The mary land adventure

Lesson 1Your Textbook as a ToolActivator Tools for an Adventure With a partner, choose an adventure you want to go on.. Lesson 1Your Textbook as a ToolReading Strategy Features of Your T

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

Printed and bound in the United States of America

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

C ONTENTS

STUDENT GUIDE

Chapter 1: Begin the Adventure

Lesson 1: Your Textbook as a Tool 1

Lesson 2: Tools to Study History 6

Chapter 2: Natural Maryland Lesson 1: Studying Geography 13

Lesson 2: Maryland’s Land Regions 17

Lesson 3: People, Goods, and Ideas Move 22

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

Lesson 2: Later Indians 31

Lesson 3: Woodland Indian Life 35

Chapter 4: Colonial Maryland Lesson 1: Europeans Come to North America 41 Lesson 2: The Maryland Colony Is Founded 45

Lesson 3: The Maryland Colony Grows 50

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

Lesson 2: The Fight for Independence 60

Lesson 3: A New Government 64

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

Lesson 2: A Growing State 73

Lesson 3: A Changing State 77

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

Lesson 2: Working to End Slavery 88

Lesson 3: The Civil War 92

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

Lesson 2: New Inventions 101

Lesson 3: New Ideas 106

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

Lesson 2: Tough Times 115

Lesson 3: Another World War 119

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

Lesson 2: Challenging Times 129

Lesson 3: Modern Marylanders 133

Lesson 4: Maryland Today 138

Chapter 11: Our Government Lesson 1: National Government 143

Lesson 2: State Government 147

Lesson 3: Local Government 152

Lesson 4: Being a Good Citizen 156

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

Lesson 2: People Make Choices About Money 165 Lesson 3: Maryland’s Economy 170

Lesson 1Your Textbook as a Tool

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.

Name Date

Lesson 1

Draw a line from each word to its correct definition

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

A plan for travel

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

100 years

Lesson 1Your Textbook as a Tool

Reading Strategy

Features of Your Textbook

Have you even taken a trip with your family? If you have, you probably saw road signs along

the way Signs help people know where they are This book has signs, too These signs will

help you get the most out of your study of Maryland

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

separate piece of paper

Where is

1

the table

of contents found?

What is

2

the title of Chapter 7?

What page

3

does Chapter 1 begin on?

What chapter

4

is named Life

in the New State?

What page does

Name Date

Lesson 1Your Textbook as a Tool

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

Writing Activity

Lesson 1Your Textbook as a Tool

Scavenger Hunt

Use your textbook to answer the questions

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

2 HAPTER 1

Lesson

Tools to Study History

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

point of viewprimary sourcesecondary sourcewitness

Name Date

2

Lesson

Tools to Study History

Identify Parts of a Textbook (Page 1 of 2)

As you read Chapter 1, Lesson 2 in your textbook,

find and record the following features

Reading Strategy

Write the title of the lesson

Write the headings in this lesson

Write the subheadings that are under the

heading Primary Source

Draw a picture of one of the Words

to Understand

2 HAPTER 1

Lesson

Tools to Study History

Identify Parts of a Textbook (Page 2 of 2)

Redraw one of the pictures from the textbook

Use your textbook to write

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

Reading Strategy

My First Day of School

Today was my first day of school As I walked

through the halls to recess and lunch everyone

seemed to know someone but me I sat on the grass

alone at recess and watched everyone else have

a good time I also ate lunch alone No one even

noticed that I was new or lonely My teacher, Ms

Preston was the only nice person at school I don’t

think I am going to like school.

Aubree

2 HAPTER 1

Lesson

Tools to Study History

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

Writing Activity

Lesson 1Studying Geography

Activator

Where Are We?

Draw where you are located in each of the following locations

Where I am located in my:

Name Date

Lesson 1

Use the clues to complete the crossword puzzle

11

12

Across

7 the study of the Earth’s land, water, people,

plants, and animals

8 the four directions (north, south, west, east) on a

compass rose

9 one half of the Earth

11 the four directions between the cardinal directions

on a compass rose (northwest, southwest,

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

Lesson 1Studying Geography

Reading Strategy

Reading a Map

Look at the map on page 25 in The Maryland Adventure Answer the following questions

about this map

What type of map is this?

Name Date

Lesson 1Studying Geography

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

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

Writing Activity

116 Oak Street Annapolis Anne Arundel Maryland United States of America

North America

Earth

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

Activator

Name Date

2

Lesson

Use the Word Bank to complete the equations

Dry weather with little rain =

natural resourcepopulationprecipitationregion

temperate

Piedmont Plateau

Atlantic Coastal

Cities

Natural Features

Human-Made Features

People

Piedmont Plateau

People Cities

Human-Made Features

Physical features of the animal:

Where the animal can be found:

Survival behaviors:

Other interesting facts about the animal:

Picture of animalName of animal

Making and Recording Observations

Observations are what you see, smell, taste, hear, and feel Fill out the observation charts

as you go on a nature walk with your class Make sure to observe Maryland’s natural and

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

S o i

l An

i ma ls

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

Reading Strategy

Word Bank

peopleplants animals

soilwaterair

ECOSYSTEM

S

o i

l

Write your own haiku about nature, the environment, or movement in Maryland

Writing Activity

Example:

Nature is precious (five syllables) Pollution can be deadly (seven syllables) Animals may die (five syllables)

Pick up your garbage (five syllables) Clean up the environment (seven syllables) Save the Earth today (five syllables)

Lesson 1Prehistoric People

Activator

Think, Pair, Share

As you think about what you know about prehistoric life, write down a few facts in the Think

box Find a partner Write your partner’s thoughts in the Pair box Write down a few thoughts

that are shared by students in your class in the Share box

THINK

PAIR

SHARE

Name Date

Lesson 1

Use the words in the Word Bank to fill in

the missing word in the sentences You may

need to make some nouns plural so they fit

in the sentence

Word Bank

atlatlpaleoextinctprehistoric

glaciertheoryhunter-gatherer

means ancient or very old

gathered berries, nuts, and leaves

Many giant animals died out or became _

7

Lesson 1Prehistoric People

How did it happen?

Who was involved in

the event?

Why did it happen?

Name Date

Lesson 1Prehistoric People

Prehistoric News

Write a newspaper article about a subject discussed in Chapter 3, Lesson 1 Draw a picture

to illustrate your article

Writing Activity

HEADLINE: _

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

Name Date

2

Lesson

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

barterwampumcouncil

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

Agree or Disagree Agree or DisagreeThe name Woodland

not build their villages

near rivers and streams

but, rather, deep in the

forests

Women in the

4

Woodland tribes hunted

for animals along side

Lesson

Woodland Indian Life

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

Activator

Name Date

3

Lesson

Woodland Indian Life

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

Words to Understand

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

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

Lesson

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

My Decision Is…

Name Date

Lesson 1

Europeans Come to

Write the correct Word to Understand next to its definition

a material used to make something else

The text says

The countries in Europe were

going through big changes.

This reminds me of

Changes I’m going through in

my life since we moved to a new neighborhood.

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

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

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?

their father’s wealth.

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

Lesson

The Maryland Colony

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!

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

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

Write the key words here:

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

Lesson

The Maryland Colony

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

Name Date

3

Lesson

The Maryland

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?