Maryland Adventure Student Guide

The
Maryland Adventure
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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10 9 8 7 6 5 4 3 2 1
STUDENT GUIDE
CONTENTS
Chapter 1: Begin the Adventure
Lesson 1: Your Textbook as a Tool...................1 Lesson 2: Tools to Study History......................6
Chapter 8: A New Century

Lesson 1: New Jobs, New people...................97 Lesson 2: New Inventions...............................101 Lesson 3: New Ideas......................................106
Chapter 2: Natural Maryland

Lesson 1: Studying Geography.......................13 Lesson 2: Marylands Land Regions. ................17 Lesson 3: People, Goods, and Ideas Move......22
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 3: The First People

Lesson 1: Prehistoric People. ...........................27 Lesson 2: Later Indians. ..................................31 Lesson 3: Woodland Indian Life......................35
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 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 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 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 Conict with Great Britain......69 Lesson 2: A Growing State.............................73 Lesson 3: A Changing State. ...........................77
Chapter 12: Economics in Maryland

Lesson 1: Basic Economics..............................161 Lesson 2: People Make Choices About Money. 165 Lesson 3: Marylands Economy.......................170
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
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Date
CHAPTER 1
Your Textbook as a Tool
Lesson
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.
2010 Gibbs Smith, Publisher
Student Guide Use with The Maryland Adventure
Name
Date
Lesson
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
Lesson
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?
2. What is the title of Chapter 7? 3. What page does Chapter 1 begin on?
4. What chapter is named Life in the New State?
5. What page does the glossary start on?
6. Using your textbook, what is the definition of the word timeline?
7. What page does the index start on?
8. What pages can the American Revolutionary War be found on?
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Date
Lesson
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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Date
CHAPTER 1
Lesson
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 George W. Bush Battle of Baltimore Frederick The Civil War Page Numbers Fact About Person or Event
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
Lesson
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 persons history and how the artifacts helped you guess who it was.
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Date
CHAPTER 1
Lesson
2
artifact document evidence historian
Words to Understand
Word Bank
point of view primary source secondary source witness
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.
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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Lesson
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
Lesson
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.
Use your textbook to write a caption question and its answer.
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Lesson
Skills Activity
Analyzing a Document
Read the journal entry. Answer the questions to determine the writers 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 dont think I am going to like school.
Aubree
1. Why doesnt 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
Student Guide Use with The Maryland Adventure 2010 Gibbs Smith, Publisher
Name
Date
CHAPTER 1
Lesson
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
Lesson
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
Lesson
Words to Understand
Use the clues to complete the crossword puzzle.
5 7
9 10 11
12
7. the study of the Earths 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
Across
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
Down
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Studying Geography
Lesson
Reading Strategy
Reading a Map
Look at the map on page 25 in The Maryland Adventure. Answer the following questions about this map. 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?
CHAPTER 2
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Studying Geography
Lesson
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.
__
__ __
__ __
116 Oak Street Annapolis Anne Arundel Maryland United States of America North America Earth
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Marylands Land Regions Lesson
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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2
climate drought elevation fall line humid hurricane industry
Words to Understand
Word Bank
natural resource population precipitation region temperate
Use the Word Bank to complete the equations.
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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Reading Strategy
Organizing Information
Using the chart provided, organize the information you have learned about Marylands regions.
Natural Features Human-Made Features CHAPTER 2
Cities
People
Piedmont Plateau
Appalachian Piedmont Plateau
Cities
Appalachian
Atlantic Coastal Plain
Natural Features
Human-Made Features
People
Cities
Atlantic Coastal Plain

People Natural Features
Human-Made 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 Marylands natural and human-made features.
CHAPTER 2
What I Observed
Is it a Natural or Human-Made Feature?
Did you see, smell, taste, hear, or feel it?
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People, Goods, and Ideas Move
Lesson
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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Lesson
Words to Understand
Use your textbook to write the correct definition next to each Word to Understand. 1. conserve 2. culture 3. ecosystem 4. pollution 5. predator 6. settlement
CHAPTER 2
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Lesson
3
Word Bank
people plants animals
Reading Strategy
Ecosystem Relationships
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.
soil water air
Pla n
ts
Pe o
e pl
ECOSYSTEM
s al
So
24
il
An im
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Lesson
Writing Activity
Haiku Poetry
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.
CHAPTER 2
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
Lesson
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 partners 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
Lesson
Words to Understand
Word Bank
atlatl paleo extinct prehistoric glacier theory hunter-gatherer
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.
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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Name
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Prehistoric People
Lesson
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
Who was involved in the event? How did it happen?
Why did it happen?
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Prehistoric People
Lesson
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:_________________________________________________________
30
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Later Indians
Lesson
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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Date
Later Indians
Lesson
Words to Understand
Word Bank
ally ancestor govern barter wampum council
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. 1. rreatb ____________________________________ 2. vngoer ___________________________________ 3. ncoucil ___________________________________ 4. ayll ______________________________________ 5. mpmwua _________________________________ 6. nctroeas _________________________________
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Later Indians
Lesson
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
1. The name Woodland describes only one tribe of Indians. 2. The Woodland Indians lived in cities. 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.
Before Reading
Agree or Disagree
After Reading
Agree or Disagree
CHAPTER 3
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Later Indians
Lesson
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
Lesson
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
35
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Lesson
Words to Understand
Using the Words to Understand in Chapter 3, Lesson 3, draw pictures that illustrate each of the words.
agriculture
girdle
palisade
tradition
ceremony 36
religious
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Lesson
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:
Page # _____________ Connection Idea:
CHAPTER 3
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Lesson
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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Lesson
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
Lesson
Activator
Exploration Storyboard
Think about a time you went on an exploration. Sketch your exploration in steps.
CHAPTER 4
41
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Lesson
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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Lesson
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.
The text says . . .

The countries in Europe were going through big changes.
This reminds me of . . .
Changes Im going through in my life since we moved to a new neighborhood.
The text says . . .
CHAPTER 4
The text says . . .
The text says . . .
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Lesson
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
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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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 fathers wealth. 7. To put up with something is to have ___________________________________ for it. 46
Student Guide Use with The Maryland Adventure 2009 2010 Gibbs Smith, Publisher
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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.
The text says . . .

King Charles I gave George Calvert land in America.
In another book I read . . .

The king gave Calvert 6.5 million acres of land!
The text says . . .
CHAPTER 4
The text says . . .
The text says . . .
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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 schools or districts 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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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
49
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The Maryland Colony Grows
Lesson
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?
50
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Lesson
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 others hidden words.
Word Bank
custom enslave gentry immune frontier plantation tutor
CHAPTER 4
51
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Date
Lesson
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.
The text says . . .

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 . . .
The text says . . .
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Date
Lesson
Writing Activity
Colonial Poem
Use this format to write a poem about colonial life in Maryland. First line: one noun Second line: two adjectives Third line: three verbs Fourth line: four nouns Fifth line: three verbs Sixth line: two adjectives Seventh line: one noun Town Wooded, Small Farming, Spinning, Cooking Church, Steeple, Fields, Cows Trading, Teaching, Plowing Busy, Happy Home
CHAPTER 4
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Date
Road to Revolution
Lesson
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 O M
2010 Gibbs Smith, Publisher Student Guide Use with The Maryland Adventure
CHAPTER 5
55
Name
Date
Road to Revolution
Lesson
Words to Understand
Word Bank
debt delegate disguise militia ammunition boycott protest repeal representative revolution unite
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.
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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Road to Revolution
Lesson
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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Road to Revolution
Lesson
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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Road to Revolution
Lesson
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 someones 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 havent any chins at all. Their ears are pink, their teeth are white, They run about the house at night. They nibble things they shouldnt 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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The Fight for Independence
Lesson
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
ALL ALONE
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Lesson
Words to Understand
On the easels below, draw a picture that illustrates the definitions of the Words to Understand.
declare
armed
independence
privateer
sacrifice
CHAPTER 5
surrender
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Lesson
Reading Strategy
Using Your Senses

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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LOOKS
FEELS
SMELLS
SOUNDS
TASTES
Name
Date
Lesson
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
Date
A New Government
Lesson
Activator
Whats 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.
64
Name
Date
A New Government
Lesson
Words to Understand
Word Bank
amendment capital constitution guarantee individual monarchy
Make a word search by filling in the empty grid with letters and the Words to Understand. Have a classmate try to find your hidden Words to Understand.
Use two of the Words to Understand in a sentence.
CHAPTER 5
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Name
Date
A New Government
Lesson
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: ___________________________________________________________________
66
Name
Date
A New Government
Lesson
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
67
68
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Date
More Conflict with Great Britain
Lesson
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
RESOLUTION
CHAPTER 6
69
Name
Date
Lesson
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.
70
Name
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Lesson
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

CHAPTER 6
71
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Lesson
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
72
Name
Date
A Growing State
Lesson
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
CHAPTER 6
73
Name
Date
A Growing State
Lesson
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.
74
Name
Date
A Growing State
Lesson
Reading Strategy
The 5Ws
One way of finding the main idea is to look for the 5WsWho, What, Where, When, and Why. Choose one Maryland region described in Chapter 6, Lesson 2 and complete the chart.
A Region in Maryland Grows
What region did you choose?
Where is the region?
Who lived in the region?
What jobs did they do?
When did the growth happen?
Why did the growth happen?

CHAPTER 6
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Name
Date
A Growing State
Lesson
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.
76
Name
Date
A Changing State
Lesson
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
1. People didnt have television to watch.
NOW
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.
CHAPTER 6
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Name
Date
A Changing State
Lesson
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
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

CHAPTER 6
79
Name
Date
A Changing State
Lesson
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 Ellicotts 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
Date
A Changing State
Lesson
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
CHAPTER 6
81
82
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Date
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
CHOICE 2
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Name
Date
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.
84
Name
Date
CHAPTER 7
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 didnt work hard enough. First he received beatings, then many of his food privileges were taken away, and finally he decided to run away.
First
Next
Then
Finally
85
Name
Date
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 Id be a slave, Id be buried in my grave, And go home to my Lord and be free. Therell 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 . . . Therell be no more kneeling, no more bowing, No more kneeling after a while . . . Therell be shouting, therell be shouting, Therell be shouting after a while . . .
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Name
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CHAPTER 7
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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Working to End Slavery
Lesson
Activator

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
88
Name
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CHAPTER 7
Lesson
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
89
Name
Date
Lesson
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
CHAPTER 7
Lesson
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 Slave Owners Wanted Abolitionists Wanted
91
Name
Date
The Civil War
Lesson
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
92
Name
Date
CHAPTER 7
The Civil War
Lesson
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.
93
Name
Date
The Civil War
Lesson
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.
94
Name
Date
CHAPTER 7
The Civil War
Lesson
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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New Jobs, New People
Lesson
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
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Name
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Lesson
Words to Understand
Put the letter of the correct definition on the line beside the Word to Understand. A to produce a larger number of goods by using machines B a small, crowded area within the city C a person who moves from place to place to find work D an amount 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.
1. refrigerate 2. recruit 3. mass production 4. ghetto 5. migrant 6. quantity 7. process
98
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Lesson
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
99
Name
Date
Lesson
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
1. When did you move here?
Responses
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?
100
Name
Date
New Inventions
Lesson
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.
Type of Technology
Its Purpose
How Often I Use It
CHAPTER 8
101
Name
Date
New Inventions
Lesson
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________________________________________.
102
Name
Date
New Inventions
Lesson
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.
Headings

Supporting Details
CHAPTER 8
Machines That Use Electricity
Telegraph and Telephone
Sewer System
Automobiles
Streetcar Suburbs
103
Name
Date
New Inventions
Lesson
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.
104
Name
Date
New Inventions
Lesson
Skills Activity
Determining Importance
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:
CHAPTER 8
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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New Ideas
Lesson
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 The Way the Problem Was Solved
106
Name
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New Ideas
Lesson
Words to Understand
Word Bank
labor union luxury middle class philanthropist politics segregate
CHAPTER 8
Use the Words to Understand to complete the crossword puzzle.
3 4
Down
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
Across
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
107
Name
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New Ideas
Lesson
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:
108
Name
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New Ideas
Lesson
Writing Activity
Problems and Solutions

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 wasnt a solution at that time, write a paragraph about how you would have solved the problem.
CHAPTER 8
PROBLEM
SOLUTION
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The World Goes to War
Lesson
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
111
Name
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Lesson
Words to Understand
Word Bank
alliance migration neutral prohibit prosperous submarine suffrage veteran
Use the Words to Understand to create your own word search. After you have created it, have a partner look for the Words to Understand in the word search.
Write a paragraph using four of the Words to Understand.
112
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Lesson
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
The Roaring Twenties

Prohibition
113
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Lesson
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, womens suffrage, or Prohibition. Title of Comic Strip:
114
Name
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Tough Times
Lesson
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? 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?
CHAPTER 9
115
Name
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Tough Times
Lesson
Words to Understand
Word Bank
agency depression discrimination employment lay off poverty unemployment
Use the Words to Understand to fill in the blanks of each sentence.
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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Name
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Tough Times
Lesson
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. _______
117
Name
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Tough Times
Lesson
Writing Activity
Alphabet Soup
All of the following government programs were part of President Roosevelts New Deal. Do some research on the program you were assigned. Find out what the programs 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
118
Name
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Another World War
Lesson
Activator
Pearl Harbor
December 7, 1941a 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. 1. Meaning of the prefix in-: 2. Meaning of the root word fame: 3. Meaning of the word infamy: 4. Meaning of the quote:
CHAPTER 9
119
Name
Date
Another World War
Lesson
Words to Understand
Word Bank
atomic bomb concentration camp dictator invade patrol ration
Use the Words to Understand to complete the puzzle.
2 3
Across Across
1. control amount of goods that are 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 4. a camp where people are held 5. a leader who has total control over a country and itsagainst people their will 6. to maintain order and control over an area by passing through 5. a leader who it has all the power over a country and its people 6. to maintain order and control over an area by carefully passing through it
Down Down
2. a bomb that causes a great explosion 2. a bomb that causes a great explosion due to a sudden release of energy due to a sudden release of energy 3. to go in and take over 3. to enter forcefully, usually with the intent to take over
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Name
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Another World War
Lesson
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 home to help the war effort. People were supportive of the war and tried their best to help.
CHAPTER 9
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.
121
Name
Date
Another World War
Lesson
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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Name
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Another World War
Lesson
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
united we win peace at last
the atomic bomb
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Life After World War II
Lesson
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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Lesson
Words to Understand
Word Bank
beltway boom communist department store minority threaten
Fill in each blank with the correct Word to Understand.
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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Lesson
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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Name
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Lesson
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
Monday
What I Did with My Time
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
My feelings about TV Turn-Off Week:
128
Name
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Challenging Times
Lesson
Activator
All Men Created Equal

Read part of Dr. Kings 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
Lesson
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 persons skin color
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2009 2010 Gibbs Smith, Publisher
Name
Date
Challenging Times
Lesson
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
Lesson
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 wouldnt let me play ball with them because I dont go to their church. I like my church. I dont 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
Lesson
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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Modern Marylanders
Lesson
Words to Understand
Illustrate the definition of each Word to Understand.
orbit
aeronautics
prejudice
research
trauma
vaccine
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Modern Marylanders
Lesson
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
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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Name
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Modern Marylanders
Lesson
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 was born outside the United States. I have never had a cavity. I am an only child. My favorite subject is math.
I ride the bus to school.
I am the oldest child in my family.
I can roll my tongue.
I love to eat broccoli.
CHAPTER 10
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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Maryland Today
Lesson
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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Maryland Today
Lesson
Words to Understand
Match each Word to Understand with its definition.
A geothermal energy B commuter C terrorist D wind turbine E solar panel F biofuel G emission H renewable
1. a fuel made from plants 2. a person who travels back and forth from home to work 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 winds energy into electricity
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Name
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Maryland Today
Lesson
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
We are running out of resources to meet our needs.
Possible Solutions
Solution
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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Name
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Maryland Today
Lesson
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
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 dawns early light, What so proudly we hailed at the twilights last gleaming? Whose broad stripes and bright stars, through the perilous fight, Oer 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 Oer 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
143
Name
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National Government
Lesson
Words to Understand
Match each word with its definition. 1. advisor ________ 2. checks and balances ________ 3. democracy _______ 4. enforce ______ 5. execute ______ 6. federal system______ 7. interpret ______ 8. jury ______ 9. legislate ______ 10. rule of law ______ A a principle that says that laws apply to all citizens B a person who gives advice to another person C a system in which there is a national government and state governments D a system of government in which each of 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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Name
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National Government
Lesson
Reading Strategy
Making Comparisons
Use the information on page 286287 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.
Legislative Branch What do they do?
The Three Branches of Government
4.
Who is in it?
5.
Judicial Branch What do they do?
CHAPTER 11
6.

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National Government
Lesson
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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Name
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State Government
Lesson
Activator
Acrostic Poem
Write an acrostic poem about Maryland. While writing, think about the people, places, and history of our state.
M A R Y L A N D
2010 Gibbs Smith, Publisher Student Guide Use with The Maryland Adventure
CHAPTER 11
147
Name
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State Government
Lesson
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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Name
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State Government
Lesson
Reading Strategy
Venn Diagram
Use the Venn diagram to compare the three branches of the state government: legislative, executive, and judicial.
Legislative
Executive
Judicial
CHAPTER 11
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State Government
Lesson
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 Marylands laws. Write down the law: FF Step 2: Take a Survey. After learning about the law, survey 1020 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 peoples reasons for agreeing or disagreeing with the law.
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State Government
Lesson
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
Lesson
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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Local Government
Lesson
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:
6. having to do with a town or city:
CHAPTER 11
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Local Government
Lesson
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. 1. _________________________________ 2. _________________________________ 3. _________________________________ 4. _________________________________ 5. _________________________________ 154
6. _________________________________ 7. _________________________________ 8. _________________________________ 9. _________________________________ 10. _________________________________
Name
Date
Local Government
Lesson
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 Id Change About My City/Town
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Being a Good Citizen
Lesson
Activator
Good Citizen
Write about what you think it means to be a good citizen. Share your ideas with your group and write the groups key ideas in the web.
BEING A GOOD CITIZEN
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Lesson
Words to Understand
Word Bank
campaign candidate health care perspective policy pollutant
Use the clues to complete the crossword puzzle.
Across
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 ofperson action or way 3. the efforts of a to 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
CHAPTER 11
Down
4. point of view; the ideas a person has about something; opinion 5. a person who runs for political office
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Lesson
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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Lesson
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
CHAPTER 11
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160
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Basic Economics
Lesson
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.
Doctor Farmer
Good or Service
Good or Service
Ice Cream Man
Police Officer
Good or Service
Baker
Good or Service
Teacher
Good or Service
Good or Service
CHAPTER 12
161
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Basic Economics
Lesson
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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Name
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Basic Economics
Lesson
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
CHAPTER 12
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Name
Date
Basic Economics
Lesson
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
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 $ ______________________________

CHAPTER 12
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Lesson
Words to Understand
Match each Word to Understand with its correct definition.
1. budget 2. career 3. consumer 4. deduction 5. interest 6. salary
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 B something that is subtracted or taken away C the fee charged for borrowing money; the fee paid to a person for money he or she saves in a bank 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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Lesson
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
Topic: Sharing Money

CHAPTER 12
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Lesson
Skills Activity
Prioritizing Information
Gather information for each topic below by reading pages 322324 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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Lesson
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
CHAPTER 12
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Marylands Economy
Lesson
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
Education Fishing/Farming Tourism/Arts/Foods
Mining
Science/ Health Care
Retail
Construction
Finance
Other
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Marylands Economy
Lesson
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
CHAPTER 12
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Marylands Economy
Lesson
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
telephone
Text Clues
What I Know
My Inference
automobile
radio
refrigerator
airplane
television
computer
cell phone
MP3 player
Internet
e-mail 172
Name
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Marylands Economy
Lesson
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 dont 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?
CHAPTER 12

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Maryland Adventure Student Guide

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Maryland Adventure Student Guide

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The

Chapter 8: A New Century

Chapter 2: Natural Maryland

Chapter 9: Two World Wars and the

Chapter 3: The First People

Chapter 10: Modern Maryland

Chapter 4: Colonial Maryland

Chapter 11: Our Government

Chapter 5: Revolution and a New Nation

Chapter 6: Life in the New State

Chapter 12: Economics in Maryland

Chapter 7: The Civil War

Your Textbook as a Tool

Tools for an Adventure

Your adventure: Tools for your adventure:

Illustrate your adventure.

2010 Gibbs Smith, Publisher

Student Guide Use with The Maryland Adventure

Your Textbook as a Tool

Draw a line from each word to its correct definition.

Student Guide Use with The Maryland Adventure

2010 Gibbs Smith, Publisher

Your Textbook as a Tool

Features of Your Textbook

1. Where is the table of contents found?

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

5. What page does the glossary start on?

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

7. What page does the index start on?

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

2010 Gibbs Smith, Publisher

Student Guide Use with The Maryland Adventure

Your Textbook as a Tool

Our Maryland Portraits

Your Name_______________________________________________ Year You Were Born________________________________________

Student Guide Use with The Maryland Adventure

2010 Gibbs Smith, Publisher

Your Textbook as a Tool

2010 Gibbs Smith, Publisher

Student Guide Use with The Maryland Adventure

Tools to Study History

What It Tells About the Person

Student Guide Use with The Maryland Adventure

2010 Gibbs Smith, Publisher

Tools to Study History

2010 Gibbs Smith, Publisher

Student Guide Use with The Maryland Adventure

Tools to Study History

Identify Parts of a Textbook (Page 1 of 2)

Write the headings in this lesson

Draw a picture of one of the Words to Understand

Student Guide Use with The Maryland Adventure

2010 Gibbs Smith, Publisher

Tools to Study History

Identify Parts of a Textbook (Page 2 of 2)

Use your textbook to write information from a caption.

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

2010 Gibbs Smith, Publisher

Student Guide Use with The Maryland Adventure

Tools to Study History

My First Day of School

Tools to Study History

Writing from Another Point of View

Your Name_______ Year You Were Born