Maryland Adventure, The Student Guide: New MD 4th SG

Maryland Adventure

The

STUDENT GUIDE

Copyright © 2010 by Gibbs Smith, Publisher All 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 667 Layton, UT 84041 800.748.5439 www.gibbs-smith.com/education

Curriculum Director: Nancy Rogers Bosse Associate Curriculum Developers: Natalie Bitner Richins Clarissa Coley Editor: Aimee Stoddard Cover Design: John Vehar Book Design: John Vehar, Jeremy C. Munns, Alan Connell

Printed and bound in the United States of America ISBN10: 1-4236-0609-4 ISBN13: 978-1-4236-0609-3

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STUDENT GUIDE

CONTENTS Chapter 1: Begin the Adventure

Chapter 8: A New Century

Lesson 1:  Your Textbook as a Tool...................1

Lesson 1:  New Jobs, New people...................97

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

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

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

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

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CHAPTER 1

Your Textbook as a Tool

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Activator

Tools for an Adventure With 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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Your Textbook as a Tool

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Words to Understand

Draw a line from each word to its correct definition.

Words 1. caption 2. century 3. decade 4. glossary 5. index 6. itinerary 7. portrait 8. table of contents 9. timeline

Definitions 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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CHAPTER 1

Your Textbook as a Tool

Reading Strategy

Features of Your Textbook Have 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

1. Where is the table of contents found?

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

7. What page does the index start on?

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2. What is the title of Chapter 7? 3. What page does Chapter 1 begin on?

5. What page does the glossary start on?

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

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

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Your Textbook as a Tool

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Writing Activity

Our Maryland Portraits Write 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________________________________________  

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CHAPTER 1

Your Textbook as a Tool

Skills Activity

Scavenger Hunt Use your textbook to answer the questions. 1. Where is the table of contents located, and what is its purpose?   2. Locate Chapter 10 in the table of contents. What topic does this chapter cover, and what page does it begin on?   3. Use the index as a reference to complete the chart. Person or Event

Page Numbers

Fact About Person or Event

George W. Bush Battle of Baltimore Frederick The Civil War

4. Locate the timeline in Chapter 6. On what date did Battle of Bladensburg take place?   5. Describe the picture on the front cover.   6. What is the Big Idea for Chapter 3?   7. What is the Key Idea for Chapter 2, Lesson 1?  

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Tools to Study History

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Activator

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.

Artifact

What It Tells About the Person

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.

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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.

CHAPTER 1

Tools to Study History

Date

Words to Understand Word Bank artifact document evidence historian

point of view primary source secondary source witness

1. Textbooks are _____________________________________________________________. 2. When you tell someone your opinion, you are telling them your_____________________. 3. People who saw an event happen, ___________________________________________it. 4. Someone who studies history is a _____________________________________________. 5. Most photographs are ______________________________________________________. 6. Historians need proof, or __________________, to tell what really happened in the past. 7. An ________________________________ is something people made or used in the past. 8. Journals, letters, and papers are all ___________________________________________.

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Tools to Study History

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Reading Strategy

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. 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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CHAPTER 1

Tools to Study History

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Reading Strategy

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.

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

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Tools to Study History

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Skills Activity

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

My First Day of School Today 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

1. Why doesn’t Aubree like school?     2. Why does it seem like everyone else has friends but her?     3. Why do you think Aubree thinks her teacher is the only nice person at school?   4. Do you think Aubree was the only person that felt lonely on the first day of school? Explain.      10

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CHAPTER 1

Tools to Study History

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Writing Activity

Writing from Another Point of View Your 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.

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Studying Geography

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Activator

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

Where I am located in my: CHAPTER 2

Classroom

School

City

State

Continent

Planet

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Studying Geography

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Words to Understand

Use the clues to complete the crossword puzzle.

1

2

3

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6 7

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9 10 11

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Across

7. the study of the Earth’s land, water, people, plants, and animals 8. the four directions (north, south, west, east) on a compass rose 9. one half of the Earth 11. the four directions between the cardinal directions on a compass rose (northwest, southwest, northeast, southeast) 12. something that stands for something else

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Down

1. imaginary lines that circle the Earth north and south 2. another name for a longitude line 3. imaginary lines that circle the Earth east and west 4. 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 are 6. a unit of measure for distance around a globe 10. a tool that explains what the symbols used on the map mean

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Studying Geography

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Reading Strategy

Reading a Map Look at the map on page 25 in The Maryland Adventure. Answer the following questions about this map. CHAPTER 2

1. What type of map is this?       2. What is this a map of?     3. What are the symbols on the map?     4. How do you know what the symbols mean?     5. What can you learn from the map?       6. What is confusing about the map?      

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Studying Geography

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Writing Activity

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.

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116 Oak Street Annapolis Anne Arundel Maryland United States of America North America Earth

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Maryland’s Land Regions Lesson

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Activator

Natural and Human-Made Features Look 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. CHAPTER 2

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Maryland’s Land Regions Lesson

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2

Use the Word Bank to complete the equations.

Words to Understand Word Bank climate drought elevation fall line humid hurricane industry

natural resource population precipitation region temperate

1. Dry weather with little rain =  2. Moisture in the air =   3. Dangerous storm with wind =   4. Factory =   5. Areas of land that are alike =   6. Weather year after year =   7. Something found in nature that people use =   8. The zone far from the equator and from the North and South Poles =   9. The place that creates the waterfall =  10. The height above a specific point =   11. The amount of water that falls to the Earth as rain or snow =  12. The number of people living in an area = 

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Maryland’s Land Regions Lesson

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Reading Strategy

Organizing Information Using the chart provided, organize the information you have learned about Maryland’s regions. Natural Features

CHAPTER 2

Human-Made Features

People

Cities

Piedmont Plateau

Appalachian Piedmont Plateau

Cities

Appalachian Atlantic Coastal Plain

Human-Made Features

Natural Features

People

Human-Made Features

Atlantic Coastal Plain

Cities

People Natural Features

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Writing Activity

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

Name of animal Physical features of the animal:

Where the animal can be found: Picture of animal Survival behaviors:

Other interesting facts about the animal:

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Skills Activity

Making and Recording Observations Observations 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.

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Is it a Natural or Human-Made Feature?

CHAPTER 2

What I Observed

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

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People, Goods, and Ideas Move

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Activator

Move for a Day Draw 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.

1. Why did you move from your old location to your new location?     2. Is your new location better than your old one? Explain your answer.           22

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People, Goods, and Ideas Move

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Words to Understand

Use your textbook to write the correct definition next to each Word to Understand. 1. conserve  CHAPTER 2

2. culture   3. ecosystem   4. pollution   5. predator   6. settlement  

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People, Goods, and Ideas Move

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Reading Strategy

Ecosystem Relationships

Word Bank people plants animals

soil water air

Pe o

ts

e pl

Pla n

We 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.

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So

s al

ECOSYSTEM

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People, Goods, and Ideas Move

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Writing Activity

Haiku Poetry

CHAPTER 2

A 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.

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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Prehistoric People

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Activator

Think, Pair, Share As 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

CHAPTER 3

PAIR

SHARE

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Prehistoric People

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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.

Words to Understand Word Bank atlatl paleo extinct prehistoric

glacier theory hunter-gatherer

1. ______________________________________________means ancient or very old. 2. Hunters used an _________________________ to throw their spears. 3. A possible explanation is also called a_________________________________________. 4. About 14,000 years ago, ________________________________covered much of the land north of Maryland. 5. The time before history was written down is called ______________________________. 6. ___________________________________________are people who hunted animals and gathered berries, nuts, and leaves. 7. Many giant animals died out or became _______________________________________.

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Prehistoric People

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Reading Strategy

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

What happened?

Where did it happen?

When did it happen? CHAPTER 3

EVENT MAP How did it happen?

Who was involved in the event?

Why did it happen?

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Prehistoric People

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Writing Activity

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

HEADLINE:_________________________________________________________

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Later Indians

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Activator

What I Already Know Using 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.

What I Know 1.   2.   3.   CHAPTER 3

4.   5.  

What I Learned 1.   2.   3.   4.   5.  

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Later Indians

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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.

Words to Understand Word Bank ally ancestor govern

barter wampum council

1. rreatb ____________________________________ 2. vngoer ___________________________________ 3. ncoucil ___________________________________ 4. ayll ______________________________________ 5. mpmwua _________________________________ 6. nctroeas _________________________________

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Later Indians

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Reading Strategy

Anticipation-Reaction Guide Read 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

1. The name Woodland describes only one tribe of Indians. 2. The Woodland Indians lived in cities. CHAPTER 3

3. Woodland Indians did not build their villages near rivers and streams but, rather, deep in the forests. 4. Women in the Woodland tribes hunted for animals along side of the men. 5. Many tribes had a chief that was the head of the tribe. 6. Woodland Indian tribes never went to war with each other. 7. Native Americans live in Maryland today. 8. Many Indians used wampum like we use money today. 9. Woodland Indians traded goods with one another. 10. Each Woodland village had its own name.

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Later Indians

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Writing Activity

For Trade Think 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.

The

TRADER

TRADE ___________ FOR _____________:

The

TRADER

TRADE ___________ FOR _____________:

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Woodland Indian Life

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Activator

Tools for Survival Imagine 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.

Object from Nature

Tool

Use

CHAPTER 3

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Woodland Indian Life

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Words to Understand

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

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agriculture

girdle

palisade

tradition

ceremony

religious

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Woodland Indian Life

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Reading Strategy

Making Connections As 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:

CHAPTER 3

Page # _____________ Connection Idea:

Page # _____________ Connection Idea:

Page # _____________ Connection Idea:

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Woodland Indian Life

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Writing Activity

A Woodland Menu Create 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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Woodland Indian Life

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Skills Activity

Making a Tough Decision Tribes 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.

CHAPTER 3

My Decision Is…

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

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Europeans Come to North America

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Activator

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

CHAPTER 4

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Europeans Come to North America

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Words to Understand

Write the correct Word to Understand next to its definition.

Word Bank conquer convert colony missionary

raw material starvation disease

1. a material used to make something else  2. to defeat by use of force  3. a person who tries to convert other people to a religion  4. to convince a person to accept a religion  5. a settlement or land ruled by another country  6. the condition of not having enough food to eat  7. a sickness 

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

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Europeans Come to North America

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Reading Strategy

Text-to-Self Connection Look 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.

This reminds me of . . .

The countries in Europe were going through big changes.

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

The text says . . .

This reminds me of . . .

The text says . . .

This reminds me of . . .

The text says . . .

This reminds me of . . .

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CHAPTER 4

The text says . . .

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Europeans Come to North America

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Writing Activity

Create a Colony Pretend 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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The Maryland Colony Lesson is Founded

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Activator

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

CHAPTER 4

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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The Maryland Colony Lesson is Founded

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Words to Understand

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

Word Bank charter consent contract freeman

indenture inherit proprietor toleration

Fill in the blanks using words from the Word Bank. 1. A ____________________________________________________ is a written agreement. 2. Poor people signed a ____________________ called an __________________________. 3. _________________________________ were men who were not indentured or enslaved. 4. A _______________________________________________ was the owner of the colony. 5. To agree to something means to __________________________________. 6. Usually the younger sons of wealthy men did not ________________________________ their father’s wealth. 7. To put up with something is to have ___________________________________ for it. 46

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The Maryland Colony Lesson is Founded

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Reading Strategy

Text-to-Text Connection Look 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.

In another book I read . . .

King Charles I gave George Calvert land in America.

The king gave Calvert 6.5 million acres of land!

The text says . . .

In another book I read . . .

The text says . . .

In another book I read . . .

The text says . . .

In another book I read . . .

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CHAPTER 4

The text says . . .

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The Maryland Colony Lesson is Founded

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Skills Activity

Using the Internet to Gather Information The 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 FF Be sure you know and follow your school’s or district’s rules for using the Internet. FF Visit a kid-friendly Web site or use a teacher-approved search engine, such as: • yahooligans.com (Yahooligans) • askforkids.com (Ask Jeeves for Kids) • kidsclick.org (KidsClick) FF Enter key words of your topic in the search bar. Write the key words here:____________________________________________________ FF Read the descriptions below the links to see if any of the Web sites will be useful. FF Read information from several Web sites until you find information that you want to use. Write the addresses of three Web sites that provide the kind of information you need for your report.

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

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The Maryland Colony Lesson is Founded

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Writing Activity

Colony Advertisement Create 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

CHAPTER 4

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The Maryland Colony Grows

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Activator

A Classroom Full of Cultures Interview 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 _________________________________________________________________ Where were you born? __________________________________________________________ What country did your ancestors come from? _______________________________________ What traditions does your family have?

Classmate 3 _________________________________________________________________ Where were you born? __________________________________________________________ What country did your ancestors come from? _______________________________________ What traditions does your family have?

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The Maryland Colony Grows

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3

Words to Understand

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.

Word Bank custom enslave gentry immune

frontier plantation tutor

CHAPTER 4

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Name

The Maryland Colony Grows

Date

Lesson

3

Reading Strategy

Text-to-World Connection Look 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.

52

The text says . . .

This reminds me of . . .

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

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

The text says . . .

This reminds me of . . .

The text says . . .

This reminds me of . . .

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Name

The Maryland Colony Grows

Date

Lesson

3

Writing Activity

Colonial Poem Use this format to write a poem about colonial life in Maryland. First line: one noun Second line: two adjectives

Town Wooded, Small

Third line: three verbs

Farming, Spinning, Cooking

Fourth line: four nouns

Church, Steeple, Fields, Cows

Fifth line: three verbs Sixth line: two adjectives Seventh line: one noun

Trading, Teaching, Plowing Busy, Happy Home

CHAPTER 4

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Name

Road to Revolution

Date

Lesson

1

Activator

Freedom Complete 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 CHAPTER 5

O M © 2010 Gibbs Smith, Publisher

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Name

Road to Revolution

Date

Lesson

1

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.

Words to Understand Word Bank debt delegate disguise militia ammunition boycott

protest repeal representative revolution unite

1. Bullets, bombs, cannon balls, and other materials that are fired from weapons are all forms of _________________________________________________________________. 2. The _____________________________________ came to fight and defend their land. 3. Many people ________________________________, or protest, the wearing and using of animal fur as clothing and accessories. 4. The man voted for our ___________________________________ to speak on our behalf. 5. A war to replace one government with another government is a _________________________________________________________________________. 6. The man will ________________________________ the buying of goods from that store. 7. The country will ___________________________________________________ together. 8. A _______________________ is a person who is elected to represent and act for another. 9. The _________________________ kept everyone from seeing who the person really was. 10. Many people are in financial _________________________________________________. 11. The colonists protested so much that the British________________________________, or took away, the Stamp Act.

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Name

Road to Revolution

Date

Lesson

1

Reading Strategy

Making a Mental Picture Close 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. 1. Who are the characters in your picture?   2. What mood did you feel as you listened to the story?    3. Was it difficult for you to make a mental picture in your mind as your teacher read the text? Explain why.   

CHAPTER 5

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Name

Road to Revolution

Date

Lesson

1

Writing Activity

Biography Create 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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Name

Road to Revolution

Date

Lesson

1

Skill Activity

Mice Good 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. Mice I 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?

CHAPTER 5

Which text was factual information about mice? _____________________________________ How can you tell?

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Name

The Fight for Independence

Date

Lesson

2

Activator

All for One and One for All Think 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.

UNITED GROUP

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ALL ALONE

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Name

Date

The Fight for Independence

Lesson

2

Words to Understand

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

declare

independence

armed

privateer

sacrifice

CHAPTER 5

surrender

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Name

The Fight for Independence

Date

Lesson

2

Reading Strategy

Using Your Senses

LOOKS

FEELS

SMELLS

SOUNDS

TASTES

Read 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.

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Name

The Fight for Independence

Date

Lesson

2

Writing Activity

Freedom Paper When 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. 1. List the freedoms you are grateful for:     2. Out of that list, pick the freedom you are the most grateful for:   3. List three reasons you are thankful for this freedom:       4. How has this freedom affected your daily life?   5. How would life be different without that freedom?     CHAPTER 5

6. List three actions you can do to help preserve the freedoms we have today.     Use your thoughts from this page to help you start your formal paper.

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Name

A New Government

Date

Lesson

3

Activator

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.

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Name

A New Government

Date

Lesson

3

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.

Words to Understand Word Bank amendment capital constitution

guarantee individual monarchy

Use two of the Words to Understand in a sentence.

CHAPTER 5

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Name

A New Government

Date

Lesson

3

Reading Strategy

Writing a Drama Look 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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Name

Date

A New Government

Lesson

3

Writing Activity

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

Old Law

New Law

Old Law

New Law

CHAPTER 5

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Name

More Conflict with Great Britain

Date

Lesson

1

Activator

Resolved Problems Write 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

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CHAPTER 6

© 2010 Gibbs Smith, Publisher

RESOLUTION

Name

More Conflict with Great Britain

Date

Lesson

1

Words to Understand

Use the glossary to write the definitions for the Words to Understand from Chapter 6, Lesson 1. 1. anthem  2. defend  3. flee  4. lookout  5. resolve  6. turning point  Draw a picture that represents one of the Words to Understand in the box below.

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Name

More Conflict with Great Britain

Date

Lesson

1

Reading Strategy

Using Headings to Find the Main Idea Look at the different headings from the chapter and predict what the main idea of the passage will be about. 1. Celebrating America   

 

 

 

 

 

 

 

  2. Growth Across the Land    

 

 

 

 

 

 

 

  3. Cities and Towns   

 

 

 

 

 

 

 

  4. New Rights and Freedoms   

 

 

 

 

 

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CHAPTER 6

 

Name

More Conflict with Great Britain

Date

Lesson

1

Writing Activity

Newspaper Headlines Imagine 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. 1. The War of 1812    2. The Battle of Bladensburg and the Burning of Washington    3. Growth Across the Land    4. Transportation    5. The National Road    6. Baltimore Grows    7. Immigrant Workers    8. Religious Freedom   

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Name

Date

A Growing State

Lesson

2

Activator

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

BEFORE

AFTER

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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CHAPTER 6

© 2010 Gibbs Smith, Publisher

Name

A Growing State

Date

Lesson

2

Words to Understand

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.

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Name

A Growing State

Date

Lesson

2

Reading Strategy

The 5W’s One 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?

Who lived in the region?

What jobs did they do?

When did the growth happen?

Why did the growth happen?

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CHAPTER 6

What region did you choose?

Name

A Growing State

Date

Lesson

2

Writing Activity

Life in a Maryland Region Pretend 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 FF Choose a region of Maryland. Write the region here: ____________________________ FF Describe some of the land features of the region.

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

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

FF Use the notes you have written here to write about your life in Maryland on another piece of paper. FF Draw a picture showing a scene from your life on a separate sheet of paper.

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Name

A Changing State

Date

Lesson

3

Activator

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

THEN

NOW

1. People didn’t have television to watch.

We have television and game systems to play.

2. There were only dirt roads.

There are paved roads and large freeways.

3.  

4.  

5.  

6.  

7.  

8.  

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CHAPTER 6

© 2010 Gibbs Smith, Publisher

Name

A Changing State

Date

Lesson

3

Words to Understand

Unscramble the Words to Understand from Chapter 6, Lesson 3 and write the definition for each word. 1. gconationreg 

 

  2. targiimnm 

 

  3. ollt 

 

  4. npkeurit 

 

  5. drtea 

 

  6. blicup oolsch 

 

 

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Name

Date

A Changing State

Lesson

3

Reading Strategy

Making an Outline Using 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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CHAPTER 6

© 2010 Gibbs Smith, Publisher

Name

A Changing State

Date

Lesson

3

Skills Activity

Researching Change Research 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. FF Step 1: Choose the Change  Choose one change that happened in Maryland during the 1800s. Write the change you will research: ______________________________________________________________ FF Step 2: Find Sources  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: __________________________________________________________________ FF Step 3: Read and Gather Information  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:_________________________________________________________________ FF Step 4: Write Your Report  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 . . . FF Step 5: Edit Your Report  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. _____________________________________________________________________ FF Step 6: Publish Your Report  To publish your report, create a poster for the Museum of Change. Your teacher will provide instructions for creating the poster.

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Name

A Changing State

Date

Lesson

3

Writing Activity

Problems and Solutions Many 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.

PROBLEM        

SOLUTION        

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CHAPTER 6

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Name

Date

1

CHAPTER 7

The North and the South Lesson

Activator

Torn Between Two Think 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

© 2010 Gibbs Smith, Publisher

CHOICE 2

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Name

Date

The North and the South Lesson

1

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.

Word Bank auction laborer

equality minister

overseer

rebel

1. To have _______________________________________________ is to have equal rights. 2. Many slaves __________________________________ and rose up against their owners. 3. At slave ________________________________, slaves were sold to the highest bidders. 4. An _____________________________ was hired to make sure the slaves did their work. 5. Many free blacks were ___________________ who worked hard to get enough money to buy food and pay rent. 6. A ___________________ leads church services. Draw a picture illustrating as many of the Words to Understand as possible.

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Name

Date

1

CHAPTER 7

The North and the South Lesson

Reading Strategy

Chronological Order Stories 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.

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

Then

© 2010 Gibbs Smith, Publisher

Next

Finally

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Name

Date

The North and the South Lesson

1

Writing Activity

Songs of Freedom Read 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 Freedom Anonymous 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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Name

1

CHAPTER 7

The North and the South Lesson

Date

Skills Activity

Using Prior Knowledge to Gather Information By 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. FF Step 1: Think of Three Questions Think of three questions that you have concerning slaves and slavery during the middle of the 1800s. Write your questions here:

FF Step 2: Gather Your Answers 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: _______________________________________________________ FF Step 3: Confirm or Deny 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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Name

Working to End Slavery

Date

Lesson

2

Activator

Working to End Slavery Many 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. Ways to End Slavery

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Name

Lesson

2

CHAPTER 7

Working to End Slavery

Date

Words to Understand

Unscramble the words and write the correct words and their definitions on the lines. 1. tian-yvarels    2. eatrson     3. istioabolitn     4. vreoalnd    5. ouetr    6. ionllrebe    

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Name

Working to End Slavery

Date

Lesson

2

Reading Strategy

Story Wheel Read 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

Story Wheel

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Name

Date

Lesson

2

CHAPTER 7

Working to End Slavery

Writing Activity

What Did They Want? Create a chart showing what slaves, slave owners, and abolitionists wanted during the mid1800s. Use your book to help find the information. Slaves Wanted

© 2010 Gibbs Smith, Publisher

Slave Owners Wanted

Abolitionists Wanted

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Name

The Civil War

Date

Lesson

3

Activator

An Argument for the Ages Think 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

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Name

Lesson

3

CHAPTER 7

The Civil War

Date

Words to Understand

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.

Word Bank assassinate occupy civil war riot

secede volunteer

1. A war between people in the same country is called a ____________________________. 2. A _______________________broke out when Union soldiers traveled through Baltimore. 3. To _________________________________________ means to work without being paid. 4. After the war, the Northern army ________________________ the South for a few years. 5. John Wilkes Booth __________________________________________ President Lincoln. 6. The Southern states wanted to _______________________ from the rest of the country. Fill in the empty grid using the Words to Understand to make a word search. Ask a friend to locate the hidden words.

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Name

The Civil War

Date

Lesson

3

Reading Strategy

Classroom Timeline Choose 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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Name

Lesson

3

CHAPTER 7

The Civil War

Date

Writing Activity

Before, During, and After Write 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.

Before

During

After

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Name

New Jobs, New People

Date

Lesson

1

Activator

Web of Change In 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. CHAPTER 8

© 2010 Gibbs Smith, Publisher

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Name

New Jobs, New People

Date

Lesson

1

Words to Understand

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

1. refrigerate 2. recruit 3. mass production 4. ghetto

A to produce a larger number of goods by using machines B a small, crowded area within the city

5. migrant

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

6. quantity

D an amount

7. process

E to keep something cold F to convince someone to do certain work G to go through a series of steps to prepare for something

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

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Name

New Jobs, New People

Date

Lesson

1

Reading Strategy

Using a Web to Locate Details Read 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. CHAPTER 8

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Name

Date

New Jobs, New People

Lesson

1

Writing Activity

An Interview with a New Resident Find 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.

Questions

Responses

1. When did you move here?

2. Where did you move from?

3. What emotions did you feel before moving?

4. Have you adjusted to your new home?

5. What challenges have you faced since arriving?

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

7. Are you glad you moved?

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New Inventions

Lesson

2

Activator

Technology Chart Fill 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.

© 2010 Gibbs Smith, Publisher

Its Purpose

How Often I Use It

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CHAPTER 8

Type of Technology

101

Name

New Inventions

Date

Lesson

2

Words to Understand

Fill in the blanks using the Words to Understand.

Word Bank generator kerosene sanitation streetcar

suburb technology

1. A __________________________________________is a machine that makes electricity. 2. A ______________________could run on electric wires instead of being pulled by horses. 3. Neighborhoods just outside of the downtown area are called ______________________. 4. Televisions, computers, cell phones, and video games are all forms of _______________ _________________________________________________________________________. 5. The sewer system improved _______________________________. 6. People filled lamps with an oil called________________________________________.

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Name

Date

New Inventions

Lesson

2

Reading Strategy

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

Supporting Details

CHAPTER 8

Headings • •

Machines That Use Electricity

• • • • •

Telegraph and Telephone

• • • • •

Sewer System

• • • • •

Automobiles

• • • • •

Streetcar Suburbs

• • •

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Name

Date

New Inventions

Lesson

2

Writing Activity

A Day Without Electricity Imagine 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.

               

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Name

New Inventions

Date

Lesson

2

Skills Activity

Determining Importance

CHAPTER 8

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

FF Step 2: Research Your List 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. FF Step 3: Create a Chart to Showcase Technologies 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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Name

New Ideas

Date

Lesson

3

Activator

Change Brings Problems Maryland 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. The Problem

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The Way the Problem Was Solved

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Name

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New Ideas

Lesson

3

Words to Understand

Use the Words to Understand to complete the crossword puzzle.

labor union luxury middle class philanthropist

2

politics segregate CHAPTER 8

1

Word Bank

3 4

5

6

Down

Across

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

4. an organized group of workers who try to get better working conditions and more pay 5. to separate by race 6. activities related to running the government and making laws

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New Ideas

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3

Reading Strategy

Taking Notes Read 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.

Title of Section:_________________________________ Notes:

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New Ideas

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3

Writing Activity

Problems and Solutions

CHAPTER 8

Many 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.

PROBLEM        

SOLUTION        

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The World Goes to War

Date

Lesson

1

Activator

War on Terror Think 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.

CHAPTER 9

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The World Goes to War

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Lesson

1

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.

Words to Understand Word Bank alliance migration neutral prohibit

prosperous submarine suffrage veteran

Write a paragraph using four of the Words to Understand.

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The World Goes to War

Date

Lesson

1

Reading Strategy

Points of View Think 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 CHAPTER 9

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:  

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Writing Activity

World War I Create 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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Tough Times

Date

Lesson

2

Activator

Deal or No Deal When 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. 1. Was it easy or hard for the class to come to a decision?   2. What was the final decision?     3. Did you agree with the final decision? Why or why not?   CHAPTER 9

  4. Would you still have made the same choice after seeing what was under all the other cards? Explain.     5. What is the hardest decision you or your family has ever had to make?            

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Tough Times

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Lesson

2

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

Words to Understand Word Bank agency depression discrimination employment

lay off poverty unemployment

1. People traveled all over Maryland looking for _________________________________. 2. The __________________________ was a period of time where very few people had jobs. 3. __________________________________ caused many people to live in poverty during the Great Depression. 4. ____________________________________ occurred when people were laying off African Americans and women before white men. 5. President Roosevelt set up more than one government __________________ that people could work for. 6. Many companies had to ______________________________ their employees. 7. There was a great deal of ______________________________________ during the Great Depression because many people could not find jobs.

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Tough Times

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2

Reading Strategy

Fact or Opinion Good 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. 1. Failing banks caused the Great Depression. _______ 2. The Depression in the 1930s was the worst depression the United States had ever known. _______ 3. Many families lived in poverty. _______ CHAPTER 9

4. It was wrong to lay off women before men. _______ 5. President Roosevelt was not a good president. _______ 6. Life began to improve after the New Deal was put into effect. _______ 7. Thousands of people worked for the government during the New Deal. _______ 8. Greenbelt, Maryland, is 12 miles from Washington, D.C. _______

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Tough Times

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2

Writing Activity

Alphabet Soup All 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.

AAA CCC FSA HOLC NYA PWA SSA WPA

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Name

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Another World War

Lesson

3

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. CHAPTER 9

1. Meaning of the prefix “in-”:   2. Meaning of the root word “fame”:   3. Meaning of the word “infamy”:   4. Meaning of the quote:      

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Another World War

Lesson

3

Words to Understand

Use the Words to Understand to complete the puzzle.

Word Bank atomic bomb concentration camp dictator

1

invade patrol ration

2 3

4

5

Across Across

control amount of goods that are 1.1. to to control the the amount of goods that people allowed to are buyallowed to buy people 4. a camp where people are held against their will a camp where people are held 5.4. a leader who has total control over a country and itsagainst people their will 6. to maintain order and control over an area by through 5. passing a leader who ithas all the power over a

6

Down Down

a bomb causes a great explosion 2.2. a bomb thatthat causes a great explosion due to a sudden of energy due torelease a sudden release of energy 3. to go in and take over 3. to enter forcefully, usually with the intent to take over

country and its people

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

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Name

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Another World War

Lesson

3

Reading Strategy

Opinion-Proof Read 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. 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 CHAPTER 9

home to help the war effort. People were supportive of the war and tried their best to help.

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.

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Another World War

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Lesson

3

Skills Activity

Justifying Solutions to Problems There 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. 1. German submarines are sinking American ships. What do you do?   

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

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

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

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

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Another World War

Lesson

3

Writing Activity

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

soldiers bombing on Pearl Harbor

women help at home

rationing CHAPTER 9

the atomic bomb

united we win peace at last

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Life After World War II

Date

Lesson

1

Activator

A New Century Read the editorial and answer the questions.

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.

1. Do you agree or disagree with this editorial? Explain why.     2. What are some medical advancements that have happened since 1901?   CHAPTER 10

  3. What inventions were discovered after 1901?     4. What things do we enjoy that were not available in 1901?     5. Why do you think the writer thought it would be impossible for more improvements to be made?    

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Life After World War II

Date

Lesson

1

Fill in each blank with the correct Word to Understand.

Words to Understand Word Bank beltway boom communist department store

minority threaten

1. To _________________________________ is to warn that something bad might happen. 2. The ______________________ is less than half of the people; a small part of a population. 3. A ________________________________________________ is a highway that circles a city. 4. The building ___________________________ was a sharp increase of houses being built. 5. A _________________________ is a large store with many sections for different products. 6. A _____________________________ government is one that is run by a dictator.

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Life After World War II

Date

Lesson

1

Reading Strategy

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

CAUSE

EFFECT The building boom

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

The invention of the television

CHAPTER 10

The United States helped South Korea fight the Korean War.

The Cold War

The Cold War

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Life After World War II

Lesson

1

Writing Activity

TV Turn-Off Week Keep 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.

TV Turn-Off Week

What I Did with My Time

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

My feelings about TV Turn-Off Week:

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Challenging Times

Lesson

2

Activator

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

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.

CHAPTER 10

Rights I Have:

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Challenging Times

Date

Lesson

2

Words to Understand

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

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Name

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Challenging Times

Lesson

2

Reading Strategy

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

Effect 1

CHAPTER 10

CAUSE: Segregation

Effect 2

Effect 3

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Challenging Times

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Lesson

2

Writing Activity

Take a Stand In 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. 1. This is my first day of school here. I think I am the only person like me in the whole school. My family worried about how I might fit in. I hope I can make some friends.       2. Some kids wouldn’t let me play ball with them because I don’t go to their church. I like my church. I don’t see what my church has to do with playing ball at school.       3. I hope that I can be president some day. Some kids say there is no way I can be president 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.

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Modern Marylanders

Date

Lesson

3

Activator

Current Event Gather 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? ___________________________________________________________ CHAPTER 10

When did it happen? ____________________________________________________________ What can we learn from this event? ________________________________________________ Summarize the above information into two or three complete sentences.

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Name

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Modern Marylanders

Lesson

3

Words to Understand

Illustrate the definition of each Word to Understand.

orbit

aeronautics

research

prejudice

trauma

vaccine

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Modern Marylanders

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Lesson

3

Reading Strategy

Using a Story Map A 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?

CHAPTER 10

What Accomplishments Were Made?

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Modern Marylanders

Lesson

3

Skills Activity

Five-Sentence Summary Read 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. Why ?

Where ?

How ?

When ?

What ? Who ?

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Modern Marylanders

Lesson

3

Writing Activity

People Scavenger Hunt Everyone 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. 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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CHAPTER 10

I was born outside the United States.

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Maryland Today

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Lesson

4

Activator

Loving Nature Close your eyes and think about your favorite outdoor place. Answer the questions and draw a picture of the place you imagined. 1. Where is the outdoor place you imagined?     2. What sounds do you hear when you are there?     3. What makes this place your favorite outdoor place to be?    

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Name

Maryland Today

Date

Lesson

4

Words to Understand

Match each Word to Understand with its definition.

A geothermal energy

1. a fuel made from plants

B commuter

2. a person who travels back and forth from home to work

C terrorist D wind turbine E solar panel F biofuel G emission H renewable

3. something that is given off 4. heat from inside the Earth 5. able to be renewed or replaced 6. a panel used to convert energy from the sun into electricity 7. a person who terrorizes, or frightens, people in order to get what he or she wants CHAPTER 10

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

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Maryland Today

Lesson

4

Reading Strategy

Problems/Solutions Before 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.

Problem

Possible Solutions

Solution

We 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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Maryland Today

Date

Lesson

4

Writing Activity

9/11 Responses Interview 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.

CHAPTER 10

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National Government

Lesson

1

Activator

Our National Anthem Read 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 wave O’er the land of the free and the home of the brave?

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

gleaming

perilous

rampart

gallantly

glare

spangled

2. What is the title of the national anthem?  3. Who wrote this song?  4. This song was written during a war. Which war was it?  5. What is the main message of this song?    6. Write a new verse for this song.  CHAPTER 11

         

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National Government

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Lesson

1

Words to Understand

Match each word with its definition. 1. advisor ________ 2. checks and balances ________ 3. democracy _______

A a principle that says that laws apply to all citizens B a person who gives advice to another

4. enforce ______ 5. execute ______ 6. federal system______

person C a system in which there is a national government and state governments D a system of government in which each of

7. interpret ______ 8. jury ______ 9. legislate ______ 10. rule of law ______

the branches has only certain powers so no one branch becomes more powerful than the others E a group of people who listen to a court case and decide if a person committed a crime F to put into effect G a system of government by the people H to explain the meaning of something I to carry out J to make laws

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National Government

Date

Lesson

1

Reading Strategy

Making Comparisons Use the information on page 286–287 in your textbook to compare the three branches of government. Who is in it?

1.         Executive Branch

What do they do?

2.         Who is in it?

3.  

The Three Branches of Government

      Legislative Branch

What do they do?

4.         Who is in it?

CHAPTER 11

5.         Judicial Branch

What do they do?

6.        

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National Government

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Lesson

1

Writing Activity

School Rules Make 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. School and Classroom Rules

How the Rule Protects My Rights

The Rules I Would Like to Get Rid Of and Why

Rules I Would Add

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State Government

Date

Lesson

2

Activator

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

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CHAPTER 11

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State Government

Date

Lesson

2

Words to Understand

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

Word Bank appeal dispute foundation governor

responsibility unconstitutional veto

1. ndoitfuano _________________________ : the basis 2. siutnucatlnnooit ______________________________ : goes against the principles in the constitution of the state or country 3. lpapae ______________ : to request that a ruling of a court be reconsidered 4. tveo ___________ : to reject 5. btsonpiyliiers _______________________ : something a person should do; a duty 6. sutpeid ______________ : a disagreement 7. rorvngoe ____________________ : the elected leader of a state

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State Government

Lesson

2

Reading Strategy

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

Executive

Legislative

Judicial CHAPTER 11

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State Government

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Lesson

2

Skills Activity

Evaluating a State Policy or Law Lawmakers 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. FF Step 1: Research a Law. Research a Maryland state law. The FindLaw Web site is a great site to use to research Maryland’s laws. Write down the law:   FF Step 2: Take a Survey. After learning about the law, survey 10–20 people about whether or not they think the law is helpful in solving problems. FF Step 3: Write an Essay. 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.

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State Government

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Lesson

2

Writing Activity

Political Portrait Research 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.

Political Portrait

CHAPTER 11

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Local Government

Date

Lesson

3

Activator

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

Services Provided by a Local Government

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Date

Local Government

Lesson

3

Words to Understand

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

Word Bank county county seat income tax mayor

municipal sales tax

1. the elected leader of a city:  

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

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

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

5. a tax on money people and businesses earn:  

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CHAPTER 11

6. having to do with a town or city:  

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Local Government

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Lesson

3

Reading Strategy

Rank and Order Look 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. OFFICES

WHAT THEY DO

       

Order the offices from most important to least important.

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1. _________________________________

6. _________________________________

2. _________________________________

7. _________________________________

3. _________________________________

8. _________________________________

4. _________________________________

9. _________________________________

5. _________________________________

10. _________________________________

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Name

Local Government

Date

Lesson

3

Writing Activity

My Town Use 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

CHAPTER 11

What I’d Change About My City/Town

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Being a Good Citizen

Date

Lesson

4

Activator

Good Citizen Write 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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Name

Date

Being a Good Citizen

Lesson

4

Words to Understand

Use the clues to complete the crossword puzzle.

Word Bank campaign candidate health care

perspective policy pollutant

1

2

3

4

5

Down

Across

CHAPTER 11

1. a chosen course of action or way of dealing . something that pollutes or makes the air, land, or Across Down something water dirty 1. something that pollutes or makes the 1. a chosen course action ortoway 3. the efforts of aofperson try of to get enough s . having to do with helping people stay healthy and air, land, or water dirty dealing with something to be elected to a political office with the treatment of sick people . point of view; the ideas a person has about 2. having 2. the efforts of a person to try to get to do with helping people stay something healthy and with the treatment of sick enough support to be elected to . a person who runs for a political office people political office 4. point of view; the ideas a person has about something; opinion 5. a person who runs for political office

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Name

Being a Good Citizen

Date

Lesson

4

Reading Strategy

Making Decisions As 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

OPTIONS

PROS + CONS -

+ + + + + THE OPTION I AGREE WITH AND WHY

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Being a Good Citizen

Date

Lesson

4

Writing Activity

Rules and Regulations To 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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Activator

Goods and Services Goods 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. Farmer

Good or Service

Good or Service

Ice Cream Man

Police Officer

Good or Service

Good or Service

Baker

Teacher

Good or Service

Good or Service

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Doctor

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Basic Economics

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Words to Understand

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

Word Bank employee competition entrepreneur service profit

regulate scarcity opportunity cost specialize economics

1. worker:  2. contest:   3. business person:   4. focus:   5. earnings:   6. keep order:   7. shortage:   8. work done for money:   9. the giving up of something:   10. producing, buying, and selling:  

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Reading Strategy

Summary Response A 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:______________________________________________________

Topic of Lesson

Beginning

Middle

End

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Basic Economics

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Lesson

1

Writing Activity

A Business Plan An 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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People Make Choices About Money

Lesson

2

Activator

$1,000 to Spend Pretend 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.

Things I Would Buy

How Many?

How Much?

Total Amount Owed $ ______________________________

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People Make Choices About Money

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Lesson

2

Words to Understand

Match each Word to Understand with its correct definition.

1. budget 2. career

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

3. consumer

B something that is subtracted or taken away 

4. deduction 5. interest

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

6. salary

D a person who buys goods and services  E money a person earns for a job he or she does, usually paid out at certain times  F a plan for how to spend money

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People Make Choices About Money

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Reading Strategy

Making Generalizations Look 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: Money Some 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 Some People Think: ____________________________________________________________ Other People Think: ____________________________________________________________

Topic: Sharing Money Some People Think: ____________________________________________________________ Other People Think: ____________________________________________________________

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People Make Choices About Money

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Skills Activity

Prioritizing Information Gather 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.

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Writing Activity

Business Portrait Research 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.

Business Portrait

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Maryland’s Economy

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Lesson

3

Activator

Places of Work Think 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

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Education

Fishing/Farming

Tourism/Arts/Foods

Mining

Science/ Health Care

Retail

Construction

Finance

Other

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Maryland’s Economy

Date

Lesson

3

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 chemicals non-profit: not run with the purpose of making money software: programs used by a computer tourism: the industry that makes money from people who visit a certain place

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Name

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Maryland’s Economy

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3

Reading Strategy

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.

Inventions

Text Clues

What I Know

My Inference

telephone

automobile

radio

refrigerator

airplane

television

computer

cell phone

MP3 player

Internet

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Maryland’s Economy

Date

Lesson

3

Writing Activity

Questions About Jobs Interview 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. 1. What do you do at your job?   

 

  2. How long have you been doing this job?   

 

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

 

  4. What do you like about your work?   

 

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

 

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

 

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

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