Col. E. Brooke Lee Middle School Enrichment Activities English Language Arts For more information, please contact: Keir_N_Lewis@mcpsmd.org 2012-2013
Reading Comprehension Our heritage: American! A treasure we all share, Our family trees have brought us here, From almost everywhere. Our heritage: American! A family of all, A blend of cultures forming one, United, standing tall. Our heritage: American! Our history is strong, Progressing through adversity, Creating rights from wrong. Our heritage: American! A land of liberty, Respecting differences that glow, And true equality. Our heritage: American! We re leading near and far, Advancing justice in the world, And proud of who we are. Name Date Our Heritage: American! Questions: 1. Our family trees have brought us here, From almost everywhere. What do these lines mean? a. Many Americans have been farmers. b. Americans ancestors have come here from all over the world. c. Boats used by earlier settlers were made of wood. d. You should take good care of any trees that are on your property.
2. A blend of cultures forming one. What do these words mean? a. Americans know how to walk in a single line. b. Cultures can be confusing. c. It might be possible for us to choose the one ideal culture for everyone to look to as an example. d. The American way of life has been enriched by ideas and traditions from many lands. 3. Creating rights from wrong. These words do NOT refer to this. a. Americans won a war for independence. b. The Constitution guaranteed citizens the right to express their opinions. c. The rule was established that the President of the United States must be at least thirty-five years old. d. Slavery was abolished after the Civil War. e. Women gained the right to vote. 4. What does the author mean by true equality? a. Our laws say that every human is born to have the same rights. b. All Americans must think and act alike. c. Math is an important subject for all students. d. People who are cuter should have more rights than others. 5. What other ideas does the poem express? What other ideas would you have liked the poem to mention?
Word Meanings From Context Use the context to help you determine the meaning of each highlighted word. 1.Your cousin claimed to be late because the doors of his house were frozen shut. Even though I have my doubts, his explanation is plausible. It got really cold last night. I'll just have to take his word for it. If a statement is plausible,. a. you must always believe it b. you should never believe it c. it's hard to understand because it makes no sense d. it's believable enough to possibly be true 2. If you don't curtail your spending, you'll be broke in no time at all! Which word is a synonym of "curtail"? a. reduce b. follow c. behind d. buy 3. No word must ever leak out about this military action! It has to be a clandestine operation in order to succeed. Which word is a synonym of "clandestine"? a. family b. useful c. dangerous d. secret 4. Put this medicine on your arm and rub it into your skin until it's invisible. It will inhibit the infection's attempt to spread. What does inhibit mean? a. live in a certain place b. block or slow down c. itch or burn d. help to do something important
More Words From Context! Complete. 1. The kindergarten classroom was a very colorful place. There were lots of yellow, blue, and pink. However, since the walls were painted yellow, that was the predominant color. predominant means: Clues: 2. Our student council had a bake sale. Each student was asked to donate a baked item to sell. The day of the sale, there was a plethora of chocolate chip cookies. There were still some left when the sale was over. We had chocolate chip cookies for dessert for a week. plethora means: Clues: 3. Each summer the days seem to be hotter. My black dog does not like the heat. She becomes lethargic. We can't even get her to play with her favorite toy. lethargic means: Clues:
Thank You Sincerely Thanks for the start to the lives that we ve had. Thanks for the nights that you went without rest. So many memories, most happy, some sad; If you weren t perfect, you still passed the test, Holding our hands, holding back all the fears. Thank you sincerely for all of those years. So many hours that you worked to provide Multiplied by all the days that we grew, When we behaved and the times we defied, Never a doubt we could still count on you, Making our laughter and drying our tears. Thank you sincerely for all of those years. Thanks for the rules that we wished were not there. Thanks for the wisdom we sometimes denied. All the attention and all of the care, All the forgiveness and all of the pride, Pointing out faults but then calling out cheers. Thank you sincerely for all of those years. For the examples you set every day, Teaching with actions, those lessons hold tight. We hardly knew just how much you could say Simply by doing what you knew was right. Now that we re older, the logic appears. Thank you sincerely for all of those years. Thank you for love not required to be earned, Not ever fading as time moves along. You have to know that the love is returned, Not always showing, but always so strong. And you still care as your golden time nears. Thank you sincerely for all of the years. Love, Bob Who is the you in this poem? Who is the narrator? Can you identify with the narrator? Give examples of how it reminds you of your own experiences or feelings.
Your Birthplace Directions:: Answer the question below. Question:: Where were you born? What is it like there? Example Answer:: I was born in Italy. Italy is a beautiful country. The weather is warm there. The people are friendly and kind. Also, there are many wonderful paintings and sculptures.
Making a Formal Argument An Apple a Day Directions: Argue for or against the statement below using a formal argument. In a formal argument, you must 1) State your position. 2) Provide point(s) that support your position. 3) Support each point with specific reasons/examples. Statement: An apple a day keeps the doctor away.
The History of the Vote By Phyllis Naegeli Voting is an important privilege protected by our constitution. today, all citizens over the age of eighteen are given this right. But, it hasn't always been this way. Many people fought long and hard to win the right to vote. When the Constitution was written, the subject of who could vote was not covered. This left the decision up to the states. At first, only wealthy white men who owned property and were over the age of twenty-one were allowed to vote. As time went on, laws were passed to give all white men over twenty-one the right to vote. Most of these laws prohibited women and blacks from voting. This meant that these groups were without a say in who governed them. In the early 1800s, women began to speak out about political issues such as slavery and alcohol. Yet without the right to vote, they felt stifled in their work. A movement to give women equal rights began with the primary focus of obtaining the right to vote. Women who participated in this action were called "suffragettes." They held rallies, conventions, protests, and even hunger strikes. When the Wyoming Territory granted women the right to vote, it added fuel to the fire of the movement. The first amendment to give women this right was introduced to Congress in 1877. It gained little support and the battle continued. When World War I came, women were called to take over many of the jobs left by the men who served in the armed forces. Because of their enormous sacrifice and help, sentiments about giving them the rights they desired began to change. Their dreams finally came true on August 26, 1920 when the 19th Amendment was ratified. For African-American people, it was a longer, bumpier road. Following the Civil War, the Fifteenth Amendment to the Constitution gave the right to vote to all men "regardless of race, color, or previous condition of servitude." For a few years, blacks were able to participate in elections. But, in the south there was a growing fear of blacks participating in the government. Wealthy plantation owners feared that former slaves would seek vengeance against them through political means. This fear caused voting rights to be denied to blacks in the South. During this time, the white male voters who dominated the political scene passed "Jim Crow" laws. These included poll taxes, literacy tests, and requirements to own property to take away black people's right to vote. The federal government even stopped enforcing the 15th Amendment in the Southern states. After World War II, sentiments began to change. The racism promoted by the Nazi regime and the willing service of many African-American men began to bring them into a more favorable light. In the 1940s the NAACP (National Association for the Advancement of Colored People) was formed to fight for equal treatment of African-Americans. This group became active in the battle for the right to vote. During the presidential election of 1964, many Southern black voters were unable to register to vote. Demonstrations, marches, and sit-ins became a regular occurrence in the South. When Lyndon Johnson took office, he worked hard for the rights of African-Americans. The 24th Amendment outlawed poll taxes. The Civil Rights Act of 1964 eliminated all forms of voter discrimination. Even this was not enough. In March of 1965, Martin Luther King, Jr. led the famous march from Selma, Alabama, to Montgomery, Alabama, to highlight the discrimination that was rampant in the state. In response to this action,
the Voting Rights Bill was sent to Congress. When it was signed into law, it gave the government the right to send federal examiners to states where black people had been prohibited from voting. Finally, the door was opened for African-American people to be involved in all levels of government. When you are eighteen, you will be given the right to vote. To exercise this right, you must register in your city or town. This important privilege is a powerful right. Voicing your opinion in elections allows you to participate in the government. It also gives you the power to make changes in the government. Many people have fought long and hard to be free to vote in our country. Vote, it does make a difference. Questions 1. When the constitution was written, it gave the right to vote to all Americans over the age of eighteen. A. true B. false 2. The first voting laws prohibited blacks and women from voting. A. false B. true 3. Which Amendment to our constitution gave the right to vote to women? A. the 19th B. the 11th C. the 15 th D. the 1st 4. What was the title given to laws that placed poll taxes, property ownership requirements, and literacy tests on the right to vote? A. Voting Rights Bill B. Jim Crow Laws C. the 15th Amendment D. the Civil Rights Act 5. Which of the following allowed the federal government to send federal examiners to areas where black people had been prohibited from voting? A. the Civil Rights Act B. the 15th Amendment C. Jim Crow Laws D. Voting Rights Bill 6. Who led the famous march in Alabama to highlight the discrimination against African- American voters? A. the suffragettes B. Lyndon Johnson C. the NAACP D. Martin Luther King 7. Which U.S. territory first allowed women the right to vote? A. Washington B. Wyoming C. West Virginia D. Wisconsin
8. When did sentiments about granting women the right to vote change? A. after the Revolutionary War B. after the Civil War C. after World War II D. after World War I Respond to the following in three well developed paragraphs. After the United States waged major wars in the world, sentiments changed about voting rights for African-American people and women. Why do you think this happened? How can we learn from these events today?
Getting to Know Your Textbook By Patti Hutchison It is the first day of school. Your history teacher hands you the fattest textbook you've ever seen. You and this text are going to be friends the entire school year. You might as well get acquainted with it. What should you know about your textbook? Here are some questions you should ask yourself as you go through it. First ask, "Who is the author?" Many times there is information about the author in the front of the book. There might even be a picture of her. Sometimes the author writes a note to the student. It tells about her background and purpose for writing the text. Knowing about the author might help you to better understand the information she has written. Next ask, "How is this textbook organized?" The table of contents might give you a clue. All texts have some system for organizing the information. The table of contents can tell you how the information is divided. Many texts are broken down into units. The units are divided into chapters; chapters are divided into sections. History books are written in chronological order. Science units may be grouped by classification or other concept. Knowing this system can help you find topics easily in the textbook. Note when the book was written. Some of the material may be out-dated. If so, your teacher might rely on handouts to give more recent information. Or, you may have to research more updated material on your own. What "extras" are included in the text? Is there a glossary? This is a list of vocabulary terms found in the text, along with their definitions. If so, this may help to keep you from having to carry around a dictionary for looking up important vocabulary words. Is there an index? This will help you to find specific information easily. Is there an appendix? Many history texts include a section of maps. Science texts might include the periodic table of the elements. Take a look at a chapter in the textbook. Notice how it is organized. Take a look at any information written in italics or boldface type. What kind of information is this? Are they headings and subheadings? How are vocabulary words handled? Are they written in colored type? Look for an introduction and summary. These are helpful tools for remembering main ideas. How does the author handle charts and photographs? Are there questions to answer at the end of each section or chapter? These are important things to know about your textbook. Once you have surveyed your textbook, you can begin to plan how you will study it. You may have to read it at a slower rate than usual. You can decide on the format you will use to take notes as you study. Your text is a study tool. As with any tool, it is important that you know how to use your textbook effectively.
Questions 1. One quick way to find out how a textbook is organized is to look at: A. pictures and graphs B. the index C. the table of contents 2. What information can the table of contents give you about the organization of the text? 3. What might you be expected to do if your textbook is somewhat outdated? 4. What is a glossary? 5. An index can: A. give the definitions of words found in the text B. tell you what page chapter 10 starts on C. help you find specific information quickly and easily 6. Once you survey your textbook, you can plan: A. what rate you will read it B. what format you will use to take notes as you read C. both a and b Write a paragraph telling how the information in your science textbook is organized.
Sequencing Complete. 1. Sizzling fajitas at a Mexican restaurant are great, but fajitas are also easy to make at home. You will need a lot of ingredients, so gather them first to be sure that you have everything. Here is what you will need: chicken or steak, green peppers, onions, fajita seasoning, flour tortillas, lettuce, tomatoes, cheese, salsa, and sour cream. Prepare the cold ingredients next, because the rest doesn't take long to cook. Shred the cheese, and chop the tomatoes and lettuce. These are ready to put on the table now, along with the salsa and the sour cream. The tortillas are ready too, but you can put them in the microwave to warm for a minute if you like. Now cut the meat, the green peppers, and the onions into thin strips. Cook them over high heat in a frying pan. Add the fajita seasoning. Bring the pan right to the table (but be careful, it's very hot!). Dinner is served! Put the following statements in order: Chop the lettuce and tomatoes. Cook the meat, onions, and peppers. Gather the ingredients. When should you shred the cheese? after cooking the meat and vegetables before cooking the meat and vegetables