grade - pearson schoolassets.pearsonschool.com/asset_mgr/versions/2013... · she grew up poor and...

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3Grade

Glenview, Illinois • Boston, Massachusetts • Chandler, Arizona • Upper Saddle River, New Jersey

reader’s and Writer’s Journal

PrePublication coPy

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Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission to reproduce these pages, in part or in whole, for classroom use only, the number not to exceed the number of students in each class. Notice of copyright must appear on all copies. For information regarding permissions, write to Rights Management & Contracts, Pearson Education, Inc., One Lake Street, Upper Saddle River, New Jersey 07458.

Pearson and ReadyGEN are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc., or its affiliates.

ISBN-13: 978-0-328-78883-5 ISBN-10: 0-328-78883-X

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Name Explore the Text

Lesson 1Why does the bus sit still for so long?

Lesson 2How does the boy feel about watching Rosa Parks get arrested?

Lesson 3What does Emma tell the recruiter she did as a job before enlisting?

Lesson 4How does Emma know James Vesey?

Lesson 5Why doesn’t Dr. Hodes recognize Emma?

Becoming an Active Citizen • Unit 4 Module A • Lessons 1–5 • 241

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Name Sleuth Work

Don’t Give Up!

What do Sonia Sotomayor, Walt Disney, Dr. Seuss, and Thomas Edison have in common? They have become famous successful people—but they didn’t start out that way!

Sonia Sotomayor has overcome many challenges. She grew up poor and lost her father when she was young. She spoke only Spanish as a child. However, she studied hard in school and became a lawyer. Today she serves on the United States Supreme Court. She is only the third woman to do so.

Walt Disney was fired from his newspaper job and told he had a poor imagination. Today Disney’s ideas inspire theme parks and a movie company.

Theodor Geisel, also known as Dr. Seuss, wrote his first book called And to Think That I Saw It on Mulberry Street. After 27 different book companies turned it down, one company printed it. He went on to write over 40 children’s books.

These people might have just given up, but they didn’t. They kept trying and became successful.

Thomas Edison didn’t give up, either. He invented many things, including improvements to the lightbulb. It took him hundreds of tries before he found the materials that worked best for this invention. He never thought of himself as a failure. He said, “I have not failed. I’ve just found 10,000 ways that won’t work.”

Every time Edison tried something that didn’t work, he got one step closer to finding a way that would work.

So the next time you’re trying to learn something new or solve a problem, don’t stop trying. You may be just one step away from success!

242 • Unit 4 Module A • Lessons 1–5 • Becoming an Active Citizen

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Name Sleuth Work

Gather Evidence Circle phrases and sentences from the article that explain how the author feels about failure.

Gather Evidence: Extend Your Ideas Look at the clues you circled. Did you circle “These people might have just given up, but they didn’t. They kept trying and became successful”? How are the clues you circled good signs that the author feels strongly about not giving up? Write one to two sentences explaining how.

Ask Questions Underline two facts about one of the famous people mentioned in this article. Write down a question that can be answered from the facts you chose. Now trade questions with a partner and try to answer each other’s questions.

Ask Questions: Extend Your Ideas If you could talk to one of the famous people mentioned in this article, whom would you talk to and what would you ask? Make a list of the questions you would like to ask.

Make Your Case Circle what you think is the most important reason the writer gives to support the conclusion to this selection. Explain.

Make Your Case: Extend Your Ideas On a separate piece of paper, write an example paragraph of another way the conclusion to the selection could have been reached. Make sure to use the important reason you drew a circle around.

Prove It Draw a box around a way one famous person didn’t give up. On a separate piece of paper, write a paragraph explaining a problem you struggled with or a new concept you struggled to learn.

Prove It: Extend Your Ideas On that same piece of paper, explain one way you could encourage yourself not to give up.



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Name Vocabulary

Lesson 1aisle

hunker

Lesson 2slingin’

punchy

Lesson 3masquerade

recruiting

Lesson 4badgered

plagued

Lesson 5barrage

sponsor



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Name

Writing in Response to

Reading

Lesson 1 Write an expository paragraph by choosing a character from the story and describing how that character felt. Remember to support your writing by using text evidence.

Lesson 2 Read Back of the Bus. Write a paragraph to state an opinion about whether Mama and the other passengers should have defended Rosa. Support your writing by using text evidence.

Lesson 3 Read the first paragraph on page 3 from Behind Rebel Lines. Then read Emma’s opinion of the recruiting posters. Choose one or two of the posters and write your opinion of the slogans.

Lesson 4 Read pages 25–27 from Behind Rebel Lines. Write an expository paragraph recounting the events following the death of Lieutenant Vesey. Use text evidence to support your writing.

Lesson 5 Read pages 30–31 from Behind Rebel Lines to review. Butler’s thoughts about Emma becoming a spy. Write a paragraph giving your opinion about Emma becoming a spy. Support your opinion with evidence from the text.



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Name Reading Analysis

Using evidence from the text, answer the following questions about character.

1. Who is the boy rolling the marble to in the front of the bus? How do readers know?

2. Read this sentence: “We’re sittin’ right where we’re supposed to—way in the back.” What does this sentence tell readers about the boy and his mother?

3. At first, how does the boy feel about Mrs. Parks’s decision to stay seated? How do his feelings change by the end of the story?

4. How does Mrs. Parks’s arrest make the boy think differently about his life?

5. Read the last page that begins, “I take out my marble.” What comparison is the author making between the boy’s action holding the marble to the light and his own life?

6. Will the boy and his mother be more or less likely to sit in the back of the bus on their next ride? Why?



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NameLanguage

Analysis

1. Find the word fierce on page 74. Use the word fierce to tell about something in your life.

2. Now use the word fierce to tell about something in the world.

3. Find the word clicks on page 77. Describe something else that makes this noise.

4. Find the phrase pale and punchy on page 78. The author uses these words to explain that the boy feels uneasy or troubled. Use the words pale and punchy to describe something in your life.

5. Use the words pale and punchy to tell about when someone else in the world might feel this way.



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Name Conventions

Lesson 1 Define Nouns Review Write three common nouns that name a person, place, and thing from the text. Tell why it is considered a proper noun.

Lesson 2 Form Regular Plural Nouns Review Read page 66. Find the three singular nouns on the page and make them plural. Write a sentence using one of the plural nouns.

Lesson 3 Form Irregular Plural Nouns Read the sentence on page 8 that begins, “The line was still growing.” Rewrite the sentence using the plural form of the noun man.

Lesson 4 Use Irregular Plural Nouns in a Sentence Find the word woman on page 27. Use the plural form of woman in a sentence.

Lesson 5 Function of NounsExplain what nouns do. Then choose two common nouns and two proper nouns from Chapters 4 and 5. Tell what each noun names.



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Name Writing

Lesson 1 Write a paragraph that tells your opinion about whether the fictional elements in Back of the Bus help you understand Rosa Parks and how she took action. Make sure to give an opinion and use evidence from the text to support your examples.

Lesson 2 Think of ten interview questions you would ask Rosa Parks. Write one sentence stating an opinion of Rosa Parks’s impact on the United States.



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Name Writing

Lesson 3 State if you believe Emma Edmonds and Rosa Parks were good citizens and why. One paragraph should be about Emma Edmonds, and one paragraph should be about Rosa Parks. Back up your opinions with reasons.

Lesson 4 State an opinion about what makes a good citizen. Use your notes and complete the sentence frames to state your opinion. a. The most important thing a good citizen does is ____. b. An important character trait for a good citizen to have is ____.

Lesson 5 Write a sentence that introduces the topic of your opinion piece on what makes a good citizen.



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Lesson 6Why does Cuff switch jobs the second day?

Lesson 7 Why does Emma need to find Major McKee?

Lesson 8How does Emma find the packet of official documents?

Lesson 9Why is Emma arrested by Union cavalrymen?

Lesson 10How does Emma meet her husband?



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Using evidence from the text, answer the following questions about relationships between historical events.

1. On page 50, how did Emma feel about her mission? How will this information help the Union army?

2. What does Emma learn about the peddler? How will this information help the Union win even more battles against the Confederates?

3. What happened as a result of Emma’s information?

4. What happened to make General McClellan ask for Private Thompson/Emma’s help again?



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NameLanguage

Analysis

1. Read the first paragraph on page 66. What does it mean when Emma had to stop to “get her bearings”?

2. Use the word bearings to tell about something in your own life.

3. Use the word bearings to tell about something in the world.

4. On page 82, find the word marveling. What does the word marveling mean in the sentence?

5. Use the word marveling to tell about something in your life.

6. Use the word marveling to tell about something in the world.



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Name Vocabulary

Lesson 6shambled

manning

Lesson 7deserting

delirium

Lesson 8ambushed

skirmishing

Lesson 9gala

dilemma

Lesson 10crouch

humiliation



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Name


Reading

Lesson 6 Read pages 52–55 from Behind Rebel Lines. Write an expository paragraph telling about Emma as Cuff and how her disguise allowed her to gather information to help the Union Army.

Lesson 7 Read pages 81–82. How is the work Emma is doing important to the Union army? Write a paragraph to explain your opinion. Use evidence from the text to support your answer.

Lesson 8 Read pages 89–90 of Behind Rebel Lines. How did Emma manage to escape from Confederate troops pursuing her? Use evidence from the text to support your answer.

Lesson 9 Read page 114. Do you think Emma is proud of the “trophies” she’s been given after her successful missions? Use evidence from the text to support your answer.

Lesson 10 What are the steps Emma took to have her military rights restored? Use evidence from the text to support your answer.



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Using evidence from the text, answer the following questions about main idea.

1. What is Chapter 11 mostly about?

2. What details support the main idea of Chapter 11?

3. Tell about one of Private Thompson’s narrow escapes.

4. What is the main idea of Chapter 12?

5. What are some details that help readers understand the main idea of Chapter 12?



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NameLanguage

Analysis

1. Find the word trial on page 105. Use the word trial in a sentence about your own life with the same meaning as it has in the sentence that begins, “I’ll give you a chance, Mayberry.”

2. How can the word trial be used to tell about something in the world with the same meaning as the sentence on page 105?

3. Read the sentence on page 106 that begins, “At night.” What does the word plagued mean?

4. Use the word plagued to tell something about your life.

5. How can the world plagued be used to tell about something in the world? Write a sentence.



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Name Conventions

Lesson 6 Explain the Function of Nouns in a Particular Sentence Review Read the sentence on page 54 that begins, “He also heard.” Write the nouns in the sentence. Explain what each noun tells about.

Lesson 7 Define Abstract Nouns Review Read the sentence on page 74: “Would her luck hold, or was she tempting fate?” What type of noun is the word fate? What makes it this type of noun?

Lesson 8 Use Abstract Nouns Review On page 92, explain the meaning of the phrase pain didn’t play favorites. Use the abstract noun pain in the response.

Lesson 9 Define Pronouns Review Read the polka song on page 98. Which words are pronouns? What is the function of a pronoun?

Lesson 10 Use Pronouns in a Sentence Review Chapter 16 begins with the question, “What became of Emma Edmonds after the great Civil War ended?” Tell what happened to Emma. Underline the pronouns used in the sentence.



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Name Writing

Lesson 6 Write three reasons that support your opinion from Lesson 5.

Lesson 7 Write your opinion from Lesson 5. List three important reasons that support your opinion from Lesson 6 in paragraphs in order of importance.



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Name Writing

Lesson 8 Revisit your work from Lesson 7. Add linking words, such as because, therefore, since, and for example, to link your reasons and opinions. Rewrite your work with these linking words.

Lesson 9 Think about what makes a good citizen. Write a concluding statement for the paragraphs from Lesson 8.

Lesson 10 Write a concluding section for your work in Lesson 9. Rewrite your first statement from Lesson 9. Add two more concluding statements that restate your opinion in different ways.



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Lesson 11Why is Emma’s company relocated to the Chesapeake Bay area?

Lesson 12Who does Emma disguise herself as in Louisville?

Lesson 13Where is the bus driving on the day Rosa Parks is arrested?

Lesson 14How old is Betsy Dowdy in this story?

Lesson 15What does Betsy pack for the journey?



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Name Sleuth Work

Honoring Code Talkers

On July 26, 2001, four Native Americans received the Congressional Gold Medal. It is the highest civilian award the U.S. Congress can give. These men were survivors of the Navajo Code Talkers. The Code Talkers used their native language to send secret messages during World War II. It took about 60 years for them to be recognized for their service.

Inside the Capitol in Washington, D.C., President George W. Bush addressed the audience. He said, “Today, America honors 21 Native Americans who, in a desperate hour, gave their country a service only they could give.”

Bill Toledo was a Code Talker for three years. On the island of Guam, he barely missed being hit by sniper bullets. Thanks to his quick feet, he escaped unharmed. Later, while marching through the jungle, he was mistaken for a Japanese soldier. He was taken prisoner at gunpoint. The mistake was soon realized. He was given a bodyguard so it would not happen again. The Code Talkers were very important to the war effort.

Mr. Toledo said that it’s important to share his experiences with younger generations. He wants them to understand that freedom comes at a cost. He wants them to appreciate the sacrifices that servicepeople have made. It is these sacrifices that have helped Americans keep our freedom.

262 • Unt 4 Module A • Lessons 11–15 • Becoming an Active Citizen


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Name Sleuth Work

Gather Evidence Circle phrases and sentences from the article that explain how the author feels about the Code Talkers.

Gather Evidence: Extend Your Ideas Do you agree with the author? Explain why or why not in two to three sentences.

Ask Questions Underline two sentences from the selection that you have questions about. Using the Internet or an encyclopedia, research the questions and write down the answers you found.

Ask Questions: Extend Your Ideas If you could speak to a Code Talker about his experiences, what would you ask him? Write two factual questions and two opinion questions you would ask.

Make Your Case What do you think is most important for a reader to know about World War II to better understand this selection? How does knowing about history help you better understand selections such as this one? Draw a box around a sentence from the article that you think you would understand better if you had more historical knowledge.

Make Your Case: Extend Your Ideas On a separate piece of paper, brainstorm with a partner and write down any historical information you can remember that would help answer your questions. Now research your questions using an encyclopedia or the Internet.

Prove It Underline twice a sentence or two explaining the sacrifices the Native Americans had to make in order to serve their country.

Prove It: Extend Your Ideas On a separate piece of paper, write a paragraph explaining a sacrifice you made for someone else’s benefit.



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Name Vocabulary

Lesson 11

force

content

Lesson 12

distraught

stubborn

Lesson 13

overwhelmed

isolated

Lesson 14

legends

slate

Lesson 15

stays

breeches



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Name


Reading

Lesson 11 Read pages 26–29 of Behind Enemy Lines. Do you think Mrs. Butler is wise to keep Emma’s secret? Use evidence from the text to support your answer.

Lesson 12 In a brief expository essay, explain how historical events can be significantly impacted by a single active citizen. Use evidence from Behind Rebel Lines to support your ideas.

Lesson 13 Familiarize yourself with the central message in Behind Rebel Lines and Back of the Bus. Use specific examples from the texts to explain why you think just a few key details in one text and many key details in another do an equally effective job of revealing a story’s central message.

Lesson 14 Write a paragraph that gives your opinion about Mr. Lamb’s decision to help Betsy and Bess cross the river. Support your writing with text evidence.

Lesson 15 Write an expository paragraph that explains why the general probably thought that Betsy was a remarkable young woman. Support your writing using text evidence. Support your writing with text evidence.



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Using evidence from the text, answer the following questions about comparing and contrasting central message.

1. What is one central message shared by Back of the Bus and Behind Rebel Lines?

2. What text details convey this message in Back of the Bus?

3. What details from Behind Rebel Lines support the central message? What could have happened to Emma had she been discovered?

4. In each text, how did the main character’s actions help change the course of history?



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NameLanguage

Analysis

1. On page 26, read the sentence that begins, “With a rush of relief.” What does the phrase “bottled up” mean?

2. Read the sentence on page 31 that begins, “They fired a barrage of questions.” Rewrite the sentence using the literal meaning.

3. On page 33, find the phrase “wracked her brain.” What is Emma really doing when she “wracked her brain”?

4. Read the first sentence on page 75. What is the literal meaning of “brushed aside her morbid thoughts”?

5. Read the first sentence on page 117. What is the literal meaning of “Emma’s luck . . . suddenly ran out”?



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Name Conventions

Lesson 11 Function of PronounsFind three pronouns in Behind Rebel Lines. What are examples of other pronouns? What do they do?

Lesson 15 Use Possessives Review Revisit The Ride to find at least three sentences with possessive nouns. Then write a new sentence about The Ride using a possessive noun.

Lesson 14 Form Possessives Review Read page 6 of The Ride. Write a sentence that uses the possessive form of Betsy to tell whose ponies the redcoats want to take.

Lesson 13 Ensure Pronoun-Antecedent Agreement Pronouns must agree with their antecedent in gender and number. Read these sentences. Correct the pronoun-antecedent agreement. But then the policeman comes. They walks right on my bus.

Lesson 12 Function of Pronouns in Particular Sentences Read the sentence on page 88 that begins, “Several of the men were wounded.” Who received a gash across his flank? Which pronoun stands for the noun Rebel?



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Name Writing

Lesson 12 Conduct an interview with a classmate who is pretending to be Rosa Parks. Write your notes here. Include direct quotations where appropriate. Revise and rewrite your opinion from Lesson 2.

Lesson 11 Find 2 sources for your paper on Rosa Parks and record details about the source (location, author, date, title, etc.) below.



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Name Writing

Lesson 13 Sort the evidence you gathered from your sources into categories. Make a new chart and record your findings.

Lesson 14 Create an outline for your essay on the impact Rosa Parks had on her community.

Lesson 15 Write an introductory opinion statement about the impact of Rosa Parks on her community. Then write a complete draft of the opinion piece.



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Lesson 16What news does Sam Jarvis deliver to Betsy and her father?

Lesson 17 What is Bridget O’Shea’s occupation?

Lesson 18 About how old is Lieutenant Allen Hall when Emma finds him?



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Using evidence from the text, answer the following questions about parts of stories.

1. How does The Ride begin?

2. What happens before Betsy writes “Skinner” on the slate?

3. What happens from the time Betsy writes “Skinner” until she reaches Lamb’s Ferry?

4. How does the ride from Lamb’s Ferry to General Skinner’s camp differ from the earlier part of Betsy’s ride?



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Using evidence from the text, answer the following questions about comparing and contrasting central messages in two texts.

1. What is one central message in Behind Rebel Lines and The Ride?

2. How is the central message conveyed with details in Behind Rebel Lines?

3. What details from The Ride support the central message?

4. What is another possible central message common to both texts?

5. What details from both texts support this message?



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Name Vocabulary

Lesson 16bough

lope

Lesson 17imp

Lesson 18liberty



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Name


Reading

Lesson 16 Read pages 10–28. Write an explanatory essay about how the events in the middle of The Ride develop upon each other.



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Name


Reading

Lesson 17 The characters in Behind Rebel Lines and The Ride affect change. In a brief essay, describe why citizens should strive to be agents for positive change. Use examples from the texts to support your ideas.

Lesson 18 In your opinion, which author does a better job of describing characters and how their actions impact the story’s sequence of events? Use specific examples from the texts to support your answer.



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Using evidence from the text, answer the following questions to compare and contrast characters’ actions.

1. What action does Betsy take in The Ride that changes the course of the story?

2. What actions does Emma take in Behind Rebel Lines to move the story forward?

3. How do Rosa Parks’s actions in Back of the Bus influence the sequence of events?

4. What do all three characters have in common?



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Name Conventions

Lesson 16 Use Commas in Dialogue Notice how the comma is used in the dialogue on page 10 of The Ride. Write an example of dialogue where Betsy is speaking to Bess. Use a comma in your dialogue.

Lesson 17 Use Quotation Marks in Dialogue Find an example of dialogue in Behind Rebel Lines and The Ride. Notice how quotation marks are used to mark the beginning and end of each person’s speech. Write your own dialogue as Emma or Betsy. Use quotation marks correctly.

Lesson 18 Use Commas in AddressesFind an example of a place in each of the three texts. For example, Montgomery, Alabama in Back of the Bus and Currituck, North Carolina in The Ride. Use the information to address a letter from Emma to Mrs. Butler using commas correctly: Mrs. Butler 555 Regiment Dr. Richmond Virginia 33022



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Name Writing

Lesson 16 Revise your opinion piece from Lesson 15. Add linking words. Rewrite your essay below.



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Name Writing

Lesson 17 Edit your writing from Lesson 15. Rewrite your revised and edited essay below.

Lesson 18 Publish and present your opinion piece. Record notes below on what you plan to do for your presentation and your expectations of how your presentation will go.



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Lesson 1 Aside from schools, what other educational structures might the government support?

Lesson 2 What was the name of the government that overthrew the monarchy in ancient Rome?

Lesson 3What are the people elected to Parliament called?

Lesson 4Which country was the first to have universal suffrage?

Lesson 5What are some ways you can have your voice heard beyond voting?

Becoming an Active Citizen • Unit 4 Module B • Lessons 1–5 • 281

RGEN14_RWJTG_G3_U4B_L1-5.indd 281 06/10/13 12:14 PM

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Name Sleuth Work

The Election

It was time for the school elections. Each class voted on who would represent it in the school congress. A committee was formed of third, fourth, and fifth graders. Its job was to choose the best voting process. Everyone had ideas about how the voting should be done.

Anton, a fifth grader, thought everyone should fill out a ballot. The voting station would be in the school cafeteria. At lunch, each student would write a candidate’s name on a piece of paper and put it into a box. Then the votes would be counted.

Nisha, a fourth grader, thought that each class should vote for a representative. Then each grade would vote for those winners to select a representative for each grade.

Scotty, a third grader, thought that each grade should have an assembly to choose its representative. Someone would call out a candidate’s name. Then students would raise their hands if they wanted that person to represent them. The person who got the most hands raised would be the winner.

The students went round and round about what they should do. Finally, they asked a teacher for her thoughts. “We’re having a hard time agreeing on the voting process for the election,” they said to the teacher.

“Why not vote on it?” asked Mrs. Hanson.

282 • Unit 4 Module B • Lessons 1–5 • Becoming an Active Citizen


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Name Sleuth Work

Gather Evidence The election committee had several ideas for the voting process. Circle similarities between the voting suggestions. Write details that support what you circled.

Gather Evidence: Extend Your Ideas Write down two sentences describing the differences. Why do you think each grade chose their method of voting?

Ask Questions When the committee asked the teacher for help, what questions might she have asked the committee to help it reach a decision? Circle the question she asked the committee in the selection and then write two questions she might have asked.

Ask Questions: Extend Your Ideas Why do you think the teacher resolved the situation the way she did? Write two to three sentences explaining her reasoning.

Make Your Case Circle an opinion held by one of the students. Restate the opinion and give a supporting reason to explain why that method of voting would work well.

Make Your Case: Extend Your Ideas This time, restate the same opinion and give a supporting reason to explain why the method of voting would not work.

Prove It Draw a box around the author’s conclusion. In two to three sentences, explain other ways the teacher could have resolved the situation.

Prove It: Extend Your Ideas On a separate piece of paper, write down a disagreement you found yourself in and how you chose to resolve it.


RGEN14_RWJTG_G3_U4B_L1-5.indd 283 9/26/13 11:14 AM

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Name Vocabulary

Lesson 1goods

citizen

Lesson 2absolute

ruthlessness

Lesson 3parliamentary

Lesson 4revolutions

colonies

Lesson 5issue



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Reading

Lesson 1 Write an expository paragraph that explains what you think the second duty of government should be. Use evidence from the text to support your answer.

Lesson 2 Read the paragraph about Sulayman I on page 14 and Elizabeth I on page 15. These rulers governed wisely but many other rulers did not. Do you think a wise ruler or a democracy is the best government? Support your ideas by using text evidence.

Lesson 3 Write a paragraph to explain the author’s point of view about democracies. Support your ideas by using text evidence.

Lesson 4 Write a paragraph to state your opinion about specific ages and the right to vote. Support your ideas by using text evidence.

Lesson 5 Read Chapter 5 of What Is a Government? Write an expository paragraph describing an issue in your school and how you can make your feelings about the issue known. Support your writing by using text evidence.



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Using evidence from the text, answer the following questions about main idea and details.

1. What is the main idea of the section “What Do Governments Do?”

2. Why is the money system important in a government?

3. What details support the main idea that all children have a right to an education?

4. Which details tell about the importance of passing laws?

5. Which details explain how a national government protects its country?



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NameLanguage

Analysis

1. Find the word pharaohs on page 11. What are pharaohs?

2. Use the word pharaohs to tell something about the world.

3. Find the word descendant on page 14. Use the word descendant to tell about something in your own life.

4. Read the sentence on page 15 that begins, “Because their empire.” What does the term vast mean?

5. How does the word vast relate to your life? Write a sentence to tell about it.

6. Use the word vast to tell about something in the world.



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Conventions

Lesson 3 Subject-Verb Agreement Read page 19 of the text What Is a Government? Rewrite the sentence, “Presidents usually have a great deal of power since they are leaders of the nation” changing the subject to the words “A president.”

Lesson 4 Subject Verb Agreement with Past Tense Verbs On page 22, read the sentence, “All women in the United States gained the vote for the first time in 1920,” in the Female Suffrage section. The verb is a past tense verb. Find another past tense verb on the page and write a sentence about suffrage.

Lesson 5 Subject Verb Agreement with Present Tense Verbs Read the sentence on page 28 and locate one irregular present tense verb. “You can also go to your local leaders and explain your feelings.” The word go is an irregular present tense verb. The past tense is went. Choose another present tense irregular verb to use in a sentence. Tell why it is irregular.

Lesson 2 Subject-Verb AgreementRead “Ancient Greece” on page 12. Rewrite the following sentence to have a singular subject and verb: “In a democracy, all citizens were allowed to take part in making decisions.”

Lesson 1 Subject-Verb Agreement Read the section on agriculture and industry on page 8. Change the subject of the first sentence to singular and rewrite the sentence.

Name



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Name Writing

Lesson 1 Expressing Point of View Write a sentence expressing a point of view about the reading from the text. Then write a sentence expressing an opposing point of view.

Lesson 2 State your opinion about an opinion genre you have recently encountered. State whether you liked reading it.



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Name Writing

Lesson 3 Write a Topic Sentence Write one paragraph expressing an opinion on something you read on pages 16–21 of What Is a Government?

Lesson 4 Introduce the Topic Write two to three sentences introducing your topic responding to the prompt: What, in your opinion, is the most important function of government? Read about the different functions of government on pages 4–5 of What Is a Government?

Lesson 5 State an Opinion Write a sentence stating your opinion about the prompt: What, in your opinion, is the most important function of government? Read about the different functions of government on pages 4–5 of What Is a Government?



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Lesson 6 What countries are still ruled by a communist government?

Lesson 7What was life like in the colonies?

Lesson 8 What changes does did Solon bring to Athens?

Lesson 9Who took over for Solon?

Lesson 10 What was Cleisthenes’s first action as ruler?



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Using evidence from the text, answer the following questions about relationships between historical events.

1. On page 10, what events led to people’s need for government?

2. Read page 13. What events happened in ancient Rome that led to a change in government?

3. Read the second paragraph on page 15. How has the role of women in government changed since Elizabeth I ruled England in 1558?

4. What events can lead to a revolution? What are some examples of revolutions?



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NameLanguage

Analysis

1. Find the word debts on page 83. What are debts?

2. Use the word debt in a sentence about something in your life.

3. Write a sentence using the word debts that tells about something in the world.

4. On page 83, find the word frustrated. Why are the farmers frustrated?

5. Read page 85. Why would the colonists be frustrated?

6. Use the word frustrated to talk about something in your life.



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Name Vocabulary

Lesson 6dynasties

military government

Lesson 7centuries

settled

Lesson 8aristocrat

treason

Lesson 9tyrant

Congress

Lesson 10lots

debate



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Reading

Lesson 6 Read What Is a Government? Write an opinion describing which ancient government you would have liked to live under. Support your writing by using text evidence.

Lesson 7 Read page 84 from Who Really Created Democracy? Write an opinion to tell if the people of Athens had the right to get frustrated. Support your writing by using text evidence.

Lesson 8 Read page 86 from Who Really Created Democracy? Write an expository paragraph about Solon’s power in Athens. Support your writing by using text evidence.

Lesson 9 Write an opinion about the ruler Hippias. How do you feel about his laws and policies? Support your writing by using text evidence.

Lesson 10 Write an opinion about the author’s point of view about who won the race. Cite text evidence.



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Using evidence from the text, answer the following questions about point of view.

1. What is the author’s point of view about Cleisthenes? What information leads to that conclusion?

2. How does the author compare the Athenians and colonists?

3. What connection does the author want readers to make between the colonists and the Athenians?

4. What is your point of view about the Athenian’s government?



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Analysis

1. Read the sentence on page 87 that begins, “He divides citizens.” What does the word classes mean in this sentence?

2. On page 88, explain the meaning of patriot.

3. Read page 90. What is the purpose of the declaration?

4. Find the word troops on page 88 in the sentence that begins, “In April 1775.” What word could be used in place of troops without changing the meaning of the sentence?



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Conventions

Lesson 9 Produce Simple Sentences Read page 92. Use simple sentences to tell what Peisistratus does for Athens.

Lesson 8 Pronouns-Antecedents Agreement Read page 86. Identify all the pronouns in the first and second paragraph. Next to the pronoun, write what the pronoun is referring to.

Lesson 10 Produce Compound Sentences Remember that a compound sentence is two clauses joined by a coordinating conjunction (for, and, nor, but, or, yet, so). Read page 96. Draft a compound sentence that tells about the new government.

Lesson 7 Pronouns and Antecedents Read the sentence on page 84, “Then it grows to action.” Identify what “it” is. Identify who “they” are in the sentence, “ The wealthy lawmakers know they can’t fight the masses.

Lesson 6 Subject/Verb Agreement with Future Tense On a separate piece of paper, rewrite the section titled “Monarchy” on page 21 of the book What Is a Government? in future tense, starting with changing the word “past” in the first sentence to “future.”

Name



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Name Writing

Lesson 6 Provide Reasons to Support an Opinion Make a list of reasons that support your opinion statement (written in Lesson 5) for your opinion piece responding to the following prompt: What, in your opinion, is the most important function of government?

Lesson 7 Create an Organizational Structure Create a Web graphic organizer to provide an organizational structure for your opinion piece. Then use your web to write an opinion piece responding to the following prompt: What, in your opinion, is the most important function of government?



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Name Writing

Lesson 8 Use Linking Words to Connect Rewrite your opinion piece using linking words and phrases that connect your reasons and details to your opinion statement. Remember you are responding to the following prompt: What, in your opinion, is the most important function of government?

Lesson 9 Provide a Concluding Statement Write a concluding statement for your opinion piece responding to the following prompt: What, in your opinion, is the most important function of government? Keep in mind that a concluding statement can “set up” the next section you write.

Lesson 10 Provide a Concluding Section Write a concluding section for your opinion piece responding to the following prompt: What, in your opinion, is the most important function of government?



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Lesson 11Who becomes ruler of Athens in 594 B.C.?

Lesson 12 What did Franklin decide about the symbol on George Washington’s chair?

Lesson 13 What happened in the Connecticut Compromise?

Lesson 14Who was the first person to sign the new Constitution?

Lesson 15 Which state was the final state to accept the new Constitution?



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Name Sleuth Work

America’s National Bird

In 1782, the American Bald Eagle became the symbol of the United States. It was chosen because it’s a majestic and strong bird. How did this bird get chosen?

After the Declaration of Independence was signed in 1776, a committee was asked to research a symbol for our new country. This committee included Thomas Jefferson, John Adams, and Benjamin Franklin. They presented an illustration of a woman called “Liberty” holding a shield.

Congress wasn’t impressed. It turned to a Philadelphia artist. The artist’s design included a Golden Eagle. This species wasn’t unique to the United States. After some research, Congress chose the American Bald Eagle. Today, the eagle is pictured on our country’s seal, money, and on many stamps.

Not everyone liked this symbol. Benjamin Franklin shared his displeasure in a letter to his daughter in 1784. He said, “For my own part I wish the Bald Eagle had not been chosen the Representative of our Country. He is a Bird of bad moral Character.”

Franklin felt the American Bald Eagle stole food from other birds and was a coward.

However, Franklin was happy to see that the illustration of the eagle looked more like a turkey. He felt the turkey was a more appropriate symbol. Franklin believed the turkey was courageous in its own way.

Nevertheless, the American Bald Eagle still represents our country. President John F. Kennedy agreed with the Founding Fathers and once wrote, “The fierce beauty and proud independence of this great bird aptly symbolizes the strength and freedom of America.”

302 • Unit 4 Module B • Lesson 11–15 • Becoming an Active Citizen


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Name Sleuth Work

Gather Evidence Circle details that Benjamin Franklin used in his argument against the American bald eagle as our country’s national symbol.

Gather Evidence: Extend Your Ideas Write down details that Benjamin Franklin used in his argument in favor of turkeys as our country’s national symbol. Do you agree with his argument? Explain why in one to two sentences.

Ask Questions You are on a committee to decide what mammal should be our country’s symbol. Underline details from the article to support your decision.

Ask Questions: Extend Your Ideas What questions would you research to inform your decision? Write at least two questions.

Make Your Case Underline twice information from the selection that you think would have been better explained with an illustration.

Make Your Case: Extend Your Ideas What do you think is the most interesting information you learned in this selection that was only provided by the images and not in the text? Explain.

Prove It Circle the most interesting detail from each paragraph.

Prove It: Extend Your Ideas On a separate piece of paper, write a paragraph. Research information for your paragraph using the Internet or encyclopedias if your paragraph is unclear or lacks important information.



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Name Vocabulary

Lesson 11democracy

Lesson 12representatives

delegates

Lesson 13ordinary

bitterly

Lesson 14unanimous

proposed

Lesson 15ceremony



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Reading

Lesson 11 Skim both texts. Select one. Write a brief essay in which you explain the main idea of Who Really Created Democracy? or What Is a Government? Be sure to support your work with text evidence.

Lesson 12 Read pages 100–101. Write an expository paragraph explaining the events leading up to the start of the convention.

Lesson 13 Read page 109 of A More Perfect Union. After agreeing upon the Great Compromise, some delegates took a vacation while others continued working. Write an expository response to explain why this happened.

Lesson 14 Explain the meaning of “the spirit of compromise” on page 110. Support your writing with text evidence.

Lesson 15 Read pages 103–109 of A More Perfect Union. Write your opinion of the difficulties James Madison faced while recording the meetings. Support your writing with text evidence.



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Using evidence from the text, answer the following questions about main idea and details.

1. After the revolution has ended, what problems does the United States face?

2. What do the leaders plan?

3. What is the main idea from pages 102–103?

4. Which details on pages 102–103 support the main idea?

5. What is the main idea on page 104?

6. Which details support the main idea on page 104?



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Analysis

1. On page 101, read the sentence, “The thirteen states were not cooperating with one another.” What is the meaning of the word cooperating?

2. How can you use cooperating to tell about something in your life?

3. Use cooperating to tell about something in the world.

4. Find the word majority on page 104. Use the word majority to tell about something related to your life.

5. Use the word majority to tell about something in the world.



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Conventions

Lesson 14 Define Adverbs Review pages 110–119 Read the sentence on page 118: “A new Congress was elected, and it immediately went to work.” Why is the word immediately an adverb? What do adverbs do?

Lesson 13 Capitalize Appropriate Words in Titles Review Recall that in titles, the first word and the most important words must be capitalized. Capitalize the following titles correctly: the connecticut compromise; the great compromise; the committee of detail.

Lesson 15 Function of Adverbs Revisit A More Perfect Union. Find and write a sentence that uses at least one adverb. Then explain what adverbs do in all sentences.

Lesson 12 Define Simple, Compound, and Complex Sentences Read page 104 from A More Perfect Union. Write a complex sentence that tells about what the leaders had decided.

Lesson 11 Define Complex SentencesFind an example of a complex sentence from one of the texts and write it here. Tell why it is a complex sentence.

Name



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Name Writing

Lesson 11 Research: Gather Information to Build Knowledge Find print and digital sources on either forms of government or individual rights, and list their titles and the possible information each source can provide. Also indicate why each source is reliable.

Lesson 12 Research: Take Brief Notes on Sources Do a close reading of A More Perfect Union and take notes on the problems the delegates encountered as they began the process of creating a Constitution. Include evidence from the text explaining how the delegates resolved the problems.



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Name Writing

Lesson 13 Research: Sort Evidence Sort your notes from Lesson 12 by rewriting them under the following category headings: How Americans Gained Individual Rights, Facts about the Constitution, Bill of Rights, Additional Constitutional Amendments.

Lesson 14 Writing Process: Plan and Prewrite Write an outline to plan an opinion piece that expresses your opinion on either forms of government or individual rights as presented in this unit, using evidence from the text to support your opinion.

Lesson 15 Writing Process: Drafting Write a draft that expresses your opinion on either forms of government or individual rights as presented in this unit, using evidence from the text to support your opinion.



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Lesson 16 Who is the British king during the American Revolution?

Lesson 17In what year did Athens form a democracy?

Lesson 18 How was the heir to the Ottoman Empire decided before 1603?



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Using evidence from the text, answer the following questions about comparing and contrasting main ideas and key details.

1. What is the main idea of What Is a Government?

2. What are some details that support the main idea in What Is a Government?

3. What is the main idea of A More Perfect Union?

4. Which important details support the main idea in A More Perfect Union? Use details from the text.

5. How are the main ideas in What Is a Government? and A More Perfect Union alike? How are they different?



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Using evidence from the text, answer the following questions about comparing and contrasting illustrations as sources of information.

1. Look at the illustrations on page 83 of Who Really Created Democracy? What do the images help readers understand about the colonists’ lives? The ancient Greeks’ lives?

2. Look at the illustration on pages 112–113 of A More Perfect Union. Describe what is happening.

3. Examine the illustration on pages 90–91 of Who Really Created Democracy? Tell about the event taking place in the image.

4. How are the two illustrations alike?

5. In your opinion, which text illustrations give readers the most information about the historical event? Explain.



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Name Vocabulary

Lesson 16compromise

Lesson 17colonists

patriots

Lesson 18constitution



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Reading

Lesson 16 Write a brief essay in which you compare and contrast the main ideas of the texts. Recount key details and explain how they support the main ideas. Be sure to use specific examples from the texts to support your essay.



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Lesson 17 Skim through A More Perfect Union and Who Really Created Democracy? In a brief essay, compare and contrast how the texts use illustrations as sources of information. Use specific examples from the texts to support your answer.

Lesson 18 Reexamine each of the texts. In your opinion, which author’s point of view best reflects your own? Use specific examples from the texts to support your answer.



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Using evidence from the text, answer the following questions to compare and contrast point of view.

1. What point of view does the author of What Is a Government? take?

2. What point of view does the author of Who Really Created Democracy? hold about democracy?

3. Does the author of Who Really Created Democracy? believe the “race” for democracy is over yet? Explain.

4. What point of view do the authors of A More Perfect Union hold? Explain.

5. What is your point of view about our government? Do you think it works well? Why or why not?



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Conventions

Lesson 18 Comparative and Superlative Adverbs in a Sentence Read the following sentence from What Is a Government?: “Telephones, the Internet, and even cell phones are sometimes used to help people vote more easily.” Now write your own sentence using a comparative adverb about the topic of government. Write another sentence using a superlative adverb.

Lesson 17 Comparative and Superlative AdverbsComplete the following sentence with the comparative or superlative form of the adverb likely. Then tell why this is the correct comparative or superlative form. Governments today are likely to have women in power than they have been in the past.

Lesson 16 Function of AdverbsRead the sentence on page 98 of Who Really Created Democracy? that begins, “The Americans actually.” What is the function of the adverb actually? Then find a sentence in What Is a Government? that uses an adverb. Tell how it is used in the sentence.

Name



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Lesson 16 Writing Process: Revising Revise your draft. Remember that your writing assignment should express your opinion on either forms of government or individual rights as presented in this unit, using evidence from the text to support your opinion. Look for choppy sentences or run-on sentences that can be improved and any areas that are unclear or confusing. As you revise, answer these questions: Have I expressed a clear opinion? Have I included supporting reasons for my opinion? Where can I improve my writing?



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Name Writing

Lesson 17 Writing Process: Editing Use editor’s marks to edit your revised draft. Then, rewrite your draft using your own edits and your partner’s peer edit. Remember that your writing assignment should express your opinion on either forms of government or individual rights as presented in this unit, using evidence from the text to support your opinion.

Lesson 18 Writing Process: Publishing and Presenting Plan and prepare your presentation. Your presentation should include your findings. Remember that your writing assignment should express your opinion on either forms of government or individual rights as presented in this unit, using evidence from the text to support your opinion.



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