-Made Feature?

Did you see, smell, taste, hear, or feel it?

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LessonPeople, Goods, and Ideas Move


Move for a DayDraw a map of your classroom showing where you used to sit and where you now sit. Answer the questions at the bottom of the page.

Activator

Why did you move from your old location to your new location? 1.

Is your new location better than your old one? Explain your answer. 2.

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Words to Understand

Use your textbook to write the correct definition next to each Word to Understand.

conserve 1.

culture 2.

ecosystem 3.

pollution 4.

predator 5.

settlement 6.

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Plan

ts People Soil

Anim

als

Ecosystem RelationshipsWe are all part of an ecosystem or community. We all depend on the Earth and each other to survive. Use the Word Bank to fill in the lines with the people or things that each category depends on to survive.

Reading Strategy

Word Bankpeopleplants animals

soilwaterair

ECOSYSTEM

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Plan

ts People Soil

Anim

als

Haiku PoetryA haiku poem is a Japanese poem that often describes something in nature. It has five syllables in the first line, seven syllables in the second line, and five syllables in the third line. As shown by the example below, some haiku poems can have two sets of three lines. Write your own haiku about nature, the environment, or movement in Maryland.

Writing Activity

Example:Nature is precious. (five syllables)

Pollution can be deadly. (seven syllables)Animals may die. (five syllables)

Pick up your garbage. (five syllables)Clean up the environment. (seven syllables)

Save the Earth today. (five syllables)

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Lesson 1Prehistoric People

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Activator

Think, Pair, ShareAs you think about what you know about prehistoric life, write down a few facts in the Think box. Find a partner. Write your partner’s thoughts in the Pair box. Write down a few thoughts that are shared by students in your class in the Share box.

THINK

PAIR

SHARE

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Words to Understand

Use the words in the Word Bank to fill in the missing word in the sentences. You may need to make some nouns plural so they fit in the sentence.

Word Bankatlatlpaleoextinctprehistoric

glaciertheoryhunter-gatherer

______________________________________________means ancient or very old.1.

Hunters used an _________________________ to throw their spears.2.

A possible explanation is also called a_________________________________________.3.

About 14,000 years ago, ________________________________covered much of the land 4.

north of Maryland.

The time before history was written down is called ______________________________.5.

___________________________________________are people who hunted animals and 6.

gathered berries, nuts, and leaves.

Many giant animals died out or became _______________________________________.7.

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Event MappingRead Chapter 3, Lesson 1. Pick an event from the lesson and fill out the event map below.

Reading Strategy

EVENT MAP

What happened?

Where did it happen?

When did it happen?

How did it happen?Who was involved in the event?

Why did it happen?

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Prehistoric NewsWrite a newspaper article about a subject discussed in Chapter 3, Lesson 1. Draw a picture to illustrate your article.

Writing Activity

HEADLINE:_________________________________________________________

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LessonLater Indians


What I Already KnowUsing your background knowledge, list five things you already know about Native Americans. After reading the lesson, list five facts you learned from the lesson. Compare the lists for similarities.

Activator

What I Know

1.

2.

3.

4.

5.

What I Learned

1.

2.

3.

4.

5.

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LessonLater Indians


Words to Understand

Using the Words to Understand in Chapter 3, Lesson 2 that are listed in the Word Bank, unscramble the words below. Then create a short story using these words.

rreatb ____________________________________1.

vngoer ___________________________________2.

ncoucil ___________________________________3.

ayll ______________________________________4.

mpmwua _________________________________5.

nctroeas _________________________________6.

Word Bankallyancestorgovern

barterwampumcouncil

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LessonLater Indians


Reading Strategy

Anticipation-Reaction GuideRead the list of statements about the lesson and write either “agree” or “disagree” in the Before Reading column. Read the lesson. After reading the lesson, reread the statements and respond to the statements again in the After Reading column.

Statements Before Reading After Reading

Agree or Disagree Agree or Disagree

The name Woodland 1. describes only one tribe of Indians.

The Woodland Indians 2. lived in cities.

Woodland Indians did 3. not build their villages near rivers and streams but, rather, deep in the forests.Women in the 4. Woodland tribes hunted for animals along side of the men.Many tribes had a chief 5. that was the head of the tribe.

Woodland Indian tribes 6. never went to war with each other.

Native Americans live in 7. Maryland today.

Many Indians used 8. wampum like we use money today.

Woodland Indians 9. traded goods with one another.

Each Woodland village 10. had its own name.

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LessonLater Indians


Writing Activity

For TradeThink of two items you want or need. Create an ad about items you already have that you would be willing to trade for the new items. Write a description of your items you would trade. Illustrate a picture of each item.

TRADE ___________ FOR _____________:

TRADERThe

TRADE ___________ FOR _____________:

TRADERThe

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LessonWoodland Indian Life


Tools for SurvivalImagine you can only use tools made from nature to meet your needs. What tools would you use? What would you use the tools for? Fill in the chart below.

Activator

Object from Nature Tool Use

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Using the Words to Understand in Chapter 3, Lesson 3, draw pictures that illustrate each of the words.

Words to Understand

agriculture girdle

palisade tradition

ceremony religious

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Reading Strategy

Making ConnectionsAs you read the lesson, write the page number and any connections you can make with yourself and the text, the text and another text you have read, or the text and the world.

Page # _____________

Connection Idea:

Page # _____________

Connection Idea:

Page # _____________

Connection Idea:

Page # _____________

Connection Idea:

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Writing Activity

A Woodland MenuCreate a descriptive menu of the foods a Woodland Indian might have eaten. Draw a picture of each food beside the description.

MEAT

SEAFOOD

FRUITS AND VEGETABLES

DESSERT

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Skills Activity

Making a Tough DecisionTribes had councils to help them work through difficult issues and make decisions. Today, we still use councils, or groups of people, to help us make important decisions. Think of a decision you need to make or a problem you need to solve. Write that problem in the center circle below. Write the possible outcomes or consequences of that decision in the remaining circles.

Write a sentence or two explaining why it is important to think through and discuss choices before making a decision.

My Decision Is…


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Lesson 1Europeans Come to North America

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Activator

Exploration StoryboardThink about a time you went on an exploration. Sketch your exploration in steps.

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Words to Understand

Write the correct Word to Understand next to its definition.

a material used to make something else 1.

to defeat by use of force 2.

a person who tries to convert other people to a religion 3.

to convince a person to accept a religion 4.

a settlement or land ruled by another country 5.

the condition of not having enough food to eat 6.

a sickness 7.

Write a sentence using as many Words to Understand as you can.

Word Bankconquerconvertcolonymissionary

raw materialstarvationdisease


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Reading Strategy

The text says . . .

The countries in Europe were going through big changes.

This reminds me of . . .

Changes I’m going through in my life since we moved to a new neighborhood.

The text says . . . This reminds me of . . .



Text-to-Self ConnectionLook for connections between your life and the lives of people talked about in this lesson. Complete the graphic organizer with three connections. An example is done for you.

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Writing Activity

Create a ColonyPretend you have been asked by the king to create a colony in a land that has not yet been settled. Think about the type of colony you would create.

Name your new colony. ___________________________________________________

Describe the land where you will settle your colony.

List the reasons for settling your colony.

List the jobs and activities available in the colony.

List the rules of your colony.

Describe how the government will enforce the rules in your colony.

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Lesson

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The Maryland Colony is Founded


First to . . .Think of a time when you were the first to do something. Write about your experience.

Activator

What did it feel like to do something first? Did you feel proud, scared, excited, or some other emotion?

Tell the outcome of the thing you were first to do. Were you successful the first time or did it take several attempts to be successful?

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LessonThe Maryland Colony is Founded


Fill in the blanks using words from the Word Bank.

A ____________________________________________________ is a written agreement.1.

Poor people signed a ____________________ called an __________________________.2.

_________________________________ were men who were not indentured or enslaved.3.

A _______________________________________________ was the owner of the colony.4.

To agree to something means to __________________________________.5.

Usually the younger sons of wealthy men did not ________________________________ 6.

their father’s wealth.

To put up with something is to have ___________________________________ for it.7.

Pick a word from the Word Bank of Words to Understand and draw a picture of that word.

Words to Understand


Word Bankcharterconsentcontractfreeman

indentureinheritproprietortoleration

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Reading Strategy

Text-to-Text ConnectionLook for connections between what you read in this lesson and what you have read in other books. Complete the graphic organizer with three connections. An example is done for you.

The text says . . .

King Charles I gave George Calvert land in America.

In another book I read . . .

The king gave Calvert 6.5 million acres of land!

The text says . . . In another book I read . . .



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LessonThe Maryland Colony is Founded


Using the Internet to Gather InformationThe Internet is a great resource for doing research on a topic. Follow the steps below to find sources for your Colonial Report on the Internet.

Surfing the Internet for Information

Be sure you know and follow your school’s or district’s rules for using the Internet. F

Visit a kid-friendly Web site or use a teacher-approved search engine, such as: F

yahooligans.com (Yahooligans)•

askforkids.com (Ask Jeeves for Kids)•

kidsclick.org (KidsClick) •

Enter key words of your topic in the search bar. F Write the key words here:____________________________________________________

Read the descriptions below the links to see if any of the Web sites will be useful. F

Read information from several Web sites until you find information that you want to Fuse. Write the addresses of three Web sites that provide the kind of information you need for your report.

Print out one article from one of the Web Sites to read for your report. F

Skills Activity

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Writing Activity

Colony AdvertisementCreate an advertisement convincing Europeans to come to the new Maryland colony. Be sure to mention the benefits of living in America.

Come to the Maryland Colony

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LessonThe Maryland Colony Grows


Activator

A Classroom Full of CulturesInterview three classmates about their culture and traditions. Use this form to record their responses.

Classmate 1 ___________________________________________________________________

Where were you born? __________________________________________________________

What country did your ancestors come from? _______________________________________

What traditions does your family have?

Classmate 2 _________________________________________________________________




Classmate 3 _________________________________________________________________




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The Maryland Colony Grows


Using the grid below, create a word search using the Words to Understand in the Word Bank. Trade your word search with a friend and try to find each other’s hidden words.

Words to Understand

Word Bankcustomenslavegentryimmune

frontierplantationtutor

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LessonThe Maryland Colony Grows


Reading Strategy

Text-to-World ConnectionLook for connections between the text and the world. Complete the graphic organizer with three connections that show how information in the text relates to things in the world today. An example is done for you.

The text says . . .

Native Americans and colonists learned from each other and often shared knowledge.

This reminds me of . . .

The many people from many places living in America today and the ways we still learn from each other.



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The Maryland Colony Grows


Colonial PoemUse this format to write a poem about colonial life in Maryland.

First line: one noun

Second line: two adjectives

Third line: three verbs

Fourth line: four nouns

Fifth line: three verbs

Sixth line: two adjectives

Seventh line: one noun

Writing Activity

Town

Wooded, Small

Farming, Spinning, Cooking

Church, Steeple, Fields, Cows

Trading, Teaching, Plowing

Busy, Happy

Home


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Lesson 1Road to Revolution

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Activator

FreedomComplete the acrostic poem using the letters in the word “freedom.” Choose a word for each letter to describe your feelings about being free.

F

R

E

E

D

O

M

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Words to Understand

Using the words in the Word Bank, fill in the missing Words to Understand. You may add -ed, -ing or -s to the end of a word if needed.

Bullets, bombs, cannon balls, and other materials that are fired from weapons are all 1.

forms of _________________________________________________________________.

The _____________________________________ came to fight and defend their land.2.

Many people ________________________________, or protest, the wearing and using of 3.

animal fur as clothing and accessories.

The man voted for our ___________________________________ to speak on our behalf.4.

A war to replace one government with another government is a 5.

_________________________________________________________________________.

The man will ________________________________ the buying of goods from that store.6.

The country will ___________________________________________________ together.7.

A _______________________ is a person who is elected to represent and act for another.8.

The _________________________ kept everyone from seeing who the person really was.9.

Many people are in financial _________________________________________________.10.

The colonists protested so much that the British________________________________, 11.

or took away, the Stamp Act.

debtdelegatedisguisemilitiaammunitionboycott

protestrepealrepresentativerevolutionunite

Word Bank


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Making a Mental PictureClose your eyes and listen to your teacher read the passage “The Colonists Get Angry.” After the reading, draw the picture you saw in your mind. Answer the questions below after your drawing is complete.

Who are the characters in your picture? 1.

What mood did you feel as you listened to the story? 2.

Was it difficult for you to make a mental picture in your mind as your teacher read the 3.

text? Explain why.

Reading Strategy

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Writing Activity

BiographyCreate a biography about a person or group that was crucial in the events leading up to the American Revolutionary War. You might create a biography of the Sons of Liberty, Daughters of Liberty, the British government, or specific colonists.

Name of person or group:________________________________________________________

This person or group is known for:_________________________________________________

Role this person or group played in the events leading up to the American Revolutionary War:

The most interesting fact about this person or group is:

One question I would like to ask this person or group is:

Illustrate a picture of this person or group in the box below:


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MiceGood readers can tell the difference between factual and fictional information. Factual information is based on what is true and real. Fictional information is based on someone’s thoughts, beliefs, and opinions. Read the poem “Mice” by Rose Fyleman and the paragraph about mice taken from the encyclopedia and answer the questions below.

MiceI think mice are rather nice.

Their tails are long, their faces small, They haven’t any chins at all.

Their ears are pink, their teeth are white,They run about the house at night.

They nibble things they shouldn’t touch,And no one seems to like them much,

But I think mice are nice.

From The Columbia Encyclopedia, Sixth Edition“name applied to numerous species of small rodents, often having soft gray or brown fur, long hairless tails, and large ears. The chief distinction between these animals and the variety of rodents called rats is in size: mice are usually smaller.”

Which text was fictional information about mice? ____________________________________How can you tell?

Which text was factual information about mice? _____________________________________How can you tell?

Skill Activity

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LessonThe Fight for Independence


All for One and One for AllThink about a time when a large number of people were needed to accomplish a task. Think about what the outcome might have been if only one person, or a small group of people, had tried to complete that same task. Use the two webs to reflect on the two situations and whether or not being united for the same cause is important in accomplishing a task.

Activator

UNITED GROUP ALL ALONE

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On the easels below, draw a picture that illustrates the definitions of the Words to Understand.

Words to Understand

armed independence

privateer

surrender

sacrifice

declare

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Reading Strategy

Using Your SensesRead page 132 of Chapter 5, Lesson 2. Imagine and experience the story using all of your senses. Describe what you tasted, heard, smelled, felt, and saw while reading that page.

TAS

TES

SO

UN

DS

SM

ELLS

FEEL

SLO

OK

S

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Freedom PaperWhen writing a formal paper, a good writer takes his or her time. The writing process could take many days. Write a formal paper sharing your thoughts on freedom and the importance of freedom. Use the questions below to help organize your thoughts before starting your paper.

List the freedoms you are grateful for: 1.

Out of that list, pick the freedom you are the most grateful for: 2.

List three reasons you are thankful for this freedom: 3.

How has this freedom affected your daily life? 4.

How would life be different without that freedom? 5.

List three actions you can do to help preserve the freedoms we have today. 6.

Use your thoughts from this page to help you start your formal paper.

Writing Activity

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LessonA New Government


What’s the Story? Look at the picture. Write a story about the picture. Tell who is in the picture, what they are doing, and why they are doing those actions. Be as specific and detailed as you can.

Activator

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Make a word search by filling in the empty grid with letters and the Words to Understand. Have a classmate try to find your hidden Words to Understand.

Use two of the Words to Understand in a sentence.

Words to Understand

amendmentcapitalconstitution

guaranteeindividualmonarchy

Word Bank

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Reading Strategy

Writing a DramaLook through Chapter 5, Lesson 3 and find two characters or groups of characters to create a scene about. Create a scene or skit about these two characters using the knowledge you have from the lesson and your imagination. Use this page to help guide you as you write your drama.

Two characters in the drama: _________________________ and ________________________

The setting for the drama: _______________________________________________________

The mood for the drama: ________________________________________________________

Background information about the characters:

Possible Dialogue:

Character 1: ___________________________________________________________________

Character 2: ___________________________________________________________________

Character 1: ___________________________________________________________________

Character 2: ___________________________________________________________________

Character 1: ___________________________________________________________________

Character 2: ___________________________________________________________________

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Laws, Laws, LawsChoose two current laws that you would like to change. Rewrite the laws to make them the way you would like.

Writing Activity

Old Law New Law

Old Law New Law


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Activator

Resolved ProblemsWrite about three different times you were angry with someone. Describe each problem in the first column and tell how the problem was resolved in the second column.

PROBLEM RESOLUTION

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Words to Understand

Use the glossary to write the definitions for the Words to Understand from Chapter 6, Lesson 1.

anthem 1.

defend 2.

flee 3.

lookout 4.

resolve 5.

turning point 6.

Draw a picture that represents one of the Words to Understand in the box below.


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Using Headings to Find the Main IdeaLook at the different headings from the chapter and predict what the main idea of the passage will be about.

Celebrating America 1.

Growth Across the Land 2.

Cities and Towns 3.

New Rights and Freedoms 4.

Reading Strategy

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Writing Activity

Newspaper HeadlinesImagine you are a newspaper reporter. Replace the headings from the textbook with newspaper headlines. Newspaper headlines are creative, interesting, and leave the reader wanting to know more.

The War of 1812 1.

The Battle of Bladensburg and the Burning of Washington 2.

Growth Across the Land 3.

Transportation 4.

The National Road 5.

Baltimore Grows 6.

Immigrant Workers 7.

Religious Freedom 8.

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LessonA Growing State


Before and AfterChoose a change that happened in your life and draw a before and after picture showing the change. Then describe the change.

Activator

BEFORE AFTER

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Using the Words to Understand in Chapter 6, Lesson 2, write a note to a family member or friend on the postcard. Decorate the front of the postcard with a picture. On the back of the postcard, write a note to the person. Be sure to include at least four Words to Understand in your note. Include the address of the person who will receive your postcard.

Words to Understand


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Reading Strategy

The 5W’sOne way of finding the main idea is to look for the 5W’s—Who, What, Where, When, and Why. Choose one Maryland region described in Chapter 6, Lesson 2 and complete the chart.

A Region in Maryland Grows

Where is the region?

What jobs did they do?

Why did the growth happen?

What region did you choose?

When did the growth happen?

Who lived in the region?

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Life in a Maryland RegionPretend you are a person living in the mid-1800s in a Maryland region. Write about your life. Use this form to help organize your ideas and your writing. Write your final copy on another piece of paper. Include an illustration showing a scene from your life.

Report Checklist

Choose a region of Maryland. Write the region here: ____________________________ F

Describe some of the land features of the region. F

Make a list of types of jobs available in the region. Circle the job you would enjoy most. F

Describe other interesting features of the region that affect the way people live. F

Use the notes you have written here to write about your life in Maryland on another Fpiece of paper.

Draw a picture showing a scene from your life on a separate sheet of paper. F

Writing Activity

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LessonA Changing State


Then and NowThink about how life in Maryland is different now from in the 1800s. Complete the chart. Two examples are done for you.

Activator

THEN NOW

People didn’t have television to watch.1. We have television and game systems to play.

There were only dirt roads. 2. There are paved roads and large freeways.

3.

4.

5.

6.

7.

8.

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Unscramble the Words to Understand from Chapter 6, Lesson 3 and write the definition for each word.

gconationreg 1.

targiimnm 2.

ollt 3.

npkeurit 4.

drtea 5.

blicup oolsch 6.

Words to Understand

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Reading Strategy

Making an OutlineUsing the headings and subheadings, complete the outline for Chapter 6, Lesson 3.

Title: A Changing State

I. Transportation

A. _____________________________________________________________________

B. The National Road

C. _____________________________________________________________________

D. Railroads

II. Cities and Towns A. _____________________________________________________________________ B. _____________________________________________________________________

III. __________________________________________________________________________

A. Irish Immigrants

B. _____________________________________________________________________

C. _____________________________________________________________________

IV. New Rights and Freedoms

A. _____________________________________________________________________

B. Religious Freedom

V. ___________________________________________________________________________

A. Colleges and Universities

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Researching ChangeResearch a change that happened in Maryland during the 1800s. Use Chapter 6, Lesson 3 to review some of the changes from this period. Complete the steps to organize your research.

Step 1: Choose the Change F Choose one change that happened in Maryland during the 1800s. Write the change you will research: ______________________________________________________________

Step 2: Find Sources F For this report, you will use your textbook and one other source to complete your research. You may use a book or an article from the Internet. Write the other source you will use: __________________________________________________________________

Step 3: Read and Gather Information F Read your textbook and the other source. Write 10 facts about the change on a separate piece of paper. Be sure to write the information in your own words. When you have finished taking notes, show the 10 facts to your teacher. Have your teacher sign here if your notes are complete:_________________________________________________________________

Step 4: Write Your Report F On another piece of paper, write the information you gathered into a report. Write the report in first person. Here is an example of the first few sentences of a report:

I saw the coming of the railroad to Maryland. The B&O was the first railroad in the United States. The tracks for this railroad went from Baltimore to Ellicott’s Mills. These trains carried heavy loads of coal to many places throughout Maryland . . .

Step 5: Edit Your Report F Have an adult follow along as you read your report. Ask the adult to help you edit your report for spelling, capitalization, grammar, punctuation, and voice. Have the adult sign here. _____________________________________________________________________

Step 6: Publish Your Report F To publish your report, create a poster for the Museum of Change. Your teacher will provide instructions for creating the poster.

Skills Activity

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Problems and SolutionsMany immigrants faced problems after coming to America. Write a sentence describing a problem immigrants faced in America. Next, write a sentence about how the problem was solved.

Writing Activity

PROBLEM

SOLUTION


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Lesson 1The North and the South

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Activator

Torn Between TwoThink of a time when you felt torn between two things or people. It could be a situation between friends or your parents, or a time you had to choose between right and wrong. Fill in the boxes below with the situation, the two sides of the problem, and which side you chose.

SITUATION

CHOICE 1 CHOICE 2

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Words to Understand

Use the Words to Understand from Chapter 7, Lesson 1 to fill in the blanks. You may use -ing, -ed, -s, or -es on the end of a word if needed.

To have _______________________________________________ is to have equal rights.1.

Many slaves __________________________________ and rose up against their owners.2.

At slave ________________________________, slaves were sold to the highest bidders.3.

An _____________________________ was hired to make sure the slaves did their work.4.

Many free blacks were ___________________ who worked hard to get enough money to 5. buy food and pay rent.

A ___________________ leads church services.6.

Draw a picture illustrating as many of the Words to Understand as possible.

Word Bankauction equality overseer rebellaborer minister


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Chronological OrderStories have a flow or sequence. Sequence helps you move through the story by putting the events of the story in order. Read the paragraph and fill in the boxes with what happened first, next, then, and finally.

Reading Strategy

Sam, a young man, was forced to leave his family and become a slave. Sam

did not like being away from his family. The family he lived with did not treat

him well. He was punished when he didn’t work hard enough. First he received

beatings, then many of his food privileges were taken away, and finally he

decided to run away.

First Next

Then Finally

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Writing Activity

Songs of FreedomRead the lyrics of the slave song “O Freedom.” Write a closing line to the song on the blank line under the song. Illustrate a picture that captures the mood of the song in the box below.

O FreedomAnonymous

O freedom, O freedom, O freedom after a while,

And before I’d be a slave, I’d be buried in my grave, And go home to my Lord and be free.

There’ll be no more moaning, no more moaning, No more moaning after a while . . . No more weeping, no more crying, No more weeping after a while . . .

There’ll be no more kneeling, no more bowing, No more kneeling after a while . . .

There’ll be shouting, there’ll be shouting, There’ll be shouting after a while . . .


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Skills Activity

Using Prior Knowledge to Gather InformationBy the middle of the 1800s, the North and the South were divided. Many in the North believed that slavery was wrong, while many in the South wanted slavery to continue. Think of some questions you may have concerning slaves and slavery at that time. Attempt to gather the answers to your questions by using another students’ prior knowledge. After collecting your answers, use resources in the classroom to help confirm or deny the answers. Use the checklist below to help gather information.

Step 1: Think of Three Questions F Think of three questions that you have concerning slaves and slavery during the middle of the 1800s. Write your questions here:

Step 2: Gather Your Answers F Find two or three fellow classmates to answer your questions. Ask them to use their prior knowledge to answer your questions. Write their responses: Question 1 Response: _______________________________________________________ Question 2 Response:_______________________________________________________ Question 3 Response: _______________________________________________________

Step 3: Confirm or Deny F Use resources, like books or the Internet, to confirm or deny the answers you received from your classmates. On another sheet of paper, write the correct answer to your questions. Write “confirmed” or “denied” after each question. Have your teacher sign here that you completed this step.

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LessonWorking to End Slavery


Working to End SlaveryMany people worked hard to end slavery. Think of three ways these men and women might have tried to end slavery. Write your three guesses in the boxes below.

Activator

Ways to End Slavery

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Unscramble the words and write the correct words and their definitions on the lines.

tian-yvarels 1.

eatrson 2.

istioabolitn 3.

vreoalnd4.

ouetr5.

ionllrebe 6.

Words to Understand

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Reading Strategy

Story WheelRead Chapter 7, Lesson 2 and list important events discussed in the lesson on the lines below. Using the eight events you listed from the lesson, illustrate the events on the story wheel below. Make sure the events are in order, starting with what happened first.

List of Events

StoryWheel

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What Did They Want?Create a chart showing what slaves, slave owners, and abolitionists wanted during the mid-1800s. Use your book to help find the information.

Writing Activity

Slaves Wanted Slave Owners Wanted Abolitionists Wanted

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LessonThe Civil War


An Argument for the AgesThink of an argument you have had. Perhaps the argument was with a sibling or a close friend. Describe this argument on the lines below. Then write about how the argument was resolved.

ARGUMENT

RESOLUTION

Activator

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LessonThe Civil War


Fill in the correct Words to Understand in the Word Bank to complete the sentences. You may use -ing, -ed, -s, or -es on the end of a word if needed.

A war between people in the same country is called a ____________________________.1.

A _______________________broke out when Union soldiers traveled through Baltimore.2.

To _________________________________________ means to work without being paid.3.

After the war, the Northern army ________________________ the South for a few years.4.

John Wilkes Booth __________________________________________ President Lincoln.5.

The Southern states wanted to _______________________ from the rest of the country.6.

Fill in the empty grid using the Words to Understand to make a word search. Ask a friend to locate the hidden words.

Words to Understand

Word Bankassassinateoccupycivil warriot

secedevolunteer

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LessonThe Civil War


Reading Strategy

Classroom TimelineChoose a key event from the lesson. Illustrate a picture of the event and write a summary of it. This event will be one of many that will go on your classroom timeline.

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LessonThe Civil War


Before, During, and AfterWrite three journal entries from the perspective of a slave during the Civil War. The Before entry should take place before the Emancipation Proclamation. The During entry should take place at the time of the Emancipation Proclamation. The After entry should take place after the Emancipation Proclamation. Write the journal entries in first person.

Writing Activity

Before

During

After


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Activator

Web of ChangeIn the center circle, write a change you have experienced, such as a time when a parent started a new job or you got a new brother or sister. In the outside circles, write examples of how that change affected your life.

Name Date




Put the letter of the correct definition on the line beside the Word to Understand.

refrigerate1.

recruit 2.

mass production 3.

ghetto4.

migrant5.

quantity6.

process7.

Words to Understand

Write a short story using as many of the Words to Understand as you can.

to produce a larger number of A goods by using machines

a small, crowded area within the B city

a person who moves from place C to place to find work

an amountD

to keep something coldE

to convince someone to do F certain work

to go through a series of steps to G prepare for something


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Reading Strategy

Using a Web to Locate DetailsRead Chapter 8, Lesson 1. Write the main idea of the lesson in the center square. Fill in the outside squares with important details from the lesson.

Name Date




An Interview with a New ResidentFind someone within the school who has just recently moved to your town. Interview that person to find out more about their move. Fill in thier answers on this form as you conduct your interview.

Writing Activity

Questions Responses

When did you move here?1.

Where did you move from?2.

What emotions did you feel 3. before moving?

Have you adjusted to your new 4. home?

What challenges have you faced 5. since arriving?

Have people reached out to you 6. and welcomed you here?

Are you glad you moved?7.

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LessonNew Inventions

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Technology ChartFill in the chart with the technologies you use on a daily basis. Include the type of technology, its purpose, and how often you use it.

Activator

Type of Technology Its Purpose How Often I Use It

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Fill in the blanks using the Words to Understand.

A __________________________________________is a machine that makes electricity.1.

A ______________________could run on electric wires instead of being pulled by 2.

horses.

Neighborhoods just outside of the downtown area are called ______________________.3.

Televisions, computers, cell phones, and video games are all forms of _______________4.

_________________________________________________________________________.

The sewer system improved _______________________________.5.

People filled lamps with an oil called________________________________________.6.

Words to Understand

Word Bankgeneratorkerosenesanitationstreetcar

suburbtechnology

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Using Two-Column Notes to Find DetailsLooking back at Chapter 8, Lesson 2, find details to support the headings. Write down details for each heading.

Reading Strategy

Headings Supporting Details

Machines That Use Electricity

•

•

•

•

•

Telegraph and Telephone

•

•

•

•

•

Sewer System

•

•

•

•

•

Automobiles

•

•

•

•

•

Streetcar Suburbs

•

•

•

•

•

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A Day Without ElectricityImagine you had to spend an entire day without electricity. What would you do? What would you not do? Write a journal entry about your day and illustrate a picture to go along with your entry.

Writing Activity

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Skills Activity

Determining ImportanceToday, there are so many important technologies that are part of our daily lives. Make a list of 10 technologies that are important for daily life. Research two interesting facts about each of the technologies. Create a chart that lists the technologies in order of most important to least important in our daily lives. Use this checklist to help organize your information and create your chart.

Step 1: Decide on the Top 10 Technologies F Decide which 10 technologies are the most important to people in their everyday lives. List the technologies here:

Step 2: Research Your List F Using the Internet or other resources, find two facts about each technology. Use the back of this page or another piece of paper to write the facts.

Step 3: Create a Chart to Showcase Technologies F Create a chart that shows your top 10 technologies. Make sure the chart lists the technologies in order of most important to least important in our daily lives. Include your two interesting facts about each technology in the chart.

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LessonNew Ideas


Activator

The Problem The Way the Problem Was Solved

Change Brings ProblemsMaryland was growing and changing rapidly, which brought about some problems. People started coming up with solutions that made life better. Think of some situations that have happened at home or at school when a solution was needed to make things better. Who came up with the solution? Did that solution make the situation better? Fill in the chart about two situations.

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LessonNew Ideas

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Words to Understand

Use the Words to Understand to complete the crossword puzzle. Word Bank

labor unionluxurymiddle classphilanthropist

politicssegregate

3

1

4

2

5

6

Downa person who donates his or her time or 1. money to a good causesomething that people want that is 2. expensive or hard to getthe group of people in a society who are 3. not rich or poor

Acrossan organized group of workers who try to 4. get better working conditions and more payto separate by race5. activities related to running the 6. government and making laws

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LessonNew Ideas


Taking NotesRead Chapter 8, Lesson 3. Choose a heading in the lesson and read the section underneath it. Take notes about the important thoughts and ideas in that section. Use the notepad below to take your notes.

Reading Strategy

Title of Section:_________________________________Notes:

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LessonNew Ideas

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Problems and SolutionsMany immigrants faced a number of problems after coming to America. There was much to overcome. Write a paragraph about one of the problems immigrants faced in their new homeland. Next, write a paragraph about how the problem was solved for the immigrants of Maryland during the 1800s. If there wasn’t a solution at that time, write a paragraph about how you would have solved the problem.

Writing Activity

PROBLEM

SOLUTION


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Lesson 1The World Goes to War

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Activator

War on TerrorThink about the things you know or have heard about the War on Terror that occurred on September 11, 2001. Write something patriotic on each of the white stripes on the flag. Complete the flag by coloring the stars and stripes.

Name Date




Words to Understand

Use the Words to Understand to create your own word search. After you have created it, have a partner look for the Words to Understand in the word search.

Write a paragraph using four of the Words to Understand.

alliance migrationneutralprohibit

prosperoussubmarinesuffrageveteran

Word Bank


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Points of ViewThink about the different points of view people had after World War I. Write a sentence about each idea from two different points of view.

The Great Migration

Point of View 1:

Point of View 2:

Ku Klux Klan

Point of View 1:

Point of View 2:

The Roaring Twenties

Point of View 1:

Point of View 2:

Prohibition

Point of View 1:

Point of View 2:

Reading Strategy

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Writing Activity

World War ICreate a comic strip about life after World War I. Some ideas for your comic strip include problems that arose after the war, the Great Migration, the Roaring Twenties, cars, the Harlem Renaissance, women’s suffrage, or Prohibition.

Title of Comic Strip:

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LessonTough Times

CH

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Deal or No DealWhen the United States was going through the Great Depression, everyone had to make hard choices. After playing Deal or No Deal, answer the questions using complete sentences.

Was it easy or hard for the class to come to a decision? 1.

What was the final decision? 2.

Did you agree with the final decision? Why or why not? 3.

Would you still have made the same choice after seeing what was under all the other 4.

cards? Explain.

What is the hardest decision you or your family has ever had to make? 5.

Activator

Name Date

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LessonTough Times


Words to Understand

Use the Words to Understand to fill in the blanks of each sentence.

People traveled all over Maryland looking for _________________________________.1.

The __________________________ was a period of time where very few people had jobs. 2.

__________________________________ caused many people to live in poverty during 3.

the Great Depression.

____________________________________ occurred when people were laying off African4.

Americans and women before white men.

President Roosevelt set up more than one government __________________ that people 5.

could work for.

Many companies had to ______________________________ their employees.6.

There was a great deal of ______________________________________ during the Great 7.

Depression because many people could not find jobs.

agencydepressiondiscriminationemployment

lay offpovertyunemployment

Word Bank

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LessonTough Times

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Reading Strategy

Fact or OpinionGood readers form opinions based on the facts. Read the sentences. Decide if each sentence is a fact or opinion. Write F for fact or O for opinion on the line following each sentence.

Failing banks caused the Great Depression. _______1.

The Depression in the 1930s was the worst depression the United States had ever 2.

known. _______

Many families lived in poverty. _______3.

It was wrong to lay off women before men. _______4.

President Roosevelt was not a good president. _______5.

Life began to improve after the New Deal was put into effect. _______6.

Thousands of people worked for the government during the New Deal. _______7.

Greenbelt, Maryland, is 12 miles from Washington, D.C. _______8.

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LessonTough Times


Alphabet SoupAll of the following government programs were part of President Roosevelt’s New Deal. Do some research on the program you were assigned. Find out what the program’s letters stand for and what the program was. Gather information about the other programs from other members of your group.

Writing Activity

AAA

CCC

FSA

HOLC

NYA

PWA

SSA

WPA

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LessonAnother World War

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Activator

Pearl Harbor

“December 7, 1941—a date which will live in infamy.” –President Roosevelt

The bombing of Pearl Harbor happened on December 7, 1941. This quote was given by President Roosevelt after the bombing occurred. Work with your group to try and figure out the meaning of the word “infamy.” Fill in the information below.

Meaning of the prefix “in-”: 1.

Meaning of the root word “fame”: 2.

Meaning of the word “infamy”: 3.

Meaning of the quote: 4.

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Use the Words to Understand to complete the puzzle.

Words to Understand

Word Bankatomic bombconcentration campdictator

invadepatrolration

1 2

3

4

5 6

Across1. to control the amount of goods that people are

allowed to buy4. a camp where people are held against their will 5. a leader who has total control over a country and

its people6. to maintain order and control over an area by

passing through it

Down2. a bomb that causes a great explosion due to a

sudden release of energy3. to go in and take over

Acrossto control the amount of goods that 1. people are allowed to buy

a camp where people are held 4. against their will

a leader who has all the power over a 5. country and its people

to maintain order and control over an 6. area by carefully passing through it

Downa bomb that causes a great explosion 2. due to a sudden release of energy

to enter forcefully, usually with the 3. intent to take over

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Reading Strategy

Opinion-ProofRead the paragraph and decide which sentences are opinions and which are proofs. Proofs are facts. Facts can be proven. Fill in the rest of the chart with the correct sentences from the paragraph.

OPINION PROOF

Many Marylanders helped the war effort.Many volunteered to fight in the war.

Life during World War II was not easy.

Women started working outside the home to help the war effort.

When the attack at Pearl Harbor occurred, the United States was scared and felt forced to enter the war. Many Marylanders helped the war effort. Many volunteered to fight in the war. Life during World War II was not easy. People had to ration their food and any supplies they needed to buy. Women started working outside the home to help the war effort. People were supportive of the war and tried their best to help.

invadepatrolration

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Justifying Solutions to ProblemsThere were some major problems that occurred while President Roosevelt was in office. A the president of the United States, he had to deal with these challenges. Imagine you were president of the United States. Read each of the problems below and decide what the best solution would be and give a reason for each decision that you make.

German submarines are sinking American ships. What do you do? 1.

The Ku Klux Klan is setting fire to the homes of black families and killing blacks. What do 2.

you do?

Our country is facing a serious Depression. People have lost their jobs and money. What 3.

do you do?

The Japanese bomb Pearl Harbor. What do you do? 4.

Adolf Hitler is killing and torturing Jews and many other people. What do you do? 5.

Skills Activity

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War Word SplashesUse the words or phrases in the splashes to write a paragraph about World War II.

Writing Activity

peace at last

rationing

soldiers

women help at home

the atomic bomb

united we win

bombing on Pearl Harbor


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Lesson 1Life After World War II

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A New CenturyRead the editorial and answer the questions.

Do you agree or disagree with this editorial? Explain why. 1.

What are some medical advancements that have happened since 1901? 2.

What inventions were discovered after 1901? 3.

What things do we enjoy that were not available in 1901? 4.

Why do you think the writer thought it would be impossible for more improvements to be 5.

made?

Activator

On January 1, 1901, a Washington Post editorial read:

We have sanitation, surgery, drainage, plumbing, every product of science and accessory of luxury. It seems impossible to imagine an improvement on what we have.

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Words to Understand

Fill in each blank with the correct Word to Understand.

To _________________________________ is to warn that something bad might happen. 1.

The ______________________ is less than half of the people; a small part of a 2. population.

A ________________________________________________ is a highway that circles a 3. city.

The building ___________________________ was a sharp increase of houses being 4. built.

A _________________________ is a large store with many sections for different 5. products.

A _____________________________ government is one that is run by a dictator.6.

beltwayboomcommunistdepartment store

minoritythreaten

Word Bank


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Cause and Effect ChartRead Chapter 10, Lesson 1. Complete this chart.

Reading Strategy

CAUSE EFFECTThe building boom

People were buying new cars and there were a lot of new cars on the roads.

The invention of the television

The United States helped South Korea fight the Korean War.

The Cold War

The Cold War

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Writing Activity

TV Turn-Off WeekKeep track of what you did instead of watching TV each day this week. At the end of the week, write your feelings about the experience.

My feelings about TV Turn-Off Week:

TV Turn-Off Week What I Did with My TimeMonday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

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LessonChallenging Times

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All Men Created EqualRead part of Dr. King’s speech below. Write down the rights you have as children.

Activator

I say to you today, my friends, that in spite of the difficulties and frustrations of the moment, I still have a dream. It is a dream deeply

rooted in the American dream.I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths to be self-evident:

that all men are created equal.”I have a dream that one day on the red hills of Georgia the sons of

former slaves and the sons of former slaveowners will be able to sit down together at a table of brotherhood.

I have a dream that one day even the state of Mississippi, a desert state, sweltering with the heat of injustice and oppression, will be

transformed into an oasis of freedom and justice.I have a dream that my four children will one day live in a nation

where they will not be judged by the color of their skin but by the content of their character.

I have a dream today.

Rights I Have:

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Use the definitions to help you unscramble the Words to Understand. Rewrite each unscrambled Word to Understand and its definition on the lines in alphabetical order.

liglale: against the law

evoitln: marked by great force with the potential to cause property damage or injure people

iivcl griths: the rights given by the U.S. Constitution and the Bill of Rights that belong to every American citizen

agwe: money a person earns for work he or she does, which is usually paid based on the number of hours worked

iadel: the highest principle

aecr: a group of people with common ancestors; often refers to a person’s skin color

Words to Understand


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Reading Strategy

Cause and Effect Chart 2Read Chapter 10, Lesson 2. Use the chart to write about the different effects segregation had on people.

CAUSE: SEgREgATION

Effect 1

Effect 2

Effect 3

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Take a StandIn each story below, the person telling the story might experience prejudice and discrimination. Imagine how the person might feel. Write how you might make the situation better for the person.

This is my first day of school here. I think I am the only person like me in the whole 1.

school. My family worried about how I might fit in. I hope I can make some friends.

Some kids wouldn’t let me play ball with them because I don’t go to their church. I like 2.

my church. I don’t see what my church has to do with playing ball at school.

I hope that I can be president some day. Some kids say there is no way I can be president 3.

because I am Hispanic and I am a girl.

Write about a situation when you experienced prejudice or when you felt prejudiced against someone else.

Writing Activity

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LessonModern Marylanders

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Current EventGather a current event from home. Fill out the form with the correct information about the current event you chose.

What is the headline of the article?_____________________

What is the subject of the article (world, national, state, local)?

___________________________________________________________

What is the source of the article? _________________________________________________

When was the article published? __________________________________________________

Who was involved in the event?___________________________________________________

What happened?_______________________________________________________________

Where did it happen? ___________________________________________________________

When did it happen? ____________________________________________________________

What can we learn from this event? ________________________________________________

Summarize the above information into two or three complete sentences.

Activator

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Illustrate the definition of each Word to Understand.

Words to Understand

aeronautics prejudice

research

vaccine

trauma

orbit

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Reading Strategy

Using a Story MapA Story Map can help you to understand and organize what you read. Use this Story Map to help you understand the accomplishments made by modern Marylanders.

What Problem or Event Took Place?

Who was Involved?

What Accomplishments Were Made?

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Five-Sentence SummaryRead page 269 in The Maryland Adventure. Choose one astronaut from the text to write a summary about. To help you gather facts for your summary answer the questions who, what, when, where, why and how about your astronaut on each of the fingers of the hand. Then, rewrite your summary on the lines provided using complete sentences.

Skills Activity

Who?

What?

When?

Where? How ?

Why?

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People Scavenger HuntEveryone is different. That is what makes each person special. Life is more fun if we get to know people who are different from us. Take this chart around and have people sign their name in the box that describes them. Each person can sign only once.

Writing Activity

I was born outside the United States.

I have never had a cavity.

I am an only child. My favorite subject is math.

I ride the bus to school.

I am the oldest child in my family.

I can roll my tongue. I love to eat broccoli.

I am a Boy Scout. A grandparent lives with our family.

My birthday is in January.

I can sing “The Star Spangled Banner.”

I can do a magic trick.

I have lost a tooth in the last month.

I love to read mysteries.

I was born in the United States, but in

another state besides Maryland.

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LessonMaryland Today


Loving NatureClose your eyes and think about your favorite outdoor place. Answer the questions and draw a picture of the place you imagined.

Where is the outdoor place you imagined? 1.

What sounds do you hear when you are there? 2.

What makes this place your favorite outdoor place to be? 3.

Activator

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Match each Word to Understand with its definition.

geothermal energyA

commuter B

terrorist C

wind turbine D

solar panel E

biofuel F

emission g

renewable H

Words to Understand

a fuel made from plants1.

a person who travels back and forth from home 2.

to work

something that is given off 3.

heat from inside the Earth4.

able to be renewed or replaced5.

a panel used to convert energy from the sun into 6.

electricity

a person who terrorizes, or frightens, people in 7.

order to get what he or she wants

a large windmill that converts the wind’s energy 8.

into electricity

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Problems/SolutionsBefore reading Chapter 10, Lesson 4, fill out the possible solutions to each of the problems from the lesson. After reading the lesson, fill in the solution to each problem described in the lesson.

Reading Strategy

Problem Possible Solutions SolutionWe are running out of resources to meet our needs.

Cars and trucks are one of the leading causes of air pollution.

There is a demand for more energy than we have available.

The United States was attacked on September 11, 2001.

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9/11 ResponsesInterview a parent about what they were doing when the 9/11 terrorist attacks happened and what their response to 9/11 was and is. Write your parents’ story inside the flag.

Writing Activity



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Activator

Our National AnthemRead the first verse of our national anthem, “The Star Spangled Banner.” Use the Internet to research more information about the anthem and find answers to the questions.

Oh, say can you see, by the dawn’s early light,What so proudly we hailed at the twilight’s last gleaming?Whose broad stripes and bright stars, through the perilous fight,O’er the ramparts we watched, were so gallantly streaming?And the rockets’ red glare, the bombs bursting in air,Gave proof through the night that our flag was still there.O say, does the star-spangled banner yet waveO’er the land of the free and the home of the brave?

Look up these words in the dictionary. Write the definitions on the back of this page. 1.

twilight gleaming perilous rampart gallantly glare spangled

What is the title of the national anthem? 2.

Who wrote this song? 3.

This song was written during a war. Which war was it? 4.

What is the main message of this song? 5.

Write a new verse for this song. 6.

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Words to Understand

Match each word with its definition.

advisor ________1.

checks and balances ________2.

democracy _______3.

enforce ______4.

execute ______5.

federal system______6.

interpret ______7.

jury ______8.

legislate ______9.

rule of law ______10.

a principle that says that laws apply to all A

citizens

a person who gives advice to another B

person

a system in which there is a national C

government and state governments

a system of government in which each of D

the branches has only certain powers so

no one branch becomes more powerful

than the others

a group of people who listen to a court E

case and decide if a person committed a

crime

to put into effectF

a system of government by the peopleG

to explain the meaning of somethingH

to carry out I

to make lawsJ



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Making ComparisonsUse the information on page 286–287 in your textbook to compare the three branches of government.

Reading Strategy

The Three Branches of Government

Executive Branch

Legislative Branch

Judicial Branch

Who is in it?

1.

What do they do?

2.

Who is in it?

3.

What do they do?

4.

Who is in it?

5.

What do they do?

6.

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Writing Activity

School RulesMake a list of school and classroom rules you must follow. Next to each rule, write how that rule protects your rights. Decide which rules you would like to get rid of and tell why. For each rule you would like to get rid of, write another rule to replace it.

The Rules I Would Like to Get Rid Of and Why

Rules I Would Add

School and Classroom Rules How the Rule Protects My Rights

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LessonState Government

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Acrostic PoemWrite an acrostic poem about Maryland. While writing, think about the people, places, and history of our state.

M

A

R

Y

L

A

N

D

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Use the definitions to help you unscramble each Word to Understand.

ndoitfuano _________________________ : the basis1.

siutnucatlnnooit ______________________________ : goes against the principles in the 2.

constitution of the state or country

lpapae ______________ : to request that a ruling of a court be reconsidered3.

tveo ___________ : to reject4.

btsonpiyliiers _______________________ : something a person should do; a duty5.

sutpeid ______________ : a disagreement6.

rorvngoe ____________________ : the elected leader of a state 7.

Words to Understand

appealdisputefoundationgovernor

responsibilityunconstitutionalveto

Word Bank

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Reading Strategy

Venn DiagramUse the Venn diagram to compare the three branches of the state government: legislative, executive, and judicial.

Legislative

Judicial

Executive

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Evaluating a State Policy or LawLawmakers write bills that they think will help solve problems for citizens. If the bill is passed, it becomes a law. Not everyone agrees that certain laws are helpful. Evaluate a Maryland state law by following the steps below.

Step 1: Research a Law. F Research a Maryland state law. The FindLaw Web site is a great site to use to research Maryland’s laws. Write down the law:

Step 2: Take a Survey. F After learning about the law, survey 10–20 people about whether or not they think the law is helpful in solving problems.

Step 3: Write an Essay. F Write an essay explaining your findings. Be sure to write about the law and the problem it attempts to solve, along with your own opinion about the effectiveness of the law.Share people’s reasons for agreeing or disagreeing with the law.

Skills Activity

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Political PortraitResearch information about a person who works in a government position in Maryland. Use a computer to write three paragraphs about the person. Use the portraits in your textbook as a model. Include a picture of the person. Glue the picture and the portrait you wrote onto this form.

Writing Activity

Political Portrait

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LessonLocal Government


Services RenderedUse the picture to make a list of all the services a local government provides.

Activator

Services Provided by a Local Government

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Using the Word Bank, write the correct Word to Understand next to its definition.

the elected leader of a city: 1.

the town or city where county government offices are located: 2.

tax people pay on goods and services they buy: 3.

a division of land in a state with its own local government: 4.

a tax on money people and businesses earn: 5.

having to do with a town or city: 6.

Words to Understand

Word Bankcounty county seat income taxmayor

municipalsales tax

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Rank and OrderLook up information about your county and city governments in the telephone book. Make a list of the offices and what each office does. Order the jobs from most important to least important.

Reading Strategy

OFFICES

WHAT THEY DO

_________________________________1.

_________________________________2.

_________________________________3.

_________________________________4.

_________________________________5.

_________________________________6.

_________________________________7.

_________________________________8.

_________________________________9.

_________________________________10.

Order the offices from most important to least important.

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My TownUse this worksheet to record facts about your city or town. Describe the things you love about your city or town and the things you would like to change.

City/town name:

Facts at a Glance

County:

County seat:

Mayor or city manager:

Population:

Main street:

Biggest attraction:

What I Love About My City/Town

What I’d Change About My City/Town

Writing Activity

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LessonBeing a Good Citizen


Activator

Good CitizenWrite about what you think it means to be a good citizen. Share your ideas with your group and write the group’s key ideas in the web.

BEING A GOOD CITIZEN

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Words to Understand

Use the clues to complete the crossword puzzle. Word Bankcampaign candidate health care

perspectivepolicy pollutant

1

2 3

4

5

Across1. something that pollutes or makes the air, land, or

water dirty2. having to do with helping people stay healthy and

with the treatment of sick people4. point of view; the ideas a person has about

something5. a person who runs for a political office

Down1. a chosen course of action or way of dealing with

something3. the efforts of a person to try to get enough support

to be elected to a political office

Acrosssomething that pollutes or makes the 1. air, land, or water dirty

having to do with helping people stay 2. healthy and with the treatment of sick people

point of view; the ideas a person has 4. about something; opinion

a person who runs for political office5.

Downa chosen course of action or way of 1. dealing with something

the efforts of a person to try to get 2. enough support to be elected to political office

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Reading Strategy

Making DecisionsAs you read the lesson, choose one issue you would like to know more about. Research the issue of your choice and its possible options. Fill in the chart with information about that issue.

ISSUE

THE OPTION I AGREE WITH AND WHY

OPTIONS PROS + CONS -

+-

+-

+

-+

-

+

-

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Writing Activity

Rules and RegulationsTo better understand the importance of rules and regulations, imagine what life would be like if there were no rules. Choose one of the following topics to write about.

A Day Without Rules•

A Classroom Without a Teacher •

A Family with the Children in Charge•

A City Without Any Laws•


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Lesson 1Basic Economics

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Activator

Goods and ServicesGoods are things that are used or consumed like a video game or a candy bar. Services are things that someone does for another person. Use the pictures to decide whether the person is providing a good or a service. Circle the correct answer for each picture.

Good or Service

Doctor

Good or Service

Farmer

Good or Service

Ice Cream Man

Good or Service

Police Officer

Good or Service

Baker

Good or Service

Teacher

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Words to Understand

Use the Word Bank to match each Word to Understand with its synonym.

Word Bankemployeecompetitionentrepreneurserviceprofit

regulatescarcityopportunity costspecializeeconomics

worker: 1.

contest: 2.

business person: 3.

focus: 4.

earnings: 5.

keep order: 6.

shortage: 7.

work done for money: 8.

the giving up of something: 9.

producing, buying, and selling: 10.


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Summary ResponseA summary can be a helpful way to focus on one topic at a time. A summary includes the important details about the topic. It also includes important details from the beginning, middle, and end of the story. After reading Chapter 12, Lesson 1, fill out the summary response chart.

Chapter and Lesson Name:______________________________________________________

Reading Strategy

Topic of Lesson Beginning

Middle End

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Writing Activity

A Business PlanAn entrepreneur comes up with an idea for a product or service and writes up a plan for how to make money selling the product. Use this form to write a business plan for a product.

Step 1: The Idea

What good or service will you sell?________________________________________________

How will you make the product or service special? ___________________________________

_____________________________________________________________________________

Step 2: The Raw Materials Needed

What materials do you need to make the product or provide the service?

_____________________________________________________________________________

Where will you get the materials you need?

_____________________________________________________________________________

Step 3: The Cost of the Raw Materials

How much will the materials cost? ________________________________________________ Step 4: The Price the Good or Service Will Be Sold For

How much will you charge for the product or service? _________________________________

Step 5: The Profit

How much profit will you make on the product or service? _____________________________

Step 6: The Steps of Labor to Create the Product or Service

How will you create the product or service?

_____________________________________________________________________________

Step 7: The Advertising and Incentives

How will you advertise the product or service? ______________________________________

What extra things will you offer to your customers? __________________________________

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LessonPeople Make Choices About Money


$1,000 to SpendPretend you have $1,000 to spend. Think about the things you would spend it on, how many you would buy, and how much it would cost. Fill out the chart below.

Total Amount Owed $ ______________________________

Activator

Things I Would Buy How Many? How Much?

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Match each Word to Understand with its correct definition.

budget1.

career 2.

consumer 3.

deduction 4.

interest 5.

salary 6.

Words to Understand

a job for which a person usually goes to A school or receives special training and to which one usually dedicates his or her life

something that is subtracted or taken away B

the fee charged for borrowing money; the C fee paid to a person for money he or she saves in a bank

a person who buys goods and services D

money a person earns for a job he or she E does, usually paid out at certain times

a plan for how to spend moneyF

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Reading Strategy

Making GeneralizationsLook at the different topics that were covered in the lesson. Many people have different opinions on these topics. People sometimes make generalizations about topics that are not always true. Write a generalization that is made by people about each of the topics below.

Example:Topic: MoneySome People Think: The more money you have the happier you are.Other People Think: Money is not what makes someone happy.

Topic: Credit Cards

Some People Think: ____________________________________________________________

Other People Think: ____________________________________________________________

Topic: Budgeting



Topic: Sharing Money



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Prioritizing InformationGather information for each topic below by reading pages 322–324 of Chapter 12, Lesson 2. Use this page to write down important information you read. Use the information you gathered to decide if making money, saving money, or spending money is more important.

Making Money

Saving Money

Spending Money

Prioritize the three topics according to importance.

1.

2.

3.

Explain why you chose to prioritize the topics the way you did.

Skills Activity

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Business PortraitResearch information about a person who runs a business in Maryland. Type three paragraphs about the person using a computer. Use the portraits in your textbook as models. Include a picture of the person. Glue the picture of the person and the portrait you wrote to this form.

Writing Activity

Business Portrait

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LessonMaryland’s Economy


Places of WorkThink about jobs adults in Maryland do. Make a list of the different jobs below. As a class, group the jobs together by industry and record them.

Jobs of Adults in Maryland

Jobs By Industry

Activator

Education Fishing/Farming Tourism/Arts/Foods

Mining Science/ Health Care Retail

Construction Finance Other

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Words to Understand

Write a paragraph using the six Words to Understand.

disability: a physical or mental challenge high-tech: having to do with new technologies used to make products like computers organic: related to the growing of food without the use of chemicalsnon-profit: not run with the purpose of making money software: programs used by a computertourism: the industry that makes money from people who visit a certain place

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Making Inferences An inference is thinking that goes beyond the facts stated in the text. Good readers read and think beyond the text. Read page 331 in your textbook and imagine how the people felt about all the new inventions.

Reading Strategy

Inventions Text Clues What I Know My Inference

telephone

automobile

radio

refrigerator

airplane

television

computer

cell phone

MP3 player

Internet

e-mail

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Questions About JobsInterview an adult about the work they do, the education and training they received before getting their job, and how satisfying their work is for them. Use this page to take notes during your interview. You may want to add more questions to the back of this paper. You will present your notes to the class along with a poster or picture relating to your interview.

What do you do at your job? 1.

How long have you been doing this job? 2.

Why did you decide to work at this job? 3.

What do you like about your work? 4.

What don’t you like about your work? 5.

What kind of training and education do you have? 6.

What other kinds of work would you like to do? 7.

Writing Activity

34428525 Maryland Adventure Student Guide

Documents

Transcript of 34428525 Maryland Adventure Student Guide