k ey p e o p l e & e v e n t s e a s t & t e r o r is m...

Homecourt Publishers Greenville, SC

Activities, Parodies, Games, Jokes, Review Sheets, “3-D Templates”, Cold Reading Passages,

and much more!

• Key People & Events

• Conflicts in the Middle

East & Terrorism

• The Environment

• Modern Technology

• Pop Culture

Copyright 2010 by Homecourt Publishers

Can I really make copies of these pages to use as handouts? Yes. That’s why we made them. Please feel free to make copies of the handouts so that your students can learn and enjoy the material. Keep in mind—it is unlawful to use these handouts for sale or profit. Please do not present the material in these handouts as your own original work, as they are protected by all relevant copyright laws. Every effort has been made to make these handouts as complete and accurate as possible. However, there may be mistakes, both typographical and in content. Therefore, this material should be used only as a guide and not as an ultimate source of research. Homecourt Publishers shall have neither the liability nor responsibility to any person or entity with respect to any loss or damage caused by the information contained in these handouts. Okay, now that you’ve got all of the disclaimers out of the way—go have fun!!! For information or comments, contact:

Homecourt Publishers 2435 East North St., #245

Greenville, SC 29615-1442 [email protected]

www.homecourtpublishers.com (864) 877-5123

Managing Editor - Ben Bache [email protected] Lead Editor – Alissa Torzewski Thank you to Joann Wood for contributing ideas, inspiration, and original work to this project. Additional contributions made by Nancy Rechtman and Audrey Cook. Cover illustration by Zach Franzen. Copyright 2010 by Homecourt Publishers

Table of Contents

Section 1 — Favorites 5

Modern People (Classroom Game) 6 Where Did It Happen? (Classroom Activity) 8 The Middle East—Connect 4 (Classroom Game) 10 Modern America (Original Poems) 12

Section 2 — Information Overload 14

September 11th 15 The Environment 16 Technology 17

Section 3 — Pocket Activities 18

September 11th 18 Computers 19 Energy 19 Pop Culture 20 Modern Immigration 20 A Little Humor (Jokes) 21

Section 4 — Language Arts Integration 22

Militaries & Weaponry 22 A Day of Terror 23 Video Killed The Radio Star 24 I Found It on the Internet 25

Section 5 — Printouts, Puzzles, & Games 26

Famous Modern Americans (Quote Match) 26 Key U.S. Landmarks 28

Section 6 — 3-D Templates 30

Modern Day America (Hands-on Study Sheet) 31

“A teacher who is attempting to teach without inspiring the pupil with a desire to learn is

hammering on cold iron.”

—Horace Mann (1796-1859) “The Father of American Public Education”

Over the next few pages I will share some of my personal classroom secrets that are sure to engage and excite your students!

Here’s how it works:

The left-hand page includes

the song parody, activity, poem, game, etc. for

you to share with your students.

The right-hand page includes my

personal commentary, including the

reasons I’ve had success with this exercise, any key

directions, and other tid-bits that might be helpful.

***The exercises on the next few pages are great to use for this topic area, but you can easily modify them to use for other topics and even subject areas.

The simple format and extra notes that are provided will really help with this!

Classroom Game

Politics:

• George Bush • Bill Clinton • Barack Obama • Hilary Clinton • Nancy Pelosi • George H.W. Bush • Sarah Palin • Al Gore • Condoleezza Rice • Jesse Jackson

Business:

• Steve Jobs (Apple) • Bill Gates (Microsoft) • Mark Zuckerberg (Facebook) • Warren Buffet (Investing) • Larry Page / Sergey Brin

(Google)

Pop Culture: (this category is huge and constantly changing)

• Michael Jackson • Britney Spears • Tom Cruise • Simon Cowell • Shaquille O’Neal • Tiger Woods • Peyton Manning

Key People of the Past 20 Years (in random order)

Description: Identifying the key individuals who shaped the past 20 years

Instructions: The teacher makes cards with the following names (or if your class has gone into more depth with other people, you can substitute those names) written on each card. Your students get a card taped to their back and get to ask up to 20 questions to determine who they are.

I love this activity. It allows students to get up and move around, and it also has the excitement of solving a mystery. It’s easy to keep students on task because they all want to be the first to figure out which person they’ve been assigned.

This can be used as a great review for any subject or topic that has a slew of people, places, or vocabulary words for students to learn (in this case, it’s the names of significant people).

Each student has a specific word taped to their back (they don’t know what it is), and they must ask questions to other students to figure out “who” or “what” they are.

You can easily monitor this exercise to be sure that students are asking the right questions, and to see if they are able to respond correctly to the answers they are given.

This is so easy that, once students know how to play, feel free to try it with different subjects and topics. For example, in science you can tape the name of different landforms to your students’ backs, and they must figure out what they are.

Classroom Activity

Students each get three note cards and write the following words on them:

West Coast

Middle America

East Coast

Students must hold up the correct card based on where each of the following scenarios took place:

Description: Students respond to different scenarios by holding up a card with the correct location

Instructions: Each student gets three cards with the words listed below (“West Coast” , “Middle America” , and “East Coast”). You call out different scenarios (also shown below), and each student must immediately hold up the correct card.

• In a wild election stemming from a recall vote, Arnold Schwarzenegger becomes governor in 2003. (WEST) • The September 11th terrorist attacks stun the entire nation and world. (EAST) • Questionable ballots (known as “Hanging Chads”) delay the results of the 2000 Presidential Election. (EAST) • Bombing in an Oklahoma City office building kills over 150 people, and injures nearly 1,000. (MIDDLE) • Hurricane Katrina causes major damage along the Gulf Coast in 2005. (MIDDLE) • In 2009, Barack Obama is sworn in as the nation’s first African American President at this location. (EAST) • Just hours away from Seattle, the U.S. wins the medal count at the 2010 Winter Olympics in Vancouver.

(WEST) • The NFL’s Colts win more football games in the 2000s than any NFL team in any other decade. (MIDDLE) • The “Y2K” bug turns out to be a false alarm in the U.S. when 12:00 AM strikes in this part of the nation

first. (EAST) • A fifty day siege in the city of Waco takes a violent turn in 1993 when government agencies storm a cult

compound. (MIDDLE) • Wildfires in 2007 threaten major towns between San Diego and Los Angeles. (WEST)

Listed above are just a few general scenarios from the past 20 years (some serious, some not so serious). Obviously, this activity can be modified to

cover different current events or topic areas as needed.

I’ve included on this list the major events that students should be aware of over the past 20 years (it’s amazing how quickly a major event becomes old news). This exercise proves whether or not students can identify with these one-time current events. It’s also fun and keeps students on their toes.

Give each student three note cards apiece and have them write “West Coast” , “Middle America” , or “East Coast” on each note card. Make sure you are very clear about the area covered by each (for example, is the Gulf considered “East Coast” or “Middle America”). As you call out the scenarios, ask that they hold up the correct note card within three seconds. The reason for the speed is because these events are things that should immediately “ring a bell.” Most of the time, they either know the answer or they don’t—and it is clear within seconds.

The scenarios listed on the bottom of the left-hand page are just examples—you can come up with many more. In fact, this exercise is great when reviewing any current events or topic.

I know it sounds simple, but it is much easier to have your students write “West Coast” , “Middle America” , and “East Coast” (and draw the corresponding maps) on each note card than to do it yourself. I’ve wasted many hours not taking advantage of my free labor!

Classroom Game

Osama bin Laden

Al-Qaeda

Taliban

Saddam Hussein

Iraq

Afghanistan

WMDs

George W. Bush

George H. W. Bush

Barack Obama Gulf War September 11th

Radical Islam

Patriot Act

Terrorism

United Nations

Students draw 16 boxes on their paper, and then write these terms randomly into the boxes.

Description: A version of Connect 4! to review The Middle East Instructions: Students fill out a 16-space board (at random) with terms you give them. You call out clues and they mark the

appropriate term until they mark four spaces in a row or column. It is best described as “Connect 4! meets Bingo”.

ANSWER KEY (Call these out in random order): 1) Founder and leader of the al-Qaeda terrorist organization and one of the ten most wanted fugitives by the

FBI… (Osama bin Laden) 2) An Islamist group that uses terror and suicide attacks to fight against nations that have other religious

beliefs… (Al-Qaeda) 3) An Islamist political movement fighting a guerrilla war against Afghanistan and Pakistan, notorious for its

strict laws and brutal treatment of women… (Taliban) 4) Former President of Iraq who tortured and executed thousands of his political opponents, and also launched

attacks on Iran and Kuwait… (Saddam Hussein) 5) A country invaded by the U.S. and many other nations in 2003, due in part to the threat of weapons of mass

destruction and widespread human rights abuses… (Iraq) 6) A country in a continuous state of civil war since the 1970s and frequently terrorized by the Taliban…

(Afghanistan) 7) Chemical, biological, radiological, and nuclear weapons capable of killing large amounts of people and

destroying huge areas at once… (WMDs — “Weapons of Mass Destruction”) 8) Former President of the United States at the time of the September 11th attacks who announced a Global War

on Terrorism and ordered invasions of Afghanistan and Iraq… (George W. Bush) 9) Former President of the United States who quickly removed troops from Kuwait after their Gulf War success,

though he did not remove Saddam Hussein from power… (George H. W. Bush) 10) President of the United States who began a gradual withdrawal of troops from Iraq in 2009, and an increase of

troops in Afghanistan… (Barack Obama) 11) A six-month war beginning in 1990 when the U.S. and the United Nations forced Iraqi troops to leave Kuwait…

(Gulf War) 12) A series of attacks by al-Qaeda on the United States in 2001, consisting of four hijacked commercial plane

crashes that killed almost 3,000 people and collapsed the Twin Towers in New York City… (September 11th) 13) Revivalist movement in Muslim societies that fights against outside cultural influence and sometimes resorts

to terrorism… (Radical Islam) 14) A law signed by President George W. Bush in 2001 that gives law enforcement agencies more power to invade

privacy if it helps to stop terrorism… (Patriot Act) 15) The use of fear as a means for forcing a group—or an entire country—to act in a desired way, often using

violence that targets civilians… (Terrorism) 16) An international organization that focuses on international law, security, economic development, social

progress, human rights, and world peace… (United Nations)

Students love to play games—it’s as simple as that. It’s always great when you can find a game that ties in with the standards! This particular game is modeled after “Connect 4” and my students really enjoyed it. It also allows you to cover a lot of ground in a short time.

As you list specific terms, students randomly fill in their blocks on their game boards. When you call out the questions (also in random order), the students mark the correct place on their board. The object of the game is to connect four spaces in a row or column. Make sure you check the board of the student who raises his or her hand!

You can also write all of the questions on strips of paper and put them into a hat. Have students take turns drawing and reading a question (like drawing a number in “Bingo”).

This game can be played first in class and then students can bring home their game boards (with answers written in) to use as a study guide.

It may seem like a small thing, but have plastic bags on hand for game pieces! I have tried using envelopes to save some money – but they just don't work as well.

Original Poems

A federal constitutional republic we have With a two-party partisan system

The republicans and democrats, they argue and bicker In a never-ending battle of wisdom

Yet despite all this controversy and difference of values Within our nation’s interior

On the outside our country is a model of democracy In fact, we’re a world-leading superior!

Description: Short poems reviewing politics, economics, technology, and pop culture in America today

The United States is a wealthy place By far the largest economy around

With services and goods that fill a flourishing market And where for most citizens, jobs can be found Yet this status does not make the U.S. immune

To inevitable downward turns Recessions occur that slow everything down

And create for us countless concerns

Since the days of its birth, the U.S. has encouraged Questioning, creating, and inventing

NASA paves the way for discovery in space New science they’re always presenting

Computers have constant new updates for you to try They’re staples of our day-to-day lives

Both Apple and Microsoft are American designs Because here is where technology thrives

The American culture is both original and adapted From a melting pot of blended ideals

Our fashion has begun global fads such as blue jeans And magazines often change what appeals

The films of Hollywood are the most successful in the world Like Star Wars, Avatar, and Titanic

Our music scene sets the tone for what’s “in” and what’s “out” Without our pop culture, we’d panic!

Poems are always great tools for students to integrate social studies with ELA content. Aside from studying Modern America, students are learning about rhyming schemes and stanzas. From a historical point-of-view, this is an easy way to learn about many of the key areas that shape society in the United States.

My students first hear this poem when I am trying to paint a picture of Modern American, and they hear it LOTS of times afterwards. We do it again at Morning Meeting the next day and also at transition times. I used it later for review, when we put it on the overhead and took it one verse at a time.

I also used it as a choral reading where girls and boys alternate verses. This makes it more fun, thus increasing the amount your students remember it. You can also come up with different hand motions to go with each stanza (having your students do this helps give them a sense of ownership).

Don't forget to hang up everything you do as an “anchor chart”. Use the ceiling if you are running out of room! You'd be surprised how often students really do refer to these charts throughout the year. Since this poem addresses not only social studies terms but also elements of poetry for ELA, it is definitely one that should be seen!

The next few pages feature a wide assortment of Primary Sources from this particular time period. These resources will help engage your students and help them understand the “story behind history”.

Feel free to make copies of these “Primary Source” review sheets to give to your students.

What is a Primary Resource? Primary resources are documents or other materials that give a

researcher a firsthand account of a historical event or time period. These sources reflect the experiences, viewpoints, and observations of

individuals who actually lived through certain events.

Examples of Primary Resources

• Letters • Diaries and Journals • Historic Speeches • Census Data • Audio / Visual Recordings •

Primary resources often give a more accurate view of history than secondary resources. Secondary resources are materials that review an event after it has taken place. An example of a secondary resource is an encyclopedia, or even your textbook.

The next few pages contain a variety of primary resources. Each document has been carefully chosen to help explore a unique part of United States

history. We hope you enjoy the materials--& remember…

Have Fun!!!

• Public Records • Firsthand News Reports • Political Cartoons • Original Artwork • Physical Artifacts

While the September 11th terrorist attacks were tragic, they also showed how heroic the American people could be. Hundreds of fire fighters, emergency workers, and regular citizens risked their lives to help people who were in trouble during the attacks.

These heroes have been honored in a number of ways. For example, the United States

Postal Service issued a special stamp to highlight the courage shown on that day. The “Heroes of 2001” stamp (seen here) was officially issued in March 2002. All of the profits made by the stamp went to the Federal Emergency Management Agency.

NOUN: The unlawful use or threatened use of force or violence by a person or an organized group against people or property with the intention of intimidating or coercing societies or governments, often for ideological or political reasons.

The American Heritage® Dictionary of the English Language, Fourth Edition.

On September 11, 2001, the United States suffered the worst terrorist attack in its history (read the definition for “Terrorism” below). The terrorists hi-jacked airplanes and flew them into the Twin Towers of the World Trade Center (see above). The Pentagon in Washington, DC, was also attacked, and another plane crashed in Pennsylvania. In the end, the terrorists murdered over 2,500 innocent people.

Source: The Iraqi Transitional Government web-site: www.iraqigovernment.org

The United States has struggled with the Middle East for decades, especially the nation of Iraq. In 1991, President George

H. W. Bush declared war on Iraq. Twelve years later, his son—President George W. Bush—was forced to declare war on Iraq once again. Afghanistan was a hot spot going back to the Cold War. Today, American troops remain in Iraq and Afghanistan, and are helping to rid the nations of terrorists and establish stable governments.

In Iraq— after much debate and struggle—the citizens finally took control of their own government in 2004, and ratified a new constitution. Shown here is an excerpt from the Iraqi constitution (translated to English from Arabic).

Iraq

Afghanistan

The 1960s brought the start of the Environmental Movement, and with it an increased awareness about the state of the planet. People now realize that the actions of humans can have an impact on the earth itself (for example, humans can create pollution, smog, toxic waste, etc.).

The political cartoon shown here (from 1968) points out

that the affects of pollution could be worse than a nuclear bomb.

New

sweek. 8 Jan. 1968. p. 15.

A major victory for the Conservation Movement came in 1970 when President Richard Nixon formed the Environmental Protection Agency (EPA).

For over thirty years, the EPA has regulated and monitored nearly everything that has an impact on the environment. The agency currently employs over 18,000 people, with dozens of offices and labs around the country.

Shown here is the logo for the EPA, along with its mission statement.

The environment has never been a hotter topic than it is today. Much of the discussion centers around “Global Warming,” which has the scientific community divided (while global warming is an actual phenomena, what is not known is the extent to which humans contribute).

With growing industry around the world, there is also major concern about the human impact on the health of the earth. While technology has created environmental problems, it may also have the answer. “Green” technology is in high demand, along with alternative fuel sources. Shown here is an electric car, which is currently available to the public (although not very cost effective).

Electric Car

It was 1969 when man first walked on the moon, and at that point it was clear that anything is possible. While humans haven’t ventured to other planets yet, they have sent a few “scouts.” The United States has launched several rovers to Mars, the latest landing in 2004. Shown below is a panoramic photograph of the surface of Mars.

There has been discussion about returning to the

moon, and using it as a launching point for deep space missions. Unfortunately, budget cuts have hampered the excitement for future missions.

You’ve probably noticed a pattern with technology. It’s always getting smaller. As designers have access to more powerful microchips, they are able to reduce the most complicated devices to fit in our hands.

The picture shown here is the

evolution of the telephone, from a bulky contraption in the early 1900s to a small “flip-phone” that you can easily fit in your pocket. In fact, new “smart phones” are smaller and more powerful than the most sophisticated computers of 50 years ago (which, as a side note, were the size of an entire room).

These are quick activities that can be used for class-openers, ice-breakers, attention-grabbers, and so on.

We’ve also added a few jokes to have in your pocket when you’re

really trying to keep students from staring out the window!

Activity—September 11th

Ask your students to imagine what it must have felt like to see the terrorist attacks unfold on September 11th. Most of them have probably watched the events on television since that time. Have each student visualize that such an attack took place today, and have them write a journal entry about the thoughts that cross their mind as they watch it happen. How might their feelings change throughout the day as the events unfold? As a teacher, you can undoubtedly remember where you were and what you felt as you watched television on September 11th. Share with your students the emotions of that day.

Discuss with the students what the September 11th attacks revealed about the “foundation of America.” Consider the resurgence of patriotism and nationalism in the following months. Ask the students to list the different ways that people were displaying their love for America. Here are a few examples:

Indirectly, the September 11th attacks contributed to America’s military involvement in the Middle East, most notably Iraq and Afghanistan. Have your students imagine that they are in a top security meeting at the White House. Divide them into two groups. The first is a group of security advisors who believe that it is necessary to get involved in this “hot spot” of the world. The second group feels that it is too soon to jump to conclusions and send young men to fight. Give each side and opportunity to present their positions. Here are a few valid points for each side to use:

Based on the above arguments, discuss what goals the United States set out to achieve by fighting in the Middle East. Did it succeed?

• Flying the American Flag • Playing patriotic music • Pro-American bumper stickers • Purchasing American made goods • Supporting American soldiers in the “War on Terror”

Reasons to go to war with Iraq

• The war is about protecting America, as well as obvious abuses of human rights in those areas of the world.

• The governments in the Middle East are aiding terrorist groups that supported the September 11th attacks on the United States.

• Due to its oil supply, the Middle East is a critical area; terrorist groups are causing a great deal of instability.

• If these nations have weapons of mass destruction, not immediately stopping them will be the worst mistake the world has ever seen.

Reasons NOT to go to war with Iraq

• There is no solid proof that there is an immediate threat—such as weapons of mass destruction—in the Middle East.

• The true reason for going to war is not over terrorism, it is over oil interests, and that is not a valid reason.

• The United States should gain full support of ALL countries in the United Nations before going to war.

• Engaging in the Middle East is only venting frustrations from September 11th, and that is too simplistic of a viewpoint.

Activity—Computers

Have each student make a list of how many times he/she uses a computer (i.e. e-mail, word processing, Internet, spread sheets, etc.), or something that relies on a computer (i.e. ATM machine, credit cards, video games, “smart phones,” etc.) during the course of an average week. Discuss how the United States has entered into a “computer age” over the last twenty years, and the impact that this has had. Consider the economic, social, and political affects.

One of the main developments that has made computers so accessible to the general public is the

Internet. This innovations has vastly increased the world’s ability to access information. To prove it, play “Information Race” in the classroom. Give your students an off the wall question such as, “What are the middle names of the last five American Presidents?” Then tell them to go find the answer. Allow some of the students to use the computer and Internet to find the answer, while others must use an encyclopedia or other resources. Keep track of who can find the answer the fastest. After the students have completed, ask them which method of research was most effective.

In the past twenty years, computers have literally revolutionized society in the United States. As a

class, discuss the future impact that computers will have on America. What about the rest of the world? Activity—Energy

There is little doubt that America has grown too dependent on the Middle East for its fuel supplies. Unfortunately, there are not too many other options at this point. One possible solution is to develop alternative energy supplies. See if your students can list a few of these. They include:

Divide your students into eight groups, and assign each group one of the above types of alternate

energy. Have the groups research the energy source, and then present to the class why it would (or would not) be a practical and effective replacement for oil. After all of the presentations have been given, ask your students to decide which of the forms of energy the American people should devote their tax dollars to researching and developing, and why this would be beneficial to the nation (answer: aside from the positive environmental impact, an alternative energy source would reduce America’s dependence on the Middle East).

Bonus Discussion:

It has been proposed that oil companies should focus their research on developing oil fields in Alaska. At this point, over 13 billion barrels of oil have been pumped out of Alaskan oil fields (over 2 million per day). Many experts believe that there is still much more to be found. However, probing and accessing oil has an environmental risk, which was highlighted by the recent oil spill in the Gulf. Discuss with your students if this risk should be taken, or is it more beneficial to research alternative fuel sources?

• Wind power • Solar power • Nuclear power • Geothermal power

• Ocean Gas power • Water power • Biomass power • Hydrogen power

Activity—Pop Culture

Divide your students into several groups. Give each group the job of designing a new television network that appeals to a teenage audience in the United States. The students must come up with a list of shows that the network will air (i.e. cooking shows, sports shows, music video shows, reality shows, etc.), and any other features that will interest viewers (such as celebrity interviews, current events, or social/political commentary). Tell them to be specific. As a class, review the different network ideas. What does the choice of shows and features reveal about the current culture in the United States? Would the network ideas have been received well in the 1950s? What is the best way to predict the next “fad” that will be popular among the general public?

Fads are often unpredictable, and it’s hard to tell what will be a huge success and what will be an embarrassing flop. Share with your students the following fads that proved to be popular among the American public:

After reviewing previous fads, ask your students what a “fad” says—if anything—about the time period in which it was popular. In what ways is “pop culture” important when studying a specific era (answer: it helps you identify with the people of the time, and makes them more “real”).

Ask your students how they would try to come up with the “next big thing.” What factors influence whether or not a fad catches on (i.e. the economy, cost, marketing, competition, originality, accessibility, etc.)?

Activity—Modern Immigration

In the past decades, a number of immigrants have come to the United States. The largest migrations have come from areas like Mexico, El Salvador, and other nations south of United States. Have your students compare the experiences of these modern immigrants with those who came to America in the 19th century. Consider these factors:

Next, have your students list the advantages that those entering the United States in recent years

have over those who came during the 1800s. Consider:

Bonus Activity:

Have your students research different immigration reforms and efforts to control illegal passage into the United States (i.e. border controls). Also, discuss the different laws that protect immigrants and provide them with equal opportunity, as well as laws that prevent immigrants and others from “taking advantage of the system.” Considering these different perspectives, ask your students if the United States has historically had an immigrant-friendly policy, or a policy that restricts immigration.

• Hula Hoops • Slinky • Troll Dolls • Cabbage Patch Kids

• Virtual Pets • Beanie Babies • Silly Putty • Rubics Cube

• Reasons for coming • Expectations • Job skills / Education level • Financial situation

• Job opportunities • Minimum wage / working conditions • Educational opportunities • Financial assistance • American citizenship

• Heritage and culture • Language barriers • Right of passage • Reception by the American people

The “Pet Rock”

Modern Politics

Girl: Daddy, do all Fairy Tales start with the words, “Once upon a time…”? Father: No, sometimes they begin with, “When I’m elected…”.

(a bit harsh, but students should know that not all campaign promises can be trusted)

Politician #1: In this political climate, you need to be a pit bull to succeed! Politician #2: That’s not true—a pit bull can’t carry a brief case.

(this is good to explain that the political arena may seem “formal,” but in a way it’s a battlefield)

Technology

In a classroom sometime far in the future…

Teacher: Over a century ago, NASA stood for National Aeronautics and Space Administration. But it was changed to reflect the recent developments in our space program. Who can tell me what NASA stands for today?

Student: Now Accepting Space Aliens

(this is good because—even with new technology—there are still unanswered questions about space)

The best thing about living in the Computer Age is that we’re able to make much bigger mistakes much more quickly!

(this is a perfect example of one of those “it’s funny because it’s true” jokes)

Economics

Investor #1: I really think that our economy is in serious trouble! Investor #2: You’re being silly. Why are you so worried? Investor #1: Because they just changed the name of Wall Street to Wal-Mart St.

(don’t get me wrong—Wal-Mart is a great store—but I think the meaning of this joke is clear)

The next few pages include passages that focus on this historical topic, but can also be used for practice with

Reading Comprehension and other Language Arts skills. Please feel free to make copies.

It’s easy to hope that all militaries will be disbanded in the future and the world will settle into long-lasting peace. Unfortunately, wars have been a part of history, and militaries will undoubtedly help shape the future, too. Too put it another way—the militaries of the world aren’t going anywhere for now. They are changing, however. Militaries are constantly evolving. The original infantry troops utilized by the Greeks and Romans (over 2,000 years ago) used the “phalanx formation,” and they fought in a rigid rectangular block. They lacked mobility, and they were ultimately defeated and replaced. Organized military troops began to use less predictable and more mobile formations. In fact, small and unorganized guerrilla units proved that they could match evenly with the bulkier militaries. The guerrilla troops were able to attack quickly, and then be gone before the larger armies had time to react. This technique was used effectively by the United States against the British in the American Revolution. In more recent history, the North Vietnamese used guerrilla warfare against the United States Army during the Vietnam War of the 1960s and early 1970s. Of course, these guerrilla tactics are also used by terrorist cells in the Middle East and other parts of the world. And that brings us to today. Similar to guerrilla fighters, modern militaries are concentrating on attacking quickly and staying mobile. Military aircraft, flying at several hundred miles per hour, have played a large part in this transition. Armies will use ground troops—which are slower and more vulnerable—only as a last resort. In the future, it appears that guerrilla warfare will be taken to a new level—faceless terrorism. Fighting a war can be extremely frustrating when you can’t find the enemy. In cases of terrorism, you sometimes don’t even know who the enemy is. It is difficult for the most powerful militaries, such as the United States, to battle against unknown terrorists. This has, of course, become a crucial concern following the September 11th attacks in 2001, and the military involvement in the Middle East that followed. And then there are the weapons. Weapons capable of mass destruction have existed since the end of World War II. Back then it was the atomic bomb, but now nuclear weapons have been joined by chemical, biological, and other extremely terrifying prospects. The risk of these weapons falling into the wrong hands is what makes terrorism such a threat. But there’s good news. New systems continue to be developed to combat these frightful weapon. In 1983, the Strategic Defense Initiative (SDI) was launched to research and develop a space-based system capable of destroying ballistic missiles before they did any damage. Basically, if someone shoots a missile at you, that missile gets shot out of the air long before it can cause any damage. It’s been tested with mixed-results, and critics have nicknamed the system “Star Wars.” But it may someday offer peace of mind for doomsday scenarios. In the end, it’s a worthwhile goal to aim for world peace, and it may one day come to pass. But for now, the best course of action (in the words of Theodore Roosevelt) may be to “speak softly and carry a big stick.”

A Day of Terror The September 11th attacks test the foundation of America In the early morning of September 11, 2001, life around the world was business as usual. If you had to catch a flight, you may have lost a few minutes going through security, but it really seemed to be more of a formality rather than a meaningful safety procedure. In the world news, there were the usual troubles in the Middle East, but nothing eye-catching that was worth disturbing the good people of the United States of America. For the most part, it was a normal day. Much of the comfort that was enjoyed that day was, in actuality, more fragile than it seemed. Terrorist groups such as al-Qaeda, and its leader Osama bin Laden, were ever present throughout the world (though virtually unknown by the average American citizens). The last time that people from another nation had come onto American soil and committed a major terrorist attack was in 1993. On that occasion, a suicide bomber had walked into the Twin Towers of the World Trade Center and let off a bomb. Six people were killed, several more wounded, and there was extensive damage to the building. However, the World Trade Center recovered from that incident. In the early morning of September 11, 2001, the Twin Towers stood over New York City, as usual, and represented the bustling power and confidence of America. There was no reason to suspect anything was out of the ordinary. Then, at 8:46 AM—New York time—a commercial airliner flew into the north tower of the World Trade Center. What followed was a huge explosion and a column of smoke rising from the building. At that point, September 11th was no longer just an ordinary day. And that was just the beginning. Less than twenty minutes later, another commercial jetliner flew into the second tower of the World Trade Center. These airplanes had been hijacked soon after take-off and intentionally guided into these landmarks. In addition to that attack, another hijacked plane was flown into the pentagon, and still another into a field in Pennsylvania. On the last plane, the passengers had been informed of the earlier events and had overpowered the terrorists. In all, over 3,000 people were killed on September 11th as a result of the terrorist attacks. Among the dead were approximately 2,800 victims in the World Trade Center, all of the passengers on the planes, and 400 police and firemen. The nineteen terrorists who hijacked the planes were also killed. With the shock of September 11th still imminent, the United States declared a war against terrorism. The target was Osama bin Laden and the al-Qaeda network, as well as any country that supported them. Eventually, this war against terrorism led into Afghanistan and later carried over into Iraq. In addition to fighting terrorists, it was an immediate challenge to clean-up downtown New York City from the collapsed Twin Towers. The area was declared to be “Ground Zero,” and crews worked non-stop until all of the debris and rubble was removed. “Terrorist attacks can shake the foundations of our biggest buildings, but they cannot touch the foundation of America.” — George W. Bush (address delivered to the nation the evening after the attacks, September 11, 2001)

The Twin Towers (in the background) burning immediately following the attacks.

An aerial view of “Ground Zero” six days following the attacks.

Video Killed the Radio Star MTV premieres on cable television and shapes “pop culture”

The music from Mozart’s Don Giovanni would have undoubtedly risen to the top of the charts when it premiered in 1787. Unfortunately, there were no music charts back then, and only those who actually attended the concert hall could enjoy it. Recorded music wouldn’t be around until Thomas Edison finally invented the phonograph (capable of playing back sounds) in 1878.

By the 1930s, almost every household in America had its own radio, giving popular music a much larger audience. Even when the television hit the scene in the 1940s, the radio remained the number one source for music. After all, music was something that people enjoyed with their ears—not their eyes. The popularity of television did shift the role of radio. Instead of dramatic series and comedy shows, the radio mainly concentrated on music and news.

Over time, most small towns around the nation created local radio music stations. In the early 1970s, a teenager named Robert Pittman began his career as disc jockey in Jackson, Mississippi. Pittman, however, didn’t have a future as a disc jockey. Instead, he switched to the behind the scenes action, working as a program director. He noticed that the younger generation (i.e. teenagers) didn’t listen to the radio in the same way that people had in the 1930s. During the “Golden Age” of radio, programs were often a half an hour long, and listened to from beginning to end. Under the format of music radio, most teenagers just listened for a few minutes, lost interest, and switched over to another station. Pittman realized that new radio stations needed to be constantly on the move, and they had to grab attention quickly.

While still in his early twenties, Robert Pittman helped a number of radio stations succeed by focusing on the younger audience. To put it simply, he had a formula that worked with teenagers. John Lack, a vice-president for Warner Satellite Entertainment Company, noticed Pittman’s talent. Lack had considered a television channel dedicated to music, and he wanted to tap in on Pittman’s knowledge of the younger audience.

The two worked together and came up with a format for the new music channel. By the summer of 1981, it was ready to go.

At 12:00 AM on August 1, 1981, MTV-Music Television aired for the first time with the opening words, “Ladies and Gentlemen, rock and roll!”

The first music video aired was “Video Killed the Radio Star”—performed by a band known as the Buggles—and it seemed to be foretelling the future. In reality, the three to five minute music videos were designed to be short advertisements for new songs (this was great for MTV, because music companies provided the videos for free). While MTV didn’t necessarily “kill” the radio star, it certainly changed the rules. Image and looks became as critical as the actual music.

Robert Pittman’s design worked perfectly. The unique and fast paced format that the twenty-seven year old gave to MTV immediately appealed to teenagers across the nation. By the end of 1981, there were over two million viewers—by the end of the decade, there were over fifty million. Artists like Michael Jackson and Madonna used MTV to elevate their status, and in turn helped increase the popularity of the new music channel.

MTV had a larger impact than simply popularizing the music video. The “MTV-style” was quickly adopted by popular television shows of the 1980s, such as Miami Vice, and it also inspired a new genre of movies like Dirty Dancing and Footloose.

I Found it on the Internet—a brief history of the World Wide Web The term “Internet” had no meaning a generation ago. Now it is one of the fastest, most effective, and most used forms of communication known to man. Because the internet seems to be everywhere, it’s hard to imagine a time when it wasn’t around at all. In fact, few can recall how it all began. The internet was really the brainchild of J.C.R. Licklider. In 1962, while working with the Massachusetts Institute of Technology (MIT), he published a series of papers that basically outlined everything that the internet is today. Later that year, Licklider joined with The Advanced Research Projects Agency (ARPA) of the United States Department of Defense. He immediately convinced his associates that his “Galactic Network” concept was the way to go. Licklider succeeded in making others see his vision, but he left the agency before any work was actually done. Even without Licklider, ARPA focused its sights on creating the internet. Throughout the 1960s, the feasibility of a shared network was analyzed, and concrete specifications and methods were developed. Now all that was missing was someone to create it. In 1968, ARPA sent out a Request For Quotation to a group of top companies that would be capable of fulfilling Licklider’s vision. The contract was awarded to Bolt, Berenak, and Newman (BBN) in early 1969. With only a few programmers (granted, they were working over twelve hours each day), BBN created a working internet system by the end of the year. One year later, only a dozen sites exited on the network. By the middle of 1972, there were slightly over twenty sites. Even though it wasn’t changing the world just yet, the internet was up and running. That was enough to convince the experts at an international computer conference in late 1972. After that, the internet spread quickly among government and academia. Then, in the early 1990s, user-friendly advances like the World Wide Web (WWW) made it accessible to the common public and it quickly became a tool used in most households. The Future of Computers—a safe guess as to what lies ahead

It’s hard to imagine what future computers will offer that we don’t already have. We can already send and receive mail instantly, we can buy products on-line, we can book hotel rooms and make travel plans, and we can access just about any information we could want. On top of that, computers now come in all shapes and sizes, from sturdy desktops to small laptops that can be carried in a book bag to “smart phones” that can fit in the palm of your hand. So, what possible improvements could be made? Plenty. All personal computers are limited by two things. The first is memory—when you constantly store information on the hardrive, you are using up space. Eventually, the drive becomes full, which can sometimes cause a computer to crash (much to the dismay of the user). Computers are also limited by speed. Information can only be processed so quickly. You might remember a time or two when your computer “struggled” while trying to open a complicated web-page or run a new piece of software. If the computer gets overwhelmed, it may have that same dreadful result—“crashing.” Most likely, the future will offer new advancements that make these limitations less of a concern. While today’s computers seem to be able to do just about anything, there are things that they can’t do. Mainly, they can’t think for themselves. In 1997, a supercomputer named “Deep Blue” beat world champion chessmaster Gary Kasparov in a match (the first time a computer had beaten the world champion). But Deep Blue had specifically been programmed only to play chess, and it processed a billion scenarios per second—Kasparov, meanwhile, could process only two or three scenarios per second with his human brain. Still, the event increased the discussion of Artificial Intelligence. Can computers be made to think for themselves? In the future, will you be able to carry on an intelligent conversation with your computer? Perhaps it will be able to talk you through the tough times and celebrate with you when things go well.

The idea of artificial intelligence raises a few concerns (you’ve probably seen the science fiction movies where computers turn against humans, and the result is a huge war). Like all new technology, the increasing capabilities of computers must be handled with caution. Even with the recent advancements—like the widespread use of the internet—there have been problems. Hackers, for example, can now gain access to people’s credit card numbers and other personal information. In the future, these security breeches will most likely increase with expanding capabilities.

“When people tell me a woman can’t be president, I say, ‘We’ll never know

unless we try.’”

“I can hear you, the rest of the world can hear you, and

the people who knocked down these buildings will

hear all of us soon.”

“Be nice to nerds. Chances are you’ll end up working for one.”

“For the younger sisters, we always look up to the

older sisters because they’re always ahead of us

and they always win.” “Change doesn’t come from Washington. Change comes to

Washington.”

“I don’t think of myself as a poor, deprived ghetto girl who made good. I think of myself as somebody who from an early age knew I was responsible for

myself, and I had to make good.”

“Brace for impact because we’re going

down.”

“I do not like broccoli. And I haven’t liked it since I was a lit-tle kid and my mother made me eat it. And I’m the President of the United States and I’m not going to eat any more broccoli!”

“Without the illness, I would never have been forced to reevaluate my life and my

career. I know if I had not had cancer, I would not have won…”

Ronald Reagan Bill Gates

Oprah Winfrey Sonia Sotomayor

Bill Clinton Sarah Palin

George H. W. Bush Arnold Schwarzenegger

George Clooney Capt. Chesley “Sully” Sullenberger

Lance Armstrong Hillary Clinton

Barack Obama Steve Jobs

George W. Bush Serena Williams Michael Jordan

Mark Zuckerberg

ANSWER KEY (not all names will be used)

Directions: Choose the speaker of each quote from the list at the bottom and write the names on the lines.

Feel free to make copies of the puzzles to distribute to your students for review

Enjoy!

“When people tell me a woman can’t be president, I say, ‘We’ll never know

unless we try.’”

“I can hear you, the rest of the world can hear you, and

the people who knocked down these buildings will

hear all of us soon.”

“Be nice to nerds. Chances are you’ll end up working for one.”

“For the younger sisters, we always look up to the

older sisters because they’re always ahead of us

and they always win.” “Change doesn’t come from Washington. Change comes to

Washington.”

“I don’t think of myself as a poor, deprived ghetto girl who made good. I think of myself as somebody who from an early age knew I was responsible for

myself, and I had to make good.”

“Brace for impact because we’re going

down.”

“I do not like broccoli. And I haven’t liked it since I was a lit-tle kid and my mother made me eat it. And I’m the President of the United States and I’m not going to eat any more broccoli!”

“Without the illness, I would never have been forced to reevaluate my life and my

career. I know if I had not had cancer, I would not have won…”

George H. W. Bush

George W. Bush

Hillary Clinton

Captain Chesley Sullenberger

Bill Gates

Lance Armstrong

Serena Williams

Barack Obama Oprah Winfrey

The Alamo Mount Rushmore

The Statue of Liberty The Gateway Arch The White House

Ground Zero

The Lincoln Memorial The Grand Canyon

The USS Arizona Memorial The Golden Gate Bridge

Yellowstone National Park Death Valley

The Smithsonian Institute Madison Square Garden

Willis Tower Niagara Falls

Independence Hall Mount St. Helens

The Empire State Building Mammoth Cave

The Washington Monument The Liberty Bell

The Supreme Court Building The U.S. Capitol Building

Answer Key (only 12 are used)

1. I was carved over the span of millions of

years by the Colorado River in Arizona:

2. I am a famous indoor arena in Manhattan:—

”Go Knicks!”:

4. I display sculptures of George Washington, Thomas Jefferson,

Theodore Roosevelt, and Abraham Lincoln:

3. I am the meeting place for the United

States Congress:

8. I am the site of the World Trade Center

buildings following the 9/11 terrorist attacks:

5. I am famous for my diverse wildlife, forests, and the

Old Faithful Geyser:

6. I am a natural beauty that lies on the border of New York and Ontario,

Canada:

10. I was a gift from France, and I have since become an iconic symbol of freedom for

the United States:

9. I am both the world’s tallest “obelisk” and the

world’s tallest stone structure:

12. I am a red architectural

wonder of San Francisco:

7. I am the tallest building in the United States and still known by my former

name of “Sears”:

11. I was the site of Martin Luther King, Jr.’s, “I Have a Dream” speech

in Washington, DC:

Directions: Choose the appropriate landmark based on the description.

Feel free to make copies of the puzzles to distribute to your students for review.

The Alamo Mount Rushmore

The Statue of Liberty The Gateway Arch The White House

Ground Zero

The Lincoln Memorial The Grand Canyon

The USS Arizona Memorial The Golden Gate Bridge

Yellowstone National Park Death Valley

The Smithsonian Institute Madison Square Garden

Willis Tower Niagara Falls

Independence Hall Mount St. Helens

The Empire State Building Mammoth Cave

The Washington Monument The Liberty Bell

The Supreme Court Building The U.S. Capitol Building

Answer Key (only 12 are used)

1. I was carved over the span of millions of

years by the Colorado River in Arizona:

2. I am a famous indoor arena in Manhattan—

”Go Knicks!”:

4. I display sculptures of George Washington, Thomas Jefferson,

Theodore Roosevelt, and Abraham Lincoln:

3. I am the meeting place for the United

States Congress:

8. I am the site of the World Trade Center

buildings following the 9/11 terrorist attacks:

5. I am famous for my diverse wildlife, forests, and the

Old Faithful Geyser:

6. I am a natural beauty that lies on the border of New York and Ontario,

Canada:

10. I was a gift from France, and I have since become an iconic symbol of freedom for

the United States:

9. I am both the world’s tallest “obelisk” and the

world’s tallest stone structure:

12. I am a red architectural

wonder of San Francisco:

7. I am the tallest building in the United States and still known by my former

name of “Sears”:

11. I was the site of Martin Luther King, Jr.’s, “I Have a Dream” speech

in Washington, DC:

The Grand Canyon Madison Square Garden The U.S. Capitol Building

Mount Rushmore Yellowstone National Park Niagara Falls

Willis Tower Ground Zero Washington Monument

Statue of Liberty Lincoln Memorial Golden Gate Bridge

Modern Day America

This template is a great way to identify some of the things everyone should know about “Modern America.” On this template, the general categories of “Politics”, “Business & Technology”, and “Culture” have been provided, but it can be easily modified to focus on other topics. Once com-pleted, the 3-D Template will make a great review sheet!

Step 1: Students cut and fold the template so that only the top half is showing.

Step 2: Students unfold the template. Under each section they write about

famous people and key events in the specific category. These should be items that define Modern America.

The template is provided on the next page. Make copies to hand out to your students.

Students unfold the bottom section to fill out the tabs with the appropriate information.

Why 3-D Templates? Our 3-D Templates give students a hands-on way to interact with information.

This kinesthetic technique engages the learner while the information is being presented, and also helps in the processing and cognitive organization of it. To put it another way:

George Bush Barack Obama Hillary Clinton Sarah Palin

Rush Limbaugh

Repeat the step to fill out each panel.

Repeat the step to fill out each panel.

2008 Presidential

Election

Wars in Afghanistan &

Iraq

Political tensions between

Democrats & Republicans

Cut

Cut

Cut

Cut

Fold

Cut

Famous

People K

ey E

vents Fam

ous People

Key

Events

Famous

People K

ey E

vents

Modern D

ay Am

erica

Ecosystems, Habitats, & the Environment

Plants

Animals

The Human Body & Heredity

Cells & Living Things

Heat & States of Matter

Energy & Electricity

Light & Sound

Astronomy

Weather

Earth’s Materials & Processes

Earth’s Biological History

Landforms & Oceans

Chemistry & the Periodic Table

Forces & Motion

Exploration

Settlement

The American Revolution

A New Nation

Westward Expansion

Slavery in America

The Civil War

Reconstruction Era

Late 1800s & Early 1900s

“Roaring Twenties” & Great Depression

The World Wars

Cold War Era

Modern Times

Number of copies = _____




























Science Social Studies

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Please fax purchase orders to (864)-877-5123

Or send P.O. or this form w/ a check to:

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For more information, contact: Ben Bache, managing editor (864) 877-5123 [email protected]

If sending this order form with a check, please provide the address where you

would like materials to be shipped:

Ecosystems

Plants

Animals

Human Body

Living Things

Heat & Matter

Energy

Light & Sound

Astronomy

Weather

Earth’s Materials

Biological History

Landforms & Oceans

Chemistry

Forces & Motion

Exploration

Settlement

American Revolution

A New Nation

Westward Expansion

Slavery

Civil War

Reconstruction Era

Late 1800s / Early 1900s

1920s & 1930s

World Wars

Cold War Era

Modern Times

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