2013 virginia experience for 3rd grade evaluation kit

P.O. Box 2779, Peachtree City, GA 30269 • t. 800-536-2438 • f. 800-871-2979 • www.virginiacurriculum.com E V A L U A T I O N K I T

P.O. Box 2779, Peachtree City, GA 30269 • t. 800-536-2438 • f. 800-871-2979 • www.virginiacurriculum.com

Table of Contents

Dear Educators Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Company Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Customer Testimonials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Classroom Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Sample Pages: Student Workbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Sample Pages: Teacher Resource Book . . . . . . . . . . . . . . . . . . . . . . . 18

Sample Pages: Enrichment Pack . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Sample Pages: Test Prep CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Sample Pages: Teacher’s Edition Student Workbook . . . . . . . . . . . . 22

Sample Pages: Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . 23


Dear Virginia Educators,

Gallopade International is pleased to offer you the VirginiaExperience, the finest curriculum program available for grades

K-8 that meets Virginia’s Standards of Learning (SOL).

Every Virginia Experience product is 100% comprehensive and 100% aligned and correlated with

Virginia’s SOL, and proven to improve test scores 400%. Every word, every activity, every map skill,

and every assessment was written based on VIRGINIA’S standards, to meet the needs of VIRGINIA’S

teachers and VIRGINIA’S children in each grade, K-8.

Each grade’s comprehensive student workbook covers all of the content of the Virginia SOL, including

essential understandings, questions, knowledge and skills. Each standard is covered, using “small bites”

of instruction and reinforcing hands-on activities, skill practice, and other involvement of the student to

make complicated topics interesting and understandable. The student workbook is supplemented with

Teacher Resources, Test Prep CDs, cross-curricular “Rich Curriculum” enrichment packs, and other

resources to provide a comprehensive, effective, enriching solution.

This Evaluation Kit provides an overview of each product, giving you an opportunity to preview a

sample of the entire Virginia Experience curriculum program. The program covers exactly what

Virginia students need to learn to pass the SOL Test, and its design is unique and effective, helping your

students to both truly understand the material and enjoy learning.

Gallopade International, a proud Partner in Education, has been in business for 30 years and is dedicated

to creating products and tools that help educators like you achieve academic success! Founder and CEO

Carole Marsh is passionate about supporting educators and students, and we are confident the VirginiaExperience program will exceed your expectations!

The Gallopade Team


Gallopade International, Inc. Company Profile

• Founded in 1979 by Georgia native, Carole Marsh

• Woman-owned and family-operated business located in Peachtree City, GA

• Publisher of over 15,000 educational products, including over 200 items about Georgia

• Products include books, maps, software, decoratives, games, and more

• Named Publisher’s Weekly fastest growing small publisher in 2000

• Recipient of the NSSEA Advance America Award in 2002

• Winner of the Teacher’s ChoiceTM Award in 2002 for state series, available for all 50 states

• Winner of the 2003 National School Supply and Equipment Association’s Excellence in Education Award

• Winner of the Teacher’s ChoiceTM Award for the Family in 2004, Carole Marsh MysteriesTM series

• Carole Marsh named Georgia Author of the Year for mid-level readers in 2007

• Winner of the 2013 Teacher’s Choice™ Award for the Classroom for Digital Readers


Customer Testimonials

The Virginia Experience directly follows the SOLs. Easy tounderstand. No extraneous materials. It has helped students zero in onmaterial they read. I think the Virginia Experience is so great that I wrote agrant to buy every student in my class his/her own copy. I also got a reading grantfrom the Federation of Women's Clubs to supplement my class set.

- Brooke Winker, Teacher/Librarian

I’ve used the Virginia Experience 12 years for Grades K-5. I really like how tightly aligned it is to the VirginiaSOLs. The books offer various activities that other books don't offer. We have used this curriculum with ourdifferentiated learning students and as part of our summer school and after school programs. All of our teachersare happy using this curriculum!

- Chuck Baumgardner, Social Studies Teacher Specialist

I’ve used the Virginia Experience for 8 - 10 years. It is user-friendly and it has appealing images that engage thelearner. The resource is current, eye-catching and in-line with our SOLs. The information in the text is presentedusing SOL terminology: essential questions and essential knowledge.

- Mindy Rew, 6th Grade Civics Teacher

I’ve used the Virginia Experience for 3 years. I love the higher level thinking! It's to the point! Students love thequick pace and interesting illustrations! The author wrote specifically to our SOLs. I believe the test scoresimproved greatly!

- Chris Brewer, 6th Grade Civics Teacher

The Virginia Experience workbook is very beneficial to my students. I use it in my classroom on a regular basis.The activities give good practice for all levels of thinking. It is a great resource to use for the higher level kids aswell, with great activities for them.

- Daniel R. Bono, Teacher

P.O. Box 2779, Peachtree City, GA 30269 • t. 800-536-2438 • f. 800-871-2979 • www.virginiacurriculum.comGallopade • P.O. Box 2779 • Peachtree City, GA 30269 • www.gallopade.com • 800-536-2438 • 800-871-2979 fax

Thir

d Gr

ade

6

CORE RESOURCES

BENCHMARK AND ASSESSMENT

These four resources are essential components to teaching the Third Grade SOLcurriculum. The Virginia Experience is 100% aligned and correlated to the VirginiaStandards of Learning. The “small bites” interactive approach increasesunderstanding and student retention for all levels of learners. The digitalcomponent enhances class participation and collaboration with visual activitiesand lesson review!

Teacher Resource BookActivities, projects, and background information directly related to the SOL:

• Reinforces lessons by encouraging collaboration, creativity, and problem

solving

• Builds interest and prompts discussion

• Provides teachers with SOL-related content that can be used to enhance

and enrich instruction

Teacher’s Edition Of Student WorkbookThe Teacher's Edition follows the complete Student Workbook page-by-page plus includes ALL the

answers:

• Presents a sequence of lessons that is 100% aligned to the SOL

• Assists teachers with planning their lessons by identifying essential understandings and defining

essential content knowledge

Student Workbook - Digital EditionComplete Student Workbook in an eBook format:

• Whiteboard compatible; runs on PC and Mac

• Project Student Workbook pages for class instruction

• Project activity pages for instruction and review

• Visually demonstrate key concepts and performance skills

Student WorkbookThe Student Workbook is the core component of the Virginia Experience:

• Not your ordinary workbook; this book is content and workbook in one

• Uses a successful formula of “small bites” of information plus reinforcing activities

• Created from scratch for Virginia; comprehensive, aligned, correlated

• Engages students and creates an interactive learning experience

• Addresses all SOL – content knowledge and performance skills

Third Grade Test Prep CD

Single Version CD $99.00 VACTPK3

Lab Pack (5 CDs) $299.00 VACTPLABK3

Site License (Server CD)$399.00 VACTPSITK3

Third Grade Core Resources Class Set

30 Student Workbooks plus 1-Year Digital Teacher License, 1 Teacher’s Edition,

1 Teacher Resource Book $535.68 $355.68 Save $180 with Set! VA3CR

• Use to benchmark and measure students’ improvement

• Give standards-specific tests at the end of each unit to provide

a formative assessment of each student’s understanding of

content

• Identify students needing intervention or remediation on

specific topics

• Generate 20-question random tests for extra SOL practice

• Use on electronic whiteboard for class participation and review

64-pageWorkbook!

P.O. Box 2779, Peachtree City, GA 30269 • t. 800-536-2438 • f. 800-871-2979 • www.virginiacurriculum.com Gallopade • P.O. Box 2779 • Peachtree City, GA 30269 • www.gallopade.com • 800-536-2438 • 800-871-2979 fax 7

SUPPLEMENTAL STUDENT RESOURCES

SUPPLEMENTAL TEACHER RESOURCES

Third Grade Enrichment PackPack of 20 stand-alone pages, printed in color on card stock, provides 20

“stories” that go into extra depth on grade-specific standards.

VAPENR3 $29.99

Virginia Experience Poster MapColorful; 22” x 34”; aligned to standards. A must for every classroom!

VAPPOS $9.99

The Virginia Experience BookColorful, illustrated pages of ALL things Virginia!

VAPEXP $14.95

Virginia Experience Reference GuideWealth of Virginia resources to promote curriculum enrichment.

VARREF $7.99

20 Ways to Teach the SOL with Pizzazz!Activities facilitate creative teaching, thinking, and collaboration!

VAT20 $7.99

These mixed-format resources are instrumental for ensuring the success of all students,

as well as for differentiating instruction, RTI, remediation, and ESL. “Indispensable for a comprehensive, standards-based classroom learning environment.”

Interactive Write-In Biography Readers – Packs of 30Hands-on reader format combines interesting, straightforward story to read with write-in activities.

Glossary and pop quiz in each book. Only 99 cents per student at pack pricing!

• George Washington • Abraham Lincoln • Thomas Jefferson

• Martin Luther King, Jr. • Juan Ponce de Leon • Thurgood Marshall

• Christopher Columbus • Rosa Parks • Christopher Newport

• Jacque Cartier • Cesar Chavez

Third Grade Reader Pack Set VA3RS $326.70 $294.03 Save $ with Set!(Complete set includes 30 each of ALL 11 Third Grade Biography Readers)

Individual Reader Pack REP _______ $29.70/pack(Includes 30 copies of 1 Biography Reader – specify name)

Map Activity Sheets – Packs of 30This desk-size (11” x 17”) map includes multiple activities aligned with specific SOL geography

standards. Provides hands-on practice of essential performance skills.

Where Am I Located Pack VAMWHE $9.99

Mali Factivity Booklet - Packs of 30Hands-on factivities teach students about Mali’s storytelling traditions, their government, economics,

and influential leaders.

VAPMALI $15.00

SOL Vocabulary Books – Pack of 30 Student Books + Teacher’s Guide60 grade-specific word definitions and lessons prepare students for standards-based content.

Teacher’s Edition includes definitions, examples, discussion questions, and more. Student Edition

includes definitions, corresponding quiz sheets, reference, and vocabulary tips.

SOL Vocabulary Class Set VA3VOCCS $99.69 $69.99 Save $ with Set!Vocabulary Teacher’s Edition only VAPVOC3T $9.99Vocabulary Student Edition only VAPVOC3S $2.99

These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed.

©Carole Marsh/Gallopade International/800-536-2GET/www.virginiaexperience.com/Page 22This book is not reproducible.

H u m a n C h a r a c t e r i s t i c s o f R o m e

Rome was the center of a hugeempire in ancient times. AncientRomans had similar humancharacteristics to the ancient Greeks.Romans were farmers, road builders,and traders.

All roads

lead to

Rome!

Can you think of a reason why Romans built so many roads?___________________________________________________________________________

___________________________________________________________________________

Write Greece under the pictures that show the human characteristics ofancient Greece. Write Rome under the pictures that show the humancharacteristics of ancient Rome. Some pictures represent both.

TRADERSSHIPBUILDER FARMERROAD

BUILDER

Correlates with Standard 3.4b


L o c a l G o v e r n m e n t

The government makes laws for the local level (yourcommunity), the state level (Virginia), and the nationallevel (the United States). The national government hasthe most power. Each part of the government has aleader who is elected by the people. That means thateach leader is chosen by a vote of the people.

The leader in the city is the mayor. The state leader isthe governor. The leader of our nation is the president.


Match the leader to what he or she might say.

Write the name of Virginia’s Governor.

____ A. mayor 1. “I am proud to be the leader of the United Statesof America.”

____ B. governor 2. “I am going to make some changes in this town!”

____ C. president 3. “This state has a lot to be proud of.”

Which level of U.S. government has the highest authority?

Local State National


W h a t I f I B r e a k t h e L a w ?

Different things happen when a law is broken. For example,if an adult breaks a law by not stopping at a stop sign, heor she could get a ticket. If he hits someone inthe intersection as a result of running the stopsign, he could have to go to jail!

Laws are not always written down; your familyprobably has rules that everyone understands, like, “Clearyour dishes after dinner,” or “Don’t leave your shoes on thestairs.” You may have to be reminded of these rules, andyou may also be punished if you don’t obey them.

M a k e t h e P u n i s h m e n t F i t t h e C r i m eMatch the following crimes withwhat you think is a fair punishment.

_____ 1. taking a friend’s pencil without asking

_____ 2. hitting your little brother

_____ 3. cheating on a test at school

_____ 4 breaking a neighbor’swindow

_____ 5. not doing your homework

_____ 6. taking money from your mom’s purse

_____ 7. not doing your chores

A. give up your allowancefor a week

B. buy a new pencil

C. save money to replace the window

D. stay after school

E. lose TV privileges for the rest of the day

F. fail the test

G. lose the chance to go skating with your friends

Correlates with 3.10a

SAMPLESAMPLE

SAMPLE

3 STUDENT WORKBOOK EvaluationSample

PLEASE NOTE THE FOLLOWING:• These are selected pages• The actual size is 8.5” x 11”• The complete package is 64 pages



H o m e , S w e e t H o m e !

The American heroes you are learning about came from many differentstates. There are amazing people all over the United States!

Use the map of the United States to complete the activity below.

1. George Washington and Thomas Jefferson were from Virginia. Find Virginia and color it green.

2. Abraham Lincoln was born in Kentucky. He moved to Indiana and then finally settled in Illinois. Find Kentucky, Indiana, and Illinois and color them yellow.

3. Rosa Parks was from Alabama. Find Alabama and color it pink.4. Thurgood Marshall was from Maryland. Find Maryland and

color it blue.5. Martin Luther King, Jr. was from Georgia. Find Georgia and

color it red.6. César Chávez was from Arizona. Find Arizona and color it orange.

Now, complete the map legend next to the map. Draw a circle in the correct color next to each name.

MAP LEGEND

Washington

Jefferson

Lincoln

Parks

Marshall

King

Chávez

Correlates with Standard 3.6 and 3.11b


R e a l l y I m p o r t a n t R e s o u r c e s !Producers use resources to make their goods or services. There are three kinds of resources:

Human resources Natural resources Capital resources

Human resources are people working to produce goods and services.

Natural resources are things that come from nature like water, soil, wood, and coal.

Capital resources are goods made by people and used to produce other goods andservices. Examples of capital resources are machines, tools, and buildings.

Draw a line from the natural resource to the product made from it.

Draw a line from the human resource to the good or service it produces.

Draw a line from the capital resource to the product made from it.

Correlates with Standard 3.7


B u t W e S t a n d U n i t e d !


Practice representative democracy inyour classroom. People electrepresentatives to make laws. You’ve

been elected as the class representative.Write down three more rules for the classon the lines below. Now let everyone in the

class tell their new class rules. Did any otherstudent have the same rules you chose?

_____________________________________________

____________________________________________

_____________________________________________

_______________________________________________

diversity: being differentheritage: something handed down from our ancestors

Our country benefits from the diverse, or different, ethnic origins that makeup the American people. We learn about each other’s heritage. In this way,we can share our diversity.

Some of the benefits of diversity in the United States include sharing differentfoods, clothing, music, and celebrations. Name one example of each thatrepresents your special heritage.

1. celebration: _________________________2. food: ________________________________3. clothing: ____________________________4. music: ______________________________

Use time wisely.


Yo u C a n S e r v e !

Since your nation has given you so many wonderful rights, why not give back? There are many ways that people like you can serve their community, state, and nation. Some great way to serve include:

Being a volunteerGetting involved in community projectsServing as a government officialJoining the militaryVoting

Write one way you think you can serve your local community:

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Circle the people who are serving their community, state, and nation.

Correlates with Standard 3.11d

SAMPLESAMPLE

SAMPLESAMPLE




PLEASE NOTE THE FOLLOWING:• The actual size is 8.5” x 11”• The complete book is 64 pages


Evaluation sample ofstudent workbook.

Shown page-by-page.


A n c i e n t A r c h i t e c t u r e !The Ancient Greeks and Romans were two groups of peoplewho contributed to society in many ways. They had a lastingimpact on architecture, government, and sports. Theirinfluence can still be seen in the lives of people today.

The architects of ancient Greece and Rome usedcolumns and arches in the construction of theirbuildings. Examples of these ancient buildings arestill around today. The Parthenon in Greece is anexample of how columns were used. The Colosseumand aqueducts in Rome show how Romans usedarches. The columns and arches supported theweight of these huge buildings and structures.

contribution: the act or giving ofdoing something

Label the column and color it green. Label thearch and color it blue.

Name a building or structure in your communitythat has columns.___________________________________

Name one that has arches (this one might rhymewith ridge). ___________________________________


PARTHENON AQUEDUCTS COLOSSEUM


A n c i e n t G r e e k a n d R o m a n A r t !


Ancient Greeks and Romans had many different typesof art forms. They sculpted, painted, and mademosaics.

Greek and Roman art is famous for its unique style.Many sculptures and paintings are of people. Thesecultures thought it was important to capture the wayreal people looked in real life.

Greek and Roman paintings, sculptures, andmosaics were found on buildings as decorations.These works of art became an important part ofancient Greek and Roman architecture as well.

Put the art forms in order from oldest to most recent. Label them 1-3.

What’s the

Internet?

An encyclopedia or

the Internet will show you

examples of

these artforms.

Mosaics, sculpture,

and paintings are

displayed on buildings.

mosaic: design made of small pieces of colored stone or glass

w o r d d e f i n i t i o n


Ta b l e o f C o n t e n t sAncient Architecture!................................................................................................................................4Ancient Greek and Roman Art! .................................................................................................................5Ancient Greek Sports!...............................................................................................................................6Ancient Greek and Roman Government ....................................................................................................7The Story of Mali! .....................................................................................................................................8Wealthy Mali!............................................................................................................................................9The Kings of Mali! ...................................................................................................................................10Let’s Explore...........................................................................................................................................11Christopher Columbus ...........................................................................................................................12Juan Ponce de Léon................................................................................................................................13Jacques Cartier ......................................................................................................................................14Christopher Newport ..............................................................................................................................15Whos, Whys, and Wheres .......................................................................................................................16Exploration and American Indians..........................................................................................................17Where Were the Ancients? ......................................................................................................................18Physical Characteristics of Greece ..........................................................................................................19Physical Characteristics of Rome ............................................................................................................20Human Characteristics of Greece............................................................................................................21Human Characteristics of Rome .............................................................................................................22How Ancient Greeks Adapted!.................................................................................................................23How Ancient Romans Adapted! ...............................................................................................................24Continents and Oceans ..........................................................................................................................25Using a Globe! ........................................................................................................................................26Finding Virginia on a Map!......................................................................................................................27Globetrotting Geography!........................................................................................................................28Using Grids to Find Places......................................................................................................................29Virginia on a Grid ...................................................................................................................................30Tables, Graphs, and Charts ....................................................................................................................31Maps and Pictures! .................................................................................................................................32What Can I Do For You? .........................................................................................................................33Really Important Resources! ...................................................................................................................34Producers Using Resources Yesterday and Today....................................................................................35Resources in Ancient Greece!..................................................................................................................36Resources in Ancient Rome!....................................................................................................................37Resources in Ancient Mali!......................................................................................................................38It’s Our Specialty ....................................................................................................................................39Where in the World? ...............................................................................................................................40So Many Choices! ...................................................................................................................................41What To Give Up?...................................................................................................................................42Practice Making Choices .........................................................................................................................43Rules, Rules, Rules!................................................................................................................................44What If I Break the Law? ........................................................................................................................45Government Rules! .................................................................................................................................46Local Government ..................................................................................................................................47Rules Protect the Individual! ...................................................................................................................48American Principles................................................................................................................................49George Washington! ................................................................................................................................50Thomas Jefferson! ..................................................................................................................................51Abraham Lincoln! ...................................................................................................................................52Rosa Parks! ............................................................................................................................................53Thurgood Marshall! ................................................................................................................................54Martin Luther King, Jr.! ..........................................................................................................................55César Chávez!.........................................................................................................................................56Let’s Review! ...........................................................................................................................................57Home, Sweet Home!................................................................................................................................58Holidays to Honor...................................................................................................................................59You Can Serve! .......................................................................................................................................60American are Different............................................................................................................................61But We Stand United! .............................................................................................................................62Grade 3 Practice Test..............................................................................................................................63Grade 3 Practice Test (Continued)...........................................................................................................64


A n c i e n t G r e e k S p o r t s !


The Greeks were very serious about sports. Theythought it was important to be physically fit so theirbodies would be pleasing to their gods. The Greekscreated games and competitions like field hockey thatwould keep young men strong.

Greece’s most famous contribution to sports was theOlympic Games. These ancient games were verysimilar to the Olympic Games we play today. AncientGreeks used to compete in running, jumping, andthrowing a discuss and javelin. The biggest differencebetween the ancient GreekOlympics and theOlympics today is thatgirls were not allowedto compete in any of thegames.

Write T if the statement is true and F if the statement is false.

__________ Ancient Greeks played field hockey.

__________ Ancient Greeks wanted to stay physically fit so they would please

their gods.

__________ The Olympic Games began in Rome.

__________ Girls are allowed to compete in the Olympic Games today.

DID YOU KNOW?Ancient Greeks didn’t justplay sports. Sometimes theyliked to relax by playing agame of checkers. This vaseshows the ancient Greekheroes, Achilles and Ajax,playing checkers together!


A n c i e n t G r e e k a n d R o m a n G o v e r n m e n t

The United States government is based on theprinciples, or ideas, developed in ancient Greece and Rome.

Greece is known as the birthplace of democracy.Democracy is government by the people! Greece wasthe first nation to come up with the idea that everycitizen should be able to participate in government.Greece was a direct democracy.

Ancient Rome had a republican, or representative, form of government. Romans elected people torepresent them to the Roman Emperor. It was arepresentative democracy.

The United States uses ancient Rome’s idea ofrepresentation in the Senate and the House ofRepresentatives. U.S. congressmen and senators areelected by citizens to represent their ideas in government.

direct democracy:

a government inwhich people voteto make their own

rules and laws

representativedemocracy:

a government inwhich people vote

for (or elect) asmaller group ofcitizens to make

the rules and lawsfor everyone

Can you name the ancient Roman form of government on which theUnited States Congress is based?

____ ____ ____ ____ ____ ____ ____ ____ ____ ____r u b cWrite G if the statement below was said by an ancient Greek, R if it wassaid by an ancient Roman, and A if it was said by an American. Somestatements may be said by more than one person.

__________ “I voted for him as my congressman because I know he will represent me well.”

__________ “I live under a republican form of government. My ruler is the emperor.”

__________ “My government is a direct democracy.”

__________ “As a citizen, I have a right to participate in my government.”

Correlates with Standard 3.1©Carole Marsh/Gallopade International/800-536-2GET/www.virginiaexperience.com/Page 8

This book is not reproducible.

T h e S t o r y o f M a l i !

Africa was home to several greatempires in ancient times. One of themost prosperous was the empire ofMali. It was said that Mali was therichest empire in Africa.

The empire of Mali did not have awritten language. New generations inMali had to pass their history downthrough stories!

Storytellers would memorize Mali’shistory by creating interesting stories.Then they would tell these stories soothers could remember the history of Mali. This is known as an oral tradition.Most of what we know about Mali’s history today comes from oral accounts thatwere handed down by the storytellers of Mali.

Why were these storytellers so important?Put an X by the reasons that apply:

_____ so kids from Mali didn’t have to learn toread and write

_____ so kids from Mali could know about the history of their country

_____ so kids today from our country can learn about the early empire of Mali

Fill in the blank:

Storytelling is an example of an ____ ____ ____ ____ tradition.o


The people of Mali made their living asfarmers, miners, and traders. For thepeople of the desert, salt was a naturalresource. People used salt for their healthand to preserve foods. Miners found goldin Western Africa. Therefore, salt was

traded for gold.


Correlates with Standard 3.2 and 3.6

W e a l t h y M a l i !

Mali was located near rivers and had desert-like conditions. Its location helped make it awealthy empire! Mali was an important tradecenter that lay across the trade routesbetween the sources of salt in the SaharaDesert and the gold mines in West Africa.

What two resources were important to Mali’s wealth? Beginning withthe first, mark off every other letter to see the answers:

Circle the correct answer. The people of Mali were:

farmers, miners, cowboys, veterinarians, traders

E S G A Z L O T and QGFOSLVD

Did you

know early Mali

was a wealthy trading

empire before I,

Christopher Columbus,

sailed to America

in 1492?

Mediterranean Sea

Red Sea

Indian

Ocean

Indian

Ocean

South

Atlantic

Ocean

AFRICA

Mali(14th century)

Camelsroute

Gao

Timbuktu





T h e K i n g s o f M a l i !

Mali was ruled by rich and powerful kings. They controlled the trade in allof West Africa. Mali got rich from the taxes it collected on all the trade inthe empire.

Imagine that you are an Algerian trader with a load of salt to trade forgold. Trace your camel’s route from the mountains to Timbuktu.

How was Mali governed? Draw a crown around the correct answer.

Presidents Kings Queens


Mediterranean Sea

Red Sea

IndianOcean

IndianOcean

SouthAtlanticOcean

AFRICA

Mali(14th century)

Camels’route

GaoTimbuktu


L e t ’ s E x p l o r e !

Put a check mark by the things you think could have been amotivation for explorers to find new discoveries.

____ to make lots of money ____ to have a better life

____ to see new places ____ to catch a disease

Cross out the things that would not be important for an explorer’s journey.

boat map TV

compass bicycle comic book

If you could explore one country, what would it be? Write the name of the country below.

__________________________________________________________________

explorer: a person who travelsseeking new discoveries

European: a person from oneof the countries in Europe

regions: places that have common characteristics

Before the United Statesbecame a nation,European adventurersexplored many regionsin the Americas. Thefirst explorers haddifferent motivations orreasons for coming toAmerica. They weresponsored by differentcountries and haddifferent successes.

Correlates with Standard 3.3b and 3.5


J u a n P o n c e d e L é o n

In 1513, Spanish explorerJuan Ponce de Léonbecame the firstEuropean to land inFlorida. He landed in theregion of southern Floridanear St. Augustine.Ponce de Léon sailed fromPuerto Rico on a missionfor the Spanish king todiscover riches and newlands to conquer. Poncede Léon gave Spain aclaim to Florida.

Juan Ponce de Léon wasalso on a journey to finda mysterious legend thatancient stories said wasfound in Florida.

A T L A N T I C

O C E A N

PuertoRico

St. Augustine,Florida

Draw a line showingPonce de Léon’s voyage.

Beginning with the first letter, mark off every other letter to see the mysterious legend Juan was looking for:

R F K O F U D N R T B A Y I S N P O E F R Y U O V U Z T D H Q__ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Correlates with Standard 3.3a and 3.5d


J a c q u e s C a r t i e r

A T L A N T I C

O C E A N

France also wanted to see what the New World had to offer. The French king gave an explorer named Jacques Cartier an assignment. Cartier was sent to colonize the New World. In 1534, he sailed from France and landed in the region near Québec, Canada. Cartier claimed the region for France. In 1535, Cartier returned and exploredthe St. Lawrence River Valley. Cartier gave France a claim to North America.

Correlates with Standard 3.3b and 3.5d

France

Québec,Canada

1492

1535

1513

1534

Write the names of Cartier,Columbus, and Ponce de Léon

by the date of their explorationon the timeline below.

Draw linesshowingCartier’svoyages.

St. Lawrence River Valley


C h r i s t o p h e r C o l u m b u s

In 1492, ChristopherColumbus was sent bythe king and queen ofSpain to find a westernsea route to Asia. Helanded in the region ofSan Salvador in theBahamas. Columbusdiscovered the “NewWorld,” which we nowcall America. He wasthe first European todiscover a sea route toAmerica.

A T L A N T I C

O C E A N

SpainNorthAmerica

SanSalvador,Bahamas

Draw a line showing Columbus’ voyage.

1 4 9 2

b l u e

C o l u m b u s

WORD BANK


Write the words in the correct blankto find an easy way to rememberColumbus’ exploration. Use the WordBank to help you.

In _______________,

________________________ sailed

the ocean ___________________.


C h r i s t o p h e r N e w p o r t

In 1607, Christopher Newport was the leader of a group of settlers fromEngland. England sponsored Newport and assigned him a big job.Newport’s mission was to find a western sea route to Asia, to discover richesin the New World, and to colonize Virginia.

Newport and the settlers arrived atpresent-day Jamestown, Virginia.He made four additional voyagesbringing more people toJamestown. Newport was one ofthe first men to reach the Fall Lineof the James River.

On the globe, circle Jamestownin Virginia. Write the name ofeach explorer on the globe wherehe landed.

A T L A N T I C

O C E A N

Jamestown,Virginia

England

NorthAmerica

On the map, traceChristopherNewport’s firstvoyage from Englandto the New World.



Although the first explorers of North America had different motivations, orreasons, for coming, they also had some things in common. None of themwere sure of what they would find, and all of them were very brave.

E x p l o r e rR e a s o n s f o r

e x p l o r i n g

Spain Christopher Columbus

to discover riches andnew lands to conquerSpain

France

England


E x p l o r e r s S u c c e s s e s / A c h i e v e m e n t s

Columbus

Ponce de Léon

Cartier

Newport

Fill in the chart below with the successes or achievements of each explorer.

Complete the chart below.

gave France a claim to North America

C o u n t r y /S p o n s o r

W h o s , W h y s , a n d W h e r e s


Explorat ion and Amer ican Ind ians

Although European explorers found wonderful newdiscoveries, they were harmful to the AmericanIndians who already lived in the New World.Because of the European explorations, AmericanIndians experienced changes to their cultures andenvironment.

The explorers brought deadly diseases from Europewith them when they came to the New World. TheAmerican Indians were not used to these diseasesand their bodies could not fight the sicknesses.Many American Indians died from Europeandiseases.

When the explorers started building settlements inthe New World, the American Indians were forced to move. Theywere relocated away from their homelands. American Indians had tolearn how to live in a new environment and develop a new way of life.

Fill in the chart below. Use the Word Bank to help you. The first one hasbeen done for you.

C a u s e E f f e c t

European diseases introduced

Explorers build new settlements

American Indians move to new environment

Many Indians die


WORD BANKIndians are relocated Many Indians die

Indians develop new way of life


Ancient Greece and Rome were both located on land near the MediterraneanSea. The Mediterranean Sea was an important part of Greek and Romanlife. It offered transportation and industries like fishing.

W h e r e W e r e t h e A n c i e n t s ?

Label the Mediterranean Sea on the map. Color the map after you’velabeled it.

Correlates with Standard 3.4a

Look at the map above and answer the questions below.

1. Name two reasons why the Mediterranean Sea was important to Greek and Roman life.

________________________________________________________________________________________

________________________________________________________________________________________

2. Which is located further east—Rome or Greece? _____________________________________

ROME

GREECE





P h y s i c a l C h a r a c t e r i s t i c s o f G r e e c e


The physical characteristics of a country or empire areimportant because they affect how those people travel,work, and live. Physical characteristics are what typeof land a country or empire has.

The physical characteristics of ancient Greece werethat it was located on a peninsula with many islands,mountains, and hills. The country was surrounded by the MediterraneanSea. It had limited rich soil for farming.

Use a dictionary to look up the definition for peninsula. Write it below.

peninsula:

Draw the physicalcharacteristics of ancientGreece on this map.

characteristics: different traits


P h y s i c a l C h a r a c t e r i s t i c s o f R o m e

Ancient Rome hadphysical characteristicssimilar to ancient Greece.Rome was located nearthe Mediterranean Seaand a river. The city wasbuilt on many hills.Rome, like Greece, hadlimited rich soil forfarming.

Draw the physicalcharacteristics ofancient Rome on this map of Italy.

GGREECE ROMEPhysical Characteristicsnear Mediterranean Seahills X Xmany mountainslimited rich soillocated next to a river

Put an X in the spaces on the chart toshow the physical characteristics of eacharea. One has beendone for you.

How many physical characteristics did ancient Greece and Romehave that are alike?


ROME


H u m a n C h a r a c t e r i s t i c s o f R o m e

Rome was the center of a hugeempire in ancient times. AncientRomans had similar humancharacteristics to the ancient Greeks.Romans were farmers, road builders,and traders.

All roads

lead to

Rome!

Can you think of a reason why Romans built so many roads?___________________________________________________________________________

___________________________________________________________________________

Write Greece under the pictures that show the human characteristics ofancient Greece. Write Rome under the pictures that show the humancharacteristics of ancient Rome. Some pictures represent both.

TRADERSSHIPBUILDER FARMERROAD

BUILDER



H o w A n c i e n t G r e e k s A d a p t e d !

People have to adapt to theirenvironment to meet their needs.That means that you have to workwith the resources of yourenvironment to make food, shelter,and money.

The ancient Greeks adapted to theirenvironment by using its physicalcharacteristics. They farmed onhillsides. They traded across theMediterranean Sea. The built smallindependent communities becausethere were so many mountainsseparating the land.

Help Alexander adapt to his environment.

Write three physical characteristics of Alexander’s environment:

1. ___________________________________________________________________________

2. ___________________________________________________________________________

3. ___________________________________________________________________________

Circle the best answer below.

1. What is the best job for Alexander to have?

farmer fisherman doctor

2. What is the best way for Alexander to travel?

by car by plane by boat

3. What type of house should Alexander build?

house on stilts log cabin mansion

Correlates with Standard 3.4c


H u m a n C h a r a c t e r i s t i c s o f G r e e c e

The human characteristics of a country or empire are affected by itsphysical characteristics. Human characteristics are things people do forjobs and activities.

In ancient Greece, people were farmers, shipbuilders, and traders.

What is one reason some Greeks were shipbuilders?

___________________________________________________________________________

___________________________________________________________________________

What is one reason some Greeks were traders?

___________________________________________________________________________

Match the physical characteristic with the human characteristic it affects.



H o w A n c i e n t R o m a n s A d a p t e d !

Ancient Romans also used the physicalcharacteristics of their land to adapt to theirenvironment. They farmed on their manyhillsides. They traded with other countriesacross the Mediterranean Sea.

These pictures show how ancientRoman farmers adapted to their environments. Number them in orderfrom 1 to 4 to show the change from rocky hillsides to fertile farmland.

The sentences below describe how ancient Roman traders adapted totheir environment. Number them in order from 1 to 4 to show thechange from an isolated country to a trading route.

Roman settlers trade supplies with neighbors.

Roman settlers need supplies.

Roman settlers build boats.

Roman settlers use boats to travel to get supplies.



C o n t i n e n t s a n d O c e a n sThe earth has seven continents. The earth has five oceans. You can findthem on a world map. The physical shapes of continents and the positionsof oceans can be identified on a world map.

NorthAmerica

SouthAmerica

AntarcticaAfrica

AtlanticOcean

PacificOcean

ArcticOcean

Asia

AustraliaIndianOcean

Europe

N

EW

SPacificOcean

Trace the lines to match the name of each continent and ocean to its pictureon the map. Color each continent green. Color each ocean blue.

SouthernOcean

England, Spain, and France are countries located on the continent ofEurope. The United States is located on the continent of North America.

Circle the continent where the United States is located in red. Circle the continent where England, Spain, and France are located in yellow.



U s i n g a G l o b e !A globe is a round model of the earth. It can help you find the location ofcontinents, oceans, and countries.

NorthAmerica

SouthAmerica

AntarcticaAfrica

AtlanticOcean

PacificOcean

U.S.A.

ArcticOcean

England

Spain France

Asia

AustraliaIndianOcean

Europe

N

EW

S PacificOcean

Continents:

North America

South America

Europe

Asia

Africa

Australia

Antarctica

Oceans:

Arctic Ocean

Atlantic Ocean

Indian Ocean

Pacific Ocean

Southern Ocean

Countries:

United States

England

Spain

France

SouthernOcean

1. Look on theglobe and find each continent and ocean in the list to the right. Check themoff when you find them.

2. The United States is locatedon the continent of

____________________________.

3. Find the U.S. on the globe and check it off the list.

4. England, Spain, and France are located on the continent of

_____________________________.

5. Find England, Spain, andFrance on the globe and check them off the list.



F i n d i n g V i r g i n i a o n t h e M a p !

Label the eastern and western hemispheres. Label the prime meridian with a P.

Virginia is in the ____________________________hemisphere.

Mapmakers created imaginary lines on the earth to help us find places. Thelines run around the earth from top to bottom and left to right. The line thatruns around the center of the earth and divides it into a northern half and asouthern half is called the equator. The two halves are called hemispheres.

A sphere is another word for a roundobject. Hemi means half. So, ahemisphere is one-half of a roundobject—like the earth!

w o r d d e f i n i t i o n

Label the northern and southern hemispheres. Write an E on the equator.

Virginia is in the ________________________ hemisphere.

The earth is also divided into two hemispheresby the prime meridian. The half to the

right of the prime meridian is the easternhemisphere. The half to the left of theprime meridian is the western

hemisphere.

Virginia

�

The four

hemispheres are

Northern, Southern,

Eastern and Western

Hemispheres!

Virginia�






G l o b e t r o t t i n g G e o g r a p h y !

Which is which? Fill in the blank withprime meridian or equator.

The ______________________________ andother imaginary lines are drawn fromeast to west on maps and globes.

The ______________________________ andother imaginary lines are drawn fromnorth to south on maps and globes.

Label the equator with an E andthe prime meridian with a P.

Practice finding places on a world map or globe.Write in which hemispheres (northern, southern, eastern, western) these places are found.Each place is found in two hemispheres.

England: _______________________________ and _______________________________

France: _______________________________ and _______________________________

Spain: _______________________________ and _______________________________

Greece: _______________________________ and_______________________________

Rome: _______________________________ and _______________________________

Mali: _______________________________ and _______________________________

Jamestown, Virginia: _______________________________ and __________________________

Meridians of longitude and parallels of latitude are imaginary lines drawnaround the earth to help locate places.



U s i n g G r i d s t o F i n d P l a c e sWe use maps to find places. Most maps have a grid. A grid is the lines on amap. These lines run from the top of the map to the bottom, and from theleft side of the map to the right side. These lines cross each other. Theletter and number coordinates of a grid system identify the approximatelocation of a place.

SANANTONIO

1 2 3 4 5

1 2 3 4 5

A

B

C

D

A

B

C

D

LOS ANGELES

CHICAGO

ORLANDO

WASHINGTON,D.C.

N

EW

S

Using the grid, find the city at C-1. Circle the name of the city. Write it here:

_____________________________________________________________________________

Is D-3 in the north, south, east, or west part of the United States? Write N, S, E, or W in this box.

At what place on the grid is the nation’s capital? ______________________________________________________

Circle the city near B-4 : Chicago Orlando

Correlates with Standard 3.5e


Ta b l e s , G r a p h s , a n d C h a r t s

Tables, graphs, and charts are visual aidsused to gather, display and classifygeographic information.

pie chart: chart in theshape of a circle thatshows different partsthat make up a whole

The earth is made up of land and water.The pie chart represents the wholeearth. The bigger slice shows the water.The smaller slice shows the land.

Th

eE A R T H

c o n t i n e n t s

o c e a n s

bar chart or bar graph:chart that shows the relationship betweenthings, or shows changestaking place

E x p l o r e r sA r r i v e d i nA m e r i c a

Christopher Columbus 1492

1513

1534

1607

Juan Ponce de Léon

Jacques Cartier

Christopher Newport

Below is an example of a bar chart (or bar graph).

149

2

1513

153

4

160

7

Charts are important fororganizing information. Thischart shows when theEuropean exploration ofAmerica occurred.

Use this chart to help youcomplete the bar chartabove it. Under each yearin the bar chart, write theinitials of the matchingexplorer. One has beendone for you.


C.C.


M a p s a n d P i c t u r e s !Maps and pictures are visual aids to gather and displaygeographic information. You can read and constructmaps and pictures to gather and display information.Maps help you find where you are and where otherthings are located.

Maps include a map title, map legend, and compass rose.The compass rose tells north, south, east, and west.Sometimes, the compass rose can show intermediatedirections of northeast, southeast, northwest, andsouthwest. Here is an example of a compass rose withintermediate directions.

Draw a map of your classroom. Label each item on your classroommap. Be sure to include a title, map legend, and compass rose.

Map Title: __________________________________________Legend



V i r g i n i a o n a G r i d

We can use a grid to find places on a Virginia map too.

Follow these directions to complete the grid system on the Virginia map.

Trace the lines from top to bottom.

Label each line of the grid 1, 2, 3 from left to right.

Trace the lines from left to right.

Label each line of the grid A, B, C from top to bottom.

What grid letter and number take us to Suffolk?

___________

What grid letter and number take us to Lexington?

___________

What grid letter and number take us to Lebanon?

___________

LEXINGTON

LEBANON

CHATHAM

SUFFOLK

N

EW

S

Correlates with Standard 3.5e


W h a t C a n I D o F o r Yo u ?Things that people buy are called goods and services. Goods are thingspeople make or use to satisfy needs and wants. Examples of goods areclothes, food, cars, toys, houses, and furniture. Services are activities thatsatisfy people’s needs and wants. Examples of services are a haircut,doctor’s visit, music lesson, and car repair.

Producers are people who use resources to make goods or provide services.Producers of goods and services are influenced by natural, human, andcapital resources. An example of a producer that makes a good is acarpenter or a chef. An example of a producer that provides a service is adoctor or a teacher.

Which people are producers?Write P if the person is a producer. Write an X if they are not.

Who produces a good and who produces a service?Write PG if the producer provides a good. Write PS if the producer provides a service.



R e a l l y I m p o r t a n t R e s o u r c e s !Producers use resources to make their goods or services. There are three kinds of resources:

Human resources Natural resources Capital resources

Human resources are people working to produce goods and services.

Natural resources are things that come from nature like water, soil, wood, and coal.

Capital resources are goods made by people and used to produce other goods andservices. Examples of capital resources are machines, tools, and buildings.

Draw a line from the natural resource to the product made from it.

Draw a line from the human resource to the good or service it produces.

Draw a line from the capital resource to the product made from it.



P r o d u c e r s U s i n g R e s o u r c e s Ye s t e r d a y a n d To d a y

Producers of goods and services are influenced by the natural, human, andcapital resources that are available.

Number these pictures in order to show how utility companies use coal(natural resource) to provide electricity for consumers.

miner

Plant large area of timberland natural resourcein southern Virginia

Hire lumberjacks to harvest the wood human resource

Use trucks to transport the wood to factories capital resourcesIn central Virginia

Process wood in the factories to make ladders human andcapital resources

Use trains and trucks to transport ladders capital resourcesto retail stores throughout the state

Employees sell wooden ladders to consumers human resource

H o w t h e Ta l l L a d d e r C o m p a n yu s e s r e s o u r c e s t o p r o d u c e a n d

s e l l w o o d e n l a d d e r s :

processing plant coal mine house transformer



R e s o u r c e s i n A n c i e n t G r e e c e !Producers have been using natural, human, and capitalresources for many years. The ancient Greek civilizationused their resources to create goods and services tosatisfy people’s needs and wants.

Ancient Greece was located on a peninsula withmountains and hills. It was also surrounded bymany islands and the Mediterranean Sea.Greece had some rich soil. These wereGreece’s natural resources.

The people of Greece used their naturalresources to become fishermen and farmers.Some people (human resources) createdcapital resources by building ships and makingpottery. Other people (human resources)cooked the fish and sold supplies.

Fill in the chart below with the information you have learned.

Good or Service Produced

Natural Resource Sea, farmland

Build ships, Fishing boats, bowls make pottery and tools for people

Human Resource Food and supplies for people

WORD BANK

Cooked fish Fish from fishermen and sold supplies and food from farmers

Capital Resource






R e s o u r c e s i n A n c i e n t R o m e !Ancient Rome was located next to a river. There was some farmland in the area.Many different types of trees grew in Rome. These were ancient Rome’s resources.

The people of Rome used their natural resources of water and land to fish and farm,like the Greeks. Some people (human resources) created capital resources bybuilding ships and making pottery. Other people (human resources) cooked the fishand sold supplies.

Study the chart, then answer the questions below.

Ancient Rome hadaccess to the sea(natural resource)

so they used theirhuman and capitalresources to produceships (goods)

which they used fortransportation(service) in trading.

1. What would have been another use other than transportation for the ships of ancient Rome? ________________________________________________________________________________

________________________________________________________________________________

2. If the ships were used to catch fish, would they be providing a good or a service?

________________________________________________________________________________

3. How would Rome’s human and capital resources be different if they did not have access to the sea?________________________________________________________________________________

________________________________________________________________________________Correlates with Standard 3.7


R e s o u r c e s i n A n c i e n t M a l i !Just like ancient Greece and Rome, the ancient empire of Maliused its resources to produce goods and services. But theirresources were very different!

Mali was located in Africa. Mali had hot temperatures and littlefertile land. Its most important natural resource was gold.Mali used human and capital resources to mine gold. Thenthey traded the gold for salt, an important spice for theirpeople. Gold was a good that Mali produced to trade withneighboring countries.

Fill in the blanks below. Use the Word Bank to help you.

Mali was located in ____________________. The climate was____________________.

Mali had little ____________________. Mali’s most important natural resource was

____________________. Mali’s people ____________________ gold for salt.

Think about the statement below. Then write your opinion.

Some natural resources, like water and farmland, can be used to grow food andprovide shelter. Other natural resources, like gold, can be used for trading andcreating wealth.

1. What natural resource would you like to have on your land?

_________________________________________________________________________________

2. What good or service would your natural resource provide?

_________________________________________________________________________________

WORD BANK

hot Africa traded farmland gold



W h e r e i n t h e Wo r l d ?


Specialization encourages trade! You use goods andservices from different regions every day. Some of theseare made locally. Some of these are made elsewhere in thecountry (national) and some are made in other countries(international).

• Your education is a local service. You go to school in your community, and your community supervises your education.

• When you buy food at the store you purchase goods that aremade elsewhere in the country. Cheese is often from Wisconsin,oranges from Florida, and pineapple is usually from Hawaii!

• Many of our clothes and other things are made in other countries.Look at the labels on things in the store. They often say “Made inChina,” or “Made in Mexico.”

Write whether the good is local, national, or international on each line.

sweater from China ___________ pineapple ___________

jeans from Mexico ___________ U.S. Stamp ___________

Wisconsin cheese ___________ Georgia peach ___________

What are some special goods that Virginia provides to other states?List two items here.

___________________________________________________________________________

___________________________________________________________________________


S o M a n y C h o i c e s !

In economics, you have to make choices because we cannot have everything wewant. An economic choice is when you choose (decide) between one thing and otherthings. We have to choose how to spend our money and which good or service weneed or want more.

economic choice: the choice of or decision among alternatives or possibilities

Circle the correct answer:We have to make economic choices that mean giving

something up because we cannot have everything we want.

TRUE or FALSE

Draw a line from your choice to what you give up.

Sell lemonade Buy new game I want

Buy lemonade from a friend Make money for myself

Spend money now Save money for the future

Save money now Drink all the lemonade

Choices Give Up

You only have two dollars to spend. You are really hungry. Circle your choice.



I t ’ s O u r S p e c i a l t y !

People and regions cannotproduce everything they want,so they specialize in producingsome things and trade for the rest.Economic specialization means thatsomeone specializes in the production ofcertain goods and services.

Trade is a very important part ofspecialization. Specialization encourages tradebecause people want goods and services they do nothave or cannot make themselves. People trade to getwhat they want or need.

economic specialization: focusing on one product or service


Special Economics InfoPretend that you are the manager of a factory thatassembles electric cars. You have hired five newemployees who have special skills in car assembly.Decide who should do what job on your assemblyline, based on their special skills.

Employee and Skill

A. Linda is a master electrician.

B. Fred is a wheel and tire specialist.

C. Beverly is an automotive interiorspecialist.

D. Steven is an expert glass installer.

E. Jerri is an auto body specialist.

Assembly Line Job

____ Install windows

____ Install body panels

____ Install batteries

____ Install seats

____ Install tires and wheels


W h a t t o G i v e U p ? ?When we make an economic choice, we have to give up something else. Wechoose one thing and give up another thing. Sometimes economic choices arehard because we want tochoose both, but we can’t.The thing you have to giveup in an economic choice iscalled the opportunity cost.

opportunity cost: the nextbest choice that is given upwhen a decision is made

Economic decision-making requires comparing both the opportunity costand the monetary cost of choices with benefits.

Correlates with 3.9

Circle the correct answer: The next best choice that is given up when a decision is made is the

ECONOMIC CHOICE or the OPPORTUNITY COST

Fill in the blanks to complete the chart to see what happens when economic choices are made.

Choices ChoiceMade Give Up

Ice cream or popcorn ice cream popcorn

Toy or video video

Spend money now saving foror save for future the future

E c o n o m i c C h o i c e

Here are some more choices for you to make.

Money

Time

Tokens

Space

Go to ball game or have pizza

Go to movie or go skating

Play game or get candy

Get bunk beds or king-sized bed

Choices What wouldyou choose?

LimitedResources


P r a c t i c e M a k i n g C h o i c e s

You have $5.00 to spend.

75¢ 50¢

$1.50You buy a comic book. How much money do you have left?______________________

You need new notebooks and pencils for school. Circle which pencil you willbuy. Why did you choose the pencil you did? ______________________.

You buy 3 pencils for _______ and 3 notebooks for _________. How muchmoney do you have left? _____________

Your mom also asked you to buy some bread. You would really like to buy

a candy bar. Which do you buy? bread candy bar

The cost of the candy bar is the opportunity cost supply cost.

How much money do you have left? _____________ What will you do with it?A. save itB. buy supplies for future useC. buy the candy bar

50¢

$1.00

20¢

Correlates with 3.9©Carole Marsh/Gallopade International/800-536-2GET/www.virginiaexperience.com/Page 44


R u l e s , R u l e s , R u l e s !

Rules and laws are made to keep things in order and people safe.

rules: what people must or mustnot do

laws: important rules writtenand carried out by the government

There are good consequenceswhen rules and laws are

followed. People are safe. Morework gets done. When rules and laws are broken,

there can be bad consequences. A child might get hurt. There might be apunishment. A person might get fired from his or her job.

Are you a rule and law breaker or a rule and law keeper?Write K next to the sentence if it was said by a rule and law keeper andB if it was said by a rule and law breaker.

_________ “Rules are silly. They only make life less fun!”

_________ “The law of wearing your seatbelt while driving is good because it keeps people safe.”

_________ “It’s OK to break my classroom rules as long as my teacher doesn’t find out.”

_________ “I never follow my parents’ bedtime rule. I stay up late anyway!”

_________ “I think the government makes laws to keep the country in order and keep people safe. Laws are good.”



W h a t I f I B r e a k t h e L a w ?

Different things happen when a law is broken. For example,if an adult breaks a law by not stopping at a stop sign, heor she could get a ticket. If he hits someone inthe intersection as a result of running the stopsign, he could have to go to jail!

Laws are not always written down; your familyprobably has rules that everyone understands, like, “Clearyour dishes after dinner,” or “Don’t leave your shoes on thestairs.” You may have to be reminded of these rules, andyou may also be punished if you don’t obey them.

M a k e t h e P u n i s h m e n t F i t t h e C r i m eMatch the following crimes withwhat you think is a fair punishment.

_____ 1. taking a friend’s pencil without asking

_____ 2. hitting your little brother

_____ 3. cheating on a test at school

_____ 4 breaking a neighbor’swindow

_____ 5. not doing your homework

_____ 6. taking money from your mom’s purse

_____ 7. not doing your chores

A. give up your allowancefor a week

B. buy a new pencil

C. save money to replace the window

D. stay after school

E. lose TV privileges for the rest of the day

F. fail the test

G. lose the chance to go skating with your friends

Correlates with 3.10a







G o v e r n m e n t R u l e s !The government protects the rights of property and individuals by making sure each citizen follows the law.

government: a group of people who make rulesand laws, carry out rules and laws, and decide ifrules and laws have been broken

The purpose of the government is to make laws, carry out laws, and decideif laws have been broken. Governments are necessary because they developthe laws and protect the rights and property of individuals.

List the three basic purposes of the United States government:

1. ______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

Match the job of government to the correct example.

Government Job Example

Makes laws The judge says,

“You are guilty!”

Carries out laws The policeman arrests

you for speeding.

Decides if laws have been broken The government passes a

law against speeding.



L o c a l G o v e r n m e n t

The government makes laws for the local level (yourcommunity), the state level (Virginia), and the nationallevel (the United States). The national government hasthe most power. Each part of the government has aleader who is elected by the people. That means thateach leader is chosen by a vote of the people.

The leader in the city is the mayor. The state leader isthe governor. The leader of our nation is the president.


Match the leader to what he or she might say.

Write the name of Virginia’s Governor.

____ A. mayor 1. “I am proud to be the leader of the United Statesof America.”

____ B. governor 2. “I am going to make some changes in this town!”

____ C. president 3. “This state has a lot to be proud of.”

Which level of U.S. government has the highest authority?

Local State National


A m e r i c a n P r i n c i p l e sAmerica has basic principles, or rights, that aregiven to every American citizen. Some of theseprinciples include the right to life, liberty, and thepursuit of happiness; and equality under the law.

Life, liberty, and the pursuit of happiness areprivileges that people have when they are born.They cannot be taken away.

Equality under the law means that all people aretreated fairly. All people are protected the sameway and punished the same way if they break arule or law.

These basic principles form the foundation of ourrepublican form of government. They are a veryimportant part of being an American. They are so important that manycitizens have fought and died to defend these principles.

Describe four of the basic principles that form the foundation for theUnited States government by listing them in the boxes below.

Correlates with Standard 3.11a©Carole Marsh/Gallopade International/800-536-2GET/www.virginiaexperience.com/Page 50


G e o r g e Wa s h i n g t o n !


George Washington was born in Virginia when America was a brand newcountry. He was the oldest of five brothers and sisters! George was alwaysinterested in the military. When George was a young man, he decided tofight for America’sindependence fromEngland. He became thetop general of theAmerican army!

George was the firstpresident of the newnation. He worked underthe new republican form ofgovernment. He helpedput the basic principleslike life, liberty, thepursuit of happiness, andequality under the law intopractice for the newnation.

Color the picture ofGeorge Washington.

Write T if the statement is true. Write F if it false.

__________George was born in Pennsylvania.

__________George had two sisters.

__________George was the top general in the American army.

__________George was the first president of the United States.

__________George helped put basic American principles into practice.


R u l e s P r o t e c t t h e I n d i v i d u a l !


Governments help protect the rights and property of individualsin a community by enforcing laws and rules.

community: a place wherepeople live, work, and play

There are many different people in the United States, but we allhave the same basic rights. Rules are necessary to protectthese rights. Whether you’re in your community, in anotherpart of Virginia, or in another state, there are rules and laws tohelp keep you safe.

Check all that apply: Rules and laws help protect:

_____ you _____ parents _____ homes _____ schools

_____ bicycles _____ neighbors _____ other citizens

Solve the code to find out who enforces rules and laws in your community.

A B C D E F G H I J KL M

A B C D E F G H I J K L MN O P Q R S T U V W XY Z

N O P Q R S T U V W X Y Z

POLICE OFFICERS

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___


T h o m a s J e f f e r s o n !

Thomas Jefferson was born inVirginia! Thomas was the thirdpresident of the United States.

Thomas wrote the Declaration ofIndependence. The Declaration ofIndependence is a document thatstates that each American has certainrights. He was a great leader whohelped develop America into thecountry it is today.

Color the picture of Thomas Jefferson.

Read these sentences from the Declaration of Independence. They talkabout the rights of each American. Do you recognize the words?

“We hold these truths to be self-evident, that all men are created equal, that they are

endowed by their Creator with certain unalienableRights, that among these are Life, Liberty and the

pursuit of Happiness…”

Circle the words that describe Thomas Jefferson.

PRESIDENT INDEPENDENCE LEADER

SINGER VIRGINIAN WRITER DOCTOR



A b r a h a m L i n c o l n !

Abraham Lincoln grew up in a log cabin.He was not able to go to school, so hetaught himself how to read, write,and do math. Abraham wasknown for being an honest,respectful person. Hisnickname was “Honest Abe.”

Abraham became the presidentof the United States when thecountry was divided over theissue of equality for all people.This period was called the CivilWar. Many white people ownedAfrican American slaves and didnot give them the rights theydeserved. Abraham helped free theAfrican American slaves.

Color the picture of Abraham Lincoln.

The statements below are either a Fact or an Opinion. Write F for fact and O for Opinion.

_________ “Abraham probably wasn’t as honest as people said he was.”

_________ “Abraham was the president of the United States.”

_________ “Abraham was a good president.”

_________ “Abraham helped free the African American slaves.”

_________ “Abraham taught himself to read, write, and do math.”



R o s a P a r k s !

Rosa Parks grew up in Alabama in the South. Shewas an African American. She was treated unequallybecause of the color of her skin. Rosa was separatedfrom other white people because of segregation.

Rosa lived in Montgomery, Alabama. On December 1, 1955, Rosa did something that wouldgo down in history forever. She refused to give upher seat on a public bus to a white person. Atthat time, the law required her to do so. Instead,Rosa stayed in her seat.

Because Rosa chose to stand up for her rights, she helped bring aboutchanges in laws. She worked so that all people would have equal rights.

Starting with J, cross out every other letter to learn what Rosa Parks did for a living.

J S R E T A Q M V S P T M R L E W S B S___ ___ ___ ___ ___ ___ ___ ___ ___ ___

Put the events of Rosa’s life in order from past to present. Number them 1 to 3.

Correlates with Standard 3.11b©Carole Marsh/Gallopade International/800-536-2GET/www.virginiaexperience.com/Page 54


T h u r g o o d M a r s h a l l !

Thurgood Marshall grew up in Baltimore, Maryland.He was the grandson of an African American slave.Thurgood’s father always taught him to respect thelaw and Constitution of the United States. Thurgooddecided to become a lawyer when he grew up.

As a lawyer, Thurgood defended people at a timewhen not all people had equal rights. He was thefirst African American justice of the United StatesSupreme Court.

Look up Supreme Court in a dictionary or onthe Internet. Write the definition here:

Supreme Court: _______________________________________________________

________________________________________________________________________

Circle the correct answer.

1. Thurgood Marshall was the grandson of a:

a. farmer b. slave c. lawyer

2. Thurgood grew up in:

a. New York b. Maryland c. Africa

3. Thurgood fought for:

a. peace b. equal rights c. better education

4. Thurgood was the first African American:

a. president b. baseball player c. Supreme Court justice






M a r t i n L u t h e r K i n g , J r . !

Martin Luther King, Jr. was born in Atlanta, Georgia.He was an African American. While he was growingup, African Americans were segregated, orseparated, from white people. There was oftenprejudice against them. Martin could not go tocertain places or have certain jobs. Martin wastreated unequally.

When he grew up, Martin became a minister at alocal church. He devoted his life to working forequal rights for all people. He helped bring aboutchanges in laws through peaceful means. Heprotested without violence and inspired others tofight for equality, too.

Use the words in the word bank to fill in the blanks.

Martin was born in ______________________, Georgia. While he was

growing up, he was _________________________, or separated from other

white people. Martin grew up to become a _____________________ and

worked for _________________ _________________ for all people. Martin

brought about changes in laws through _________________ means.


prejudice: dislike or distrust of people because they are a different race or religion

WORD BANKequal rights Atlanta peaceful segregated minister


C é s a r C h á v e z !

César Chávez was a Mexican American. He grew up inArizona. César learned the importance of equality at ayoung age. César’s family became migrant farmworkers. They traveled around to pick fruits orvegetables. Migrant workers did not own homes.They carried their belongings in their trucks andsometimes slept there too. César’s family had a veryhard life.

When César grew up, he worked to improveconditions for farm workers across America!

Migrant children attended many schools because they often moved.César attended 65 different schools! Would you like to do that?

YES NO

Write T for True and F for False.

____ 1. César Chavez was born in Arizona.

____ 2. César was African American.

____ 3. His family worked in restaurants.

____ 4. César lived in a beautiful house when he was a young boy.

____ 5. When he grew up, César helped farm workers have better lives.

Circle the products migrant farmers might pick.



H o m e , S w e e t H o m e !

The American heroes you are learning about came from many differentstates. There are amazing people all over the United States!

Use the map of the United States to complete the activity below.

1. George Washington and Thomas Jefferson were from Virginia. Find Virginia and color it green.

2. Abraham Lincoln was born in Kentucky. He moved to Indiana and then finally settled in Illinois. Find Kentucky, Indiana, and Illinois and color them yellow.

3. Rosa Parks was from Alabama. Find Alabama and color it pink.4. Thurgood Marshall was from Maryland. Find Maryland and

color it blue.5. Martin Luther King, Jr. was from Georgia. Find Georgia and

color it red.6. César Chávez was from Arizona. Find Arizona and color it orange.

Now, complete the map legend next to the map. Draw a circle in the correct color next to each name.

MAP LEGEND

Washington

Jefferson

Lincoln

Parks

Marshall

King

Chávez

Correlates with Standard 3.6 and 3.11b


H o l i d a y s t o H o n o r

We have special United States holidays during the year to honor people whohave served their country to protect our freedom. Veterans Day is a day to

recognize and show respect forAmerican men and women who servedin the military. It is observed in

November.

Circle the things you mightput on a grave on Memorial Day.

A special Memorial Dayservice is held at

Arlington National Cemetery in Virginia.

Circle Arlington on the map. Abingdon

Roanoke

Norfolk

Richmond �

Circle the veteran.

Arlington


Memorial Day is aday to recognizeand show respectfor American menand women whodied in wars whileserving their country. It is observed in May.


L e t ’ s R e v i e w !

Write the name of the American hero under the statement that describes them.

Who Am I?1. I was an African American woman who refused to

give up my seat on a public bus. _______________________________________________

2. I was the first president of the United States._________________________________________________________________

3. I was an African American minister who worked for equal rights forall people. ______________________________________________________

4. I was a Mexican American who worked to improve conditions for farm workers.___________________________________________________

5. I was president of the United States when the country was divided over the issue of equality for all people. _________________________________________________________________

6. I was the third president of the United States and I wrote the Declaration of Independence. _________________________________________________________________

7. I was the first African American justice of the United States Supreme Court._________________________________________________

WORD BANKGeorge Washington Thomas JeffersonAbraham Lincoln Rosa ParksThurgood Marshall Martin Luther King, Jr.César Chávez



Yo u C a n S e r v e !

Since your nation has given you so many wonderful rights, why not give back? There are many ways that people like you can serve their community, state, and nation. Some great way to serve include:

Being a volunteerGetting involved in community projectsServing as a government officialJoining the militaryVoting

Write one way you think you can serve your local community:

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Circle the people who are serving their community, state, and nation.

Correlates with Standard 3.11d


A m e r i c a n s a r e D i f f e r e n t …


American people come from many ethnic originsand different countries. We have many differentcustoms and traditions. The basic principles ofour republican government unite all Americans.The principles include individual rights to life,liberty, and the pursuit of happiness; and equalityunder the law.

republican form of government:a representative democracy

In a representative democracy, citizens choose afew people to make the rules. The representativeswho are chosen make the rules for everyone.

Fill in the blanks:Individual rights to ________________, ______________________,

and the pursuit of ______________________________; and

________________________ under the law are the basic principles that form the

United States government. These are the principles that ____________________

the American people.

Do you remember which ancient governments influenced our republicanform of government? Beginning with the first, mark off every otherletter to see the answers:

B R I O P M Z Eand

T G P R O E N E X C W E

life happinessequality liberty unite

WORD BANK


B u t W e S t a n d U n i t e d !


Practice representative democracy inyour classroom. People electrepresentatives to make laws. You’ve

been elected as the class representative.Write down three more rules for the classon the lines below. Now let everyone in the

class tell their new class rules. Did any otherstudent have the same rules you chose?

_____________________________________________

____________________________________________

_____________________________________________

_______________________________________________

diversity: being differentheritage: something handed down from our ancestors

Our country benefits from the diverse, or different, ethnic origins that makeup the American people. We learn about each other’s heritage. In this way,we can share our diversity.

Some of the benefits of diversity in the United States include sharing differentfoods, clothing, music, and celebrations. Name one example of each thatrepresents your special heritage.

1. celebration: _________________________2. food: ________________________________3. clothing: ____________________________4. music: ______________________________

Use time wisely.


1. What do we call the imaginary linethat divides the earth into the northernand southern hemispheres?

A. equatorB. latitudeC. longitudeD. divider

2. What do we call the imaginary linethat divides the globe into the easternand western hemispheres?

A. equatorB. diameterC. prime meridianD. radius

3. Virginia is located in which continent? A. AsiaB. North AmericaC. EuropeD. Africa

4. England, Spain, and France are located on which continent?

A. AsiaB. EuropeC. North AmericaD. Africa

5. The letter and number coordinates of a grid system on a map identify:

A. the approximate location of a placeB. where the map was madeC. where your home is locatedD. how to color the map

6. Which explorer was the first Europeanto discover a sea route to America?

A. Juan Ponce de LéonB. Christopher NewportC. Jacques CartierD. Christopher Columbus

7. France sent Jacques Cartier to North America to:

A. buy furs and jewelsB. colonize the New WorldC. take prisonersD. find a western route to Asia

8. Ancient Greece and Rome were locatedon or near which sea?

A. Baltic SeaB. Dead SeaC. Mediterranean SeaD. Ayebee Sea

9. The Empire of Mali had whichphysical characteristic?

A. swampsB. fjordsC. tundraD. desert

10. The Parthenon is an example of: A. Roman architectureB. Greek architectureC. Greek literatureD. Roman art

11. The government of which country isbased on the ideas developed in ancientGreece and Rome?

A. BrazilB. RussiaC. United StatesD. Mali

12. Producers use natural resources,human resources, and capital resourcesto make:

A. goods and servicesB. goods and badsC. more natural resourcesD. human resources

G r a d e 3 P r a c t i c e Te s t





13. Economic specialization is focusing on: A. one marketB. one product or serviceC. one producerD. one consumer

14. Thurgood Marshall was the firstAfrican American:

A. U.S. presidentB. player in major league baseballC. U.S. senatorD. U.S. Supreme Court Justice

15. Who wrote the Declaration ofIndependence?

A. George WashingtonB. Martin Luther King, Jr. C. Thomas JeffersonD. John Quincy Adams

16. The choice of or decision amongalternatives or possibilities is an:

A. economic disabilityB. economic liabilityC. economic reasonD. economic choice

17. The next best choice that is given upwhen a decision is made is an:

A. opportunity lostB. opportunity costC. open economic choiceD. opportunity found

18. To make laws, carry out laws, anddecide if laws have been broken is thepurpose of:

A. teachers B. mom and dadC. governmentD. police

19. Which is NOT a basic principlecommonly held by American citizens?

A. lifeB. libertyC. the pursuit of happinessD. eating well

20. A republican form of government is a:A. great place to liveB. really expensive place to liveC. representative democracyD. dictatorship

G r a d e 3 Te s t ( c o n t i n u e d )

G R E AT J O B ! ! !The Answer Key for this Workbook is included in The Virginia

Experience for Third Graders Teacher Resource Book. If you did notpurchase the Teacher Resource Book and need the Answer Key, please call 800-536-2438, and we will mail (or fax) one to you.

Evaluation samples of

teacher resources begin

on the following page.

3 TEACHER RESOURCE EvaluationSample


©Carole Marsh/Gallopade International/800-536-2GET/www.gallopade.com/Page 3This book is not reproducible.

Table of Contents

Map Skills ...............................................................................................................................................................Page 4

Early Explorers.......................................................................................................................................................Page 5

Ancient Greece and Rome...................................................................................................................................Page 7

The Empire of Mali ............................................................................................................................................Page 11

Economics...............................................................................................................................................................Page 12

Laws in Our Society .............................................................................................................................................Page 15

Life, Liberty, and the Pursuit of Happiness ...................................................................................................Page 16

Civics ........................................................................................................................................................................Page 17

Honest Abe.............................................................................................................................................................

The Civil Rights Movement ...............................................................................................................................Page 19

Civil Rights.............................................................................................................................................................Page 21

Melting Pot.............................................................................................................................................................Page 24


SpellingBee

Have a class spelling bee. Then let

your best spellers compete against

other third grade classes at

your school!

1. continent

2. explore

3. resources

4. discover

5. ocean

6. empire

7. choice

8. rights

9. liberty

10. equality

Extra Credit:

1. government

2. equator

3. hemisphere

for ThirdGraders Review with students their directions (north,

south, east, west) and show a compass. Theymight enjoy making a map of the classroom,the school, and their neighborhood, showingthe roads they use to get to school.

You could have them practice giving eachother directions from one place to another,and see if they end up in the right spot!

Have your students point out the equator andthe prime meridian on a globe. Have themidentify the Northern, Southern, Eastern,and Western Hemispheres using the equatorand prime meridian.

The entire class can create a world map.Identify the seven continents (NorthAmerica, South America, Europe, Asia,Africa, Australia, Antarctica) and thepositions of the five oceans (Artic, Atlantic,Indian, Pacific, Southern). Divide into eightteams—seven continent teams and one oceanteam. Assign each team a captain. The teamcaptain will hand out the assignments bytelling each team member what part of themap he or she is responsible for identifyingand placing on the large world map.

Have each continent team determinelocation, countries, major cities, landforms,and major waterways on their continent. The ocean team can determine the locationand name of the world’s five oceans. They

could even identify wind and ocean currents.The teams can do their research in class, inthe library, or at home.

Now the real fun begins as the teams cometogether to create a world map on a largepiece of paper. Let the kids color the mapand hang it in the hall outside the classroomto show it off for the school to see!

Correlates with Geography 3.5.

Early Explorers

Spanish ExplorersStudents are probably familiar withChristopher Columbus and stories of hisvoyages. He was born in Genoa, Italy,though he sailed under the flag of Spain. In1476, Columbus settled in a Genoese colonyin Lisbon, Portugal. According to legend,Columbus was attacked by pirates and onlyreached Portugal by clinging to an oar andswimming ashore.

Columbus made three trips to America afterhis famous 1492 voyage, but he was neversuccessful in finding a western sea route toAsia. He began the European settlement ofthe West Indies, discovered South America,and explored the western Caribbean. Heeventually fell out of favor with the Spanishking and died in obscurity.

Map Skills

N

EW

S


• Ancient Greek religious festivals

were a time that large crowds

gathered and competed in sporting

events such as wrestling, boxing, foot

and chariot races, jumping, and

javelin throwing. The most famous

of these festivals was held every four

years in honor of Zeus. They were

known as the Olympic Games.

Winning at the Olympics was the

highest honor an athlete could

achieve.

People came to compete and

celebrate from all over the Greek

world. People even stopped fighting

wars to come to the Olympics.

The religious festivals of course

included foods and feasts, colorful

parades, and entertaining plays.

Let theGamesBegin!

Ancient Greece

Western civilization was born about 2,500years ago in ancient Greece. Achievements ofthe ancient Greeks in government, science,philosophy, arts, architecture, and sports stillinfluence our lives.

Greek civilization developed as small city-states that consisted of a town and thesurrounding villages and farmland. Thesecity-states were very independent and oftenquarreled among themselves.

Citizens of these city-states were fiercelypatriotic and many were involved in publicaffairs. The world’s first democraticgovernments came from the most advancedGreek city-states. The best-known city-stateswere Athens and Sparta.

The ancient Greek city-states were neverunited into one nation, but a commonlanguage, religion, and culture united thepeople. The Greeks called themselvesHellenes. They called their land Hellas.

The ancient Greeks were proud of their wayof life. They prized their freedom and

stressed the importance of the individual andthe value of creative thinking.

Greek ThinkersCreative Greek thinkers laid the foundationsof science and philosophy. They soughtlogical explanations for what happened in theworld around them. Socrates, Plato, andAristotle are considered the most influentialGreek philosophers. Aristarchus of Samoswas the first to state that the earth revolvedaround the sun. Greek writers created newforms of expression that explored thehuman soul.

GovernmentSome Greek city-states began to move towarda democratic form of government during500 B.C. Governments granted all citizensthe right to vote on government policies.Citizens could hold political office and serveon a jury.

Some of the poorer citizens could not getinvolved in the democratic governmentsbecause they couldn’t take time off frommaking a living. Even in these democraticgovernments, women and slaves had nopolitical rights.

Ancient Greece and Rome

Page 18 These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed.



Ancient• Have your students research the

three types of columns from ancient

Greece. Then, let them pick one

style and do a project to present to

the class. They can either build a

model or draw an example.

• The word “philosophy” comes

from two Greek words meaning love

of wisdom. The study of philosophy

originated in ancient Greece during

the 500s B.C.

Greece

The Arts Greek artists such as painters, sculptors,and architects made lasting contributionsto the arts. Their work expressed an ideal ofbeauty that was based on proportionalharmony.

Greek temples had columns arranged arounda long, inner chamber. They developed threeunique styles for columns:

1) Doric2) Ionic3) Corinthian

Greek Timeline Activity

The ancient Greek civilization reached itsheight in Athens during the mid 400s B.C.This period is known as the Golden Age.

Have your class create an ancient Greecetimeline. Mix up the entries and ask them toput the dates and events in the correctchronological order.

They can work together to create a giant

timeline, or this can be an individualassignment.

The students can decorate the timelinewith all manner of things to representancient Greece.

c. 3000 B.C.Minoan culture arises on the island of Crete.

1600 - 1200 B.C.Mycenaean culture prospers on the Greekmainland.

776 B.C.First recorded Olympic Games occur.

490 B.C.Greeks defeat the invading Persian army.

479 B.C.Greeks again defeat invading Persian army.

477 - 431 B.C.Greece produces its greatest art(the Golden Age).

431 - 404 B.C.Sparta defeats Athens in Peloponnesian War

Ancient Greece and Rome


Mighty Mali

* How Do You Say It?

Mali: MAH LEE

Sundiata: SOON dee Ah tah

Mansa Musa: MAHNsuh MOOsuh

Timbuktu: tim BUCK too

• The Falls:

Have students compare the fall of

Greece, the Roman Empire, and the

Empire of Mali. What are the

similarities? What are the

differences?

• Today!

Mali achieved independence in

1960. Today, it has a president, a

prime minister, and a national

assembly form of government.

Malian exports include fish, cotton,

and peanuts.

The Empire of Mali

The ancient Empire if Mali was ruled by richand powerful kings who controlled thecaravan trade in west Africa. The MaliEmpire flourished in west Africa from about1240 to 1500. In its heyday, the MaliEmpire controlled most of present-dayGambia, Guinea, Mali, and Senegal, andparts of present-day Burkina Faso,Mauritania, and Niger.

King SundiataTwo of Mali’s powerful rulers wereKing Sundiata and King Mansa Musa. They helped Mali become an importanttrade center.

Between 1235 and 1240, King Sundiata,ruler of Kangaba, conquered the lands of theSosso. King Sundiata built the city of Malito be the capital of his empire.

King Mansa MusaKing Mansa Musa ruled rom 1312 to about1337. During his reign, the Empire of Malispread eastward to Gao. During King MansaMusa’s rule, Mali reached the peak of itspolitical power and cultural achievements.

Mansa Musa traveled to Mecca, a city inSaudi Arabia On his voyage, the king tookthousands of people with him. Mansa Musa

persuaded architects, scholars, and otherprofessionals he met to return with himto Mali.

Mansa Musa’s plan was to enlarge and enrichthe Mali city of Timbuktu. He built auniversity in Timbuktu, and the city became afamous center of learning. Soon, the city ofTimbuktu had three universities. Peoplecame to Timbuktu to study law and Islam,the Muslim religion. The University ofKankore had a large collection of Greek andRoman manuscripts.

The PeopleThe people of Mali were successful farmersand herders. Members of the governingclasses followed the Islam faith. Many of thepeople continued to worship traditionalAfrican gods.

The FallThe rulers that followed Mansa Musa lackedthe skill and power required to maintain agreat empire. Around 1400, Songhai andother states conquered part of Mali. Overthe next hundred years, the Songhai Empirecontrolled most of the previously powerfulMali Empire.

Correlates with History 3.2.

1000 Nautical Miles5000

TUNISIA

MOROCCO

WesternSahara

ALGERIA

MAURITANIA

NIGER

LIBYA

CHAD

Mediterranean Sea

Red Sea

EGYPT

SUDAN

ETHIOPIA

DJIBOUTI

ERITREA

UGANDA SOMALIA

KENYA

TANZANIA

ZAIRE

CENTRALAFRICANREPUBLIC

RWANDA

BURUNDI

GABON

EQUATORIALGUINEA

ANGOLA

CONGO

NIGERIABENIN

TOGO

CÔTED'IVOIRE

FASO

GUINEA

SIERRALEONE

SENEGAL

GHANA

THEGAMBIA

GUINEABISSAU

LIBERIA

CAMEROON

Walvis Bay(SOUTH AFRICA)

MALAWI

ZAMBIA

MOZAMBIQUE

MADAGASCARZAMBABWE

BOTSWANA

SWAZILAND

Indian

Ocean

Indian

Ocean

LESOTHO

SOUTHAFRICA

NAMIBIA

ANGOLA

South

Atlantic

Ocean

Timbuktu

MALI

Bamako

TheContinent

of Africa


EconomicsEconomics for ThirdGraders?Yes! They can learn about how people in acommunity work together and share theirgoods and services through reading and discussing the Student Workbook.

Review economic terms:• goods: things that people make or use tosatisfy needs and wants• services: activities that satisfy people’s needsand wants• resources: used to produce goods and services.Three types: – human: people working to produce goods andservices– natural: materials that come from nature(water, soil, wood, coal)– capital: goods made by people and used toproduce other goods and services (machines,tools, buildings)• producers: people who use resources to makegoods and/or provide services

Ancient Greece, Rome, and Mali used the sameprinciples of economics that your students arelearning today. Review the ways in which eachancient civilization used natural, human, andcapital resources to further their economies.Point out the similarities between our moderneconomy and these ancient civilizations to yourstudents.

Greek EconomicsCitizens of ancient Greece had to use the landaround them to find ways to grow theircommunity and economy. Their land was hillyand did not offer much ground for largefarming industries. Greece’s biggest asset wasits location on the Mediterranean Sea. The Sea

offered Greece a large boating and fishingindustry as well as a means of transportationto other countries. Many Greeks spent theirlives building ships and bringing in loads offish. Those who did not work at sea farmedand made pottery.

Roman EconomicsRome had a thriving economy just like Greece.Romans also had very similar jobs to Greeks.They were farmers, potters, fishermen, andship builders. Ask your students to think about what theyhave learned about the geography of Greeceand Rome. Why do they thing Greek andRoman professions were very similar?

Mali EconomicsMali’s landscape was much different thanGreece and Rome. It was located in Africanear long stretches of desert. Mali’s mostimportant natural resource was the gold foundin their region. The people of Mali used theirgold to trade for salt, an important mineral fortheir culture.

Living off the LandIt is easy to see that the economies of Greece,Rome, and Mali were all determined by the layof their land. Help students apply this ancientconcept of economics to today. Have themmake a list of the human, natural, and capitalresources found in their community. A shortlist is provided for you in the sidebar. Thenhave them think about why certain jobs are intheir area. Do people have jobs as fishermen,loggers, or farmers?

• Have students start a list of all the

types of resources active in Virginia

today. These might include:

HUMAN

• Federal and state government

employees

• Military personnel

• Computer programmers

• Internet providers

• Printers and publishers

• Educators

• People in the tourism, food service,

and entertainment industry

• Construction workers

NATURAL

• Fertile soil

• Livestock

• Clean, abundant water

• Coal, clay, sand, and gravel

• Forests

• Croplands and orchards

• Fish and shellfish

• Granite, limestone, and marble

• Beaches

(Ask students how natural resources

affect where people and businesses

locate.)

CAPITAL

• tools

• trucks, trains

• cash registers

• rides at an amusement park

ResourcefulResources

Resources


• Think about your audience. What

are they interested in?

• Do the opposite of what everyone

might expect! Try a love poem for

cockroaches!

• Readers are busy people. Try to be

short and sweet. Use humor,

examples, and illustration.

• Remember: that last sentence

leaves the final impression with

a reader.

• Communication = Brevity + Clarity

+ Impact.

• Write what you know, and write

with your own “voice”– don’t try to

sound like everyone else, and your

writing will sound very special to

your reader.

Here are some fun writing activities

for your students:

• Write a journal entry for a person

studied in the workbook, like George

Washington or Thomas Jefferson.

• Imagine that you are a fly on the

wall at the signing of the Declaration

of Independence or the Constitu-

tional Convention. Write a letter

telling a friend what you saw.

WriteAbout

It!The United States Constitution The United States Constitution was ratifiedin 1789 and outlines the framework for theU.S. government. Some of our founding fathers did not want to sign the original Constitution because it did not contain abill of rights. They were concerned that thefederal government had too much power,and that the rights of individual citizens werenot protected.

James Madison, a Virginian who is known asthe Father of the Constitution, began workon a bill of rights after he was elected to theHouse of Representatives in 1789.

The Bill of RightsThere are ten amendments in the Bill ofRights, and it has become important over theyears to newspapers, churches, and othergroups who feel their rights may have beenviolated by the government.

Some rights we enjoy thanks to the Billof Rights are:

• freedom of religion• freedom of speech• freedom of the press• right to bear arms• freedom from unreasonable search and seizure

• freedom against testifying against yourself

• right to a speedy trial• freedom from cruel andunusual punishment

In 1776, Virginia was the first of the13 colonies to write a state constitution.George Mason wrote Virginia’s first constitution.

Virginia’s representative body is calledthe General Assembly. It is divided intotwo houses, the House of Delegates andthe Senate.

Civics

Bill of

Rights

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Virginia Experience • 3rd Grade • ©Carole Marsh/Gallopade International • 800-536-2438 • www.gallopade.com • Page 1

The Roman ColosseumIts towering structure still stands in a busy Italian city. Its walls have beentorn down and its marble stolen. What’s left is a concrete shell of arches,thousands of seats, and mysterious underground tunnels…

The Roman Colosseum is an amazing piece of architecture. It still stands afteralmost 2,000 years! It is located in the middle of Rome, Italy. The Colosseum

reminds us of the power of the Roman Empire. Today,thousands of tourists visit the Colosseum every year.

A Roman emperor named Vespasian ordered theColosseum to be built in 72 C.E. He wanted a largeamphitheatre. The Colosseum was over 100 feet tall. Thefloor, or arena, of the stadium was about 200 feetaround. The Colosseum could hold almost 50,000 people.It even had a basement! Beneath the arena was aseries of rooms. These rooms used to hold animals andgladiators before their fights. Trap doors in the arenafloor opened to let the wild animals come in.Gladiators would often fight these animals.

The construction of the Colosseum took many years tocomplete. Its opening in 80 C.E. was a huge celebration for Romans. They had 100days of games in the Colosseum. These games included gladiator fights and mockbattles. Some historians believe that the floor of the Colosseum could be floodedwith water. This way, the ancient Romans could stage naval battles right in thearena!

The Colosseum was used for 400 years as a place of entertainment for Romans.Its architectural design has been copied all over the world in theatres and stadiums.Its ruins still stand today. It reminds us that the ancient Romans were very smartand very good builders!

To think about:

Have you ever been to a stadium that holds 50,000 or more people? If so, what wasyour experience like?


Greek MythologyIt was the Titans vs. the Olympians. Only one group could reign as gods. Bothgroups pulled out their most powerful weapons. In the end, the Olympians werethe champions. They took their place on Mt. Olympus as the most powerfulGreek gods and goddesses…

Greek mythology is the story of ancient gods and goddesses. Greek mythsdescribe how the gods interfered with everyday life. Sometimes, they determinedthe fate of innocent Greeks. These stories were a way for ancient Greeks to explaintheir world.

The champion gods and goddesses were called the Olympians. They had specialpowers that affected the human world. Zeus was the most powerful god and theleader of Mt. Olympus. Aphrodite was the goddess of love. Poseidon was the god ofthe sea. These gods and goddessessometimes used the help of magicalcreatures. Have you ever heard ofHercules or Pegasus, his flying horse?Pegasus was a mythological Greekcreature.

Greek gods and goddesses arealso represented in space! Manyconstellations are named afterGreek mythological figures.Orion, Cassiopeia, and Pegasusare just a few. The Greeksbelieved that when these godsand goddesses died, their shape would be put into thestars so they could be remembered forever.

More about mythology:

Try to find a list of Greek gods and goddesses. You may recognize many of theirnames. Read about their history and their stories. One fun way to learn aboutGreek mythology is by watching the Disney animated movie, Hercules.


Dangerous ExplorationsImagine sailing into dark, deep waters to a faraway land. Giant sea monsters,

whirlpools, and other unknown dangers could be in the vast ocean...

The fifteenth century is known as the Age of Exploration. Adventurers fromEurope wanted to explore new lands and find trade routes. Kings and queens fromPortugal, Spain, England, and France sent explorers to new lands. These explorersclaimed these new lands in the name of their countries.

It took a very brave person to be an explorer in the fifteenth century. At thattime, North America, South America, and Australia had not been

discovered. There were no maps to tell explorers whichway to sail. They had to rely on the stars and compassesto find new lands.

Since explorers often sailed through unmapped areas,they were afraid of what they would find in the deep ocean.They heard stories of sea serpents that could swallow wholeships. They heard tales of whirlpools that would suck a shipunderwater in an instant. And if they ever reached land, there

might be terrifying natives waiting for them!

The biggest fear of explorers was starvation. They stocked their ships withbeef, rice, beans, wine, nuts, and cheese. However, food often spoiled and ran outquickly. If Christopher Columbus hadn’t accidentally stumbled upon the Americas, heand his crew would have run out of food in the middle of the ocean!

An explorer’s life was not glamorous, but exploration was very important. Earlyexplorers discovered new lands and drew maps. They set the stage for the world weknow today!

To think about:

How would the world be different today if explorers hadn’t sailed to unknownterritory?

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PLEASE NOTE THE FOLLOWING:• These are selected screen shots

These all new comprehensive test-prep quizzes help kids score highon Virginia’s SOL test! Each must-have CD includes more than 1,000practice test questions that thoroughly cover all social studiesstandards for Virginia. Features of this excellent new series include:

• Tests include both factual and analytical questions

• Tests include both positive and negative choice format questions

• Tests cover all grade-level content

• Questions are separated into corresponding standards so teacherscan assess student knowledge and focus follow-up teaching effortsto meet individual student needs.

• Bonus section of study/review materials provides facts andessential content that students can study to prepare for practicetests and/or review problem areas after practice tests.

These Virginia Test Prep CDs pinpoint each individual student’s areasof understanding and competency, and identify areas whereadditional study is needed. Patterned after our successful,straightforward, comprehensive Virginia Experience series ofworkbooks, these programs are designed to help raise studentcomprehension based on the Virginia Performance Standards, and asa result, this software will raise student test scores!


A n c i e n t G r e e k a n d R o m a n G o v e r n m e n t

The United States government is based on theprinciples, or ideas, developed in ancient Greece and Rome.

Greece is known as the birthplace of democracy.Democracy is government by the people! Greece wasthe first nation to come up with the idea that everycitizen should be able to participate in government.Greece was a direct democracy.

Ancient Rome had a republican, or representative, form of government. Romans elected people torepresent them to the Roman Emperor. It was arepresentative democracy.

The United States uses ancient Rome’s idea ofrepresentation in the Senate and the House ofRepresentatives. U.S. congressmen and senators areelected by citizens to represent their ideas in government.

direct democracy:

a government inwhich people voteto make their own

rules and laws

representativedemocracy:

a government inwhich people vote

for (or elect) asmaller group ofcitizens to make

the rules and lawsfor everyone

Can you name the ancient Roman form of government on which the UnitedStates Congress is based?

____ ____ ____ ____ ____ ____ ____ ____ ____ ____r u b cWrite G if the statement below was said by an ancient Greek, R if it was saidby an ancient Roman, and A if it was said by an American. Somestatements may be said by more than one person.

__________ “I voted for him as my congressman because I know he will represent me well.”

__________ “I live under a republican form of government. My ruler is the emperor.”

__________ “My government is a direct democracy.”

__________ “As a citizen, I have a right to participate in my government.”


E P L I A N

A

R

GA, G, R

The people of Mali made their living asfarmers, miners, and traders. For thepeople of the desert, salt was a naturalresource. People used salt for their healthand to preserve foods. Miners found goldin Western Africa. Therefore, salt was

traded for gold.


Correlates with Standard 3.2 and 3.6

W e a l t h y M a l i !

Mali was located near rivers and had desert-like conditions. Its location helped make it awealthy empire! Mali was an important tradecenter that lay across the trade routesbetween the sources of salt in the SaharaDesert and the gold mines in West Africa.

What two resources were important to Mali’s wealth? Beginning withthe first, mark off every other letter to see the answers:

Circle the correct answer. The people of Mali were:

farmers, miners, cowboys, veterinarians, traders

E S G A Z L O T and QGFOSLVD

Did youknow early Mali

was a wealthy tradingempire before I,

Christopher Columbus,sailed to America

in 1492?

Mediterranean Sea

Red Sea

Indian

Ocean

Indian

Ocean

South

Atlantic

Ocean

AFRICA

Mali(14th century)

Camelsroute

Gao

Timbuktu

SALT and GOLD


J u a n P o n c e d e L é o n

In 1513, Spanish explorerJuan Ponce de Léonbecame the firstEuropean to land inFlorida. He landed nearSt. Augustine. Ponce deLéon sailed from PuertoRico on a mission for theSpanish king to discoverriches and new lands toconquer. Ponce de Léongave Spain a claim toFlorida.

Juan Ponce de Léon wasalso on a journey to finda mysterious legend thatancient stories said wasfound in Florida.

A T L A N T I C

O C E A N

PuertoRico

St. Augustine,Florida

Draw a line showingPonce de Léon’s voyage.

Beginning with the first letter, mark off every other letter to see the mysterious legend Juan was looking for:

R F K O F U D N R T B A Y I S N P O E F R Y U O V U Z T D H Q__ __ __ __ __ __ __ __ __ __ __ __ __ __ __


F O U N T A I N O F Y O U T H



TEACHER’S EDITIONSTUDENT WORKBOOK

EvaluationSample

ArchaeologyJamestown Rediscovery I by William M. Kelso, ©1995. Published by The Associationfor the Preservation of Virginia Antiquities. As the first book of a series, gives agood historical summary and research goals of the project. Covers excavations anddiscoveries of the project’s first year in 1994.

Jamestown Rediscovery II by William M. Kelso, ©1996. Published by The Association for thePreservation of Virginia Antiquities. Describes and illustrates the major discoveries of thearchaeological project’s second year, 1995.

Jamestown Rediscovery III by William M. Kelso, Nicholas M. Luccketti, and Beverly A. Straube, ©1997.Published by The Association for the Preservation of Virginia Antiquities. Describes and illustrates infull color the major discoveries of the third season of the APVA Jamestown Rediscovery. Includes newinformation about discoveries from 1994-95 as well.

CivicsDemocracy Owner’s Manual, ©1994. Published by VOTE USA, Inc. A needed-by-every-citizen manual in easy-to-understand format defining all aspects of U. S.government including the Constitution, the election process, as well as how Congress,the White House, Supreme Court, and state and local governments work.

Civil WarCivil War Sites in Virginia, A TOUR GUIDE by James I. Robertson, Jr., ©1982. Publishedby University Press of Virginia. A guide to scores of Civil War sites, most of which arefree of charge to visit. In easy-to-follow form, the book divides Virginia into sixgeographic sections, with code numbers on map to correspond with numbers affixed toeach locale or in the narrative. Each summary contains specific directions for how to getthere via today’s highways.

Civil War Parks, The Story Behind the Scenery by William C. “Jack” Davis,©1984. Published by KC Publications, Inc. At only $7.95, a large, colorful,history of Civil War battlefields worthy of your coffee table. Good section onManassas, Richmond National Battlefield Park, Fredericksburg and SpotsylvaniaCounty Battlefields, and Gettysburg.

Civil War! America Becomes One Nation by James I. Robertson, Jr., ©1992. Published byAlfred A. Knopf, Inc. A compact and readable account of the causes, major battles, leaders,and effects of the Civil War; well-indexed with good map of battle sites.

Brown Paper School USKids History: Book of the American Civil War by Howard Egger-Bovet andMarlene Smith-Baranzini, ©1998. Published by Little, Brown & Co. Filled cover-to-cover with vividlywritten accounts of the Civil War from the perspective of both the North and South, dramatic readings,poems, songs, speeches, and illustrations based on the ideas, foods, customs, and crafts of that time period.

©2002 Carole Marsh/Gallopade International/800-536-2GET/www.virginiaexperience.com/Page 6- This book is not reproducible. -

©2002 Carole Marsh/Gallopade International/800-536-2GET/www.virginiaexperience.com/Page 4

The Virginia Experience™

Standards of Learning Reference Guide

HealthyStuff

SeafoodChowder

A Slice ofPie?

Fruits &Veggies

2020

Ye Olde Wil l iamsburgColonia l Tavern Menu

~Side Items & Bread

~

- Cauliflower Pickles

- Pickled Oysters

- Spoon Bread: a baked dish made of cornmeal,

eggs, and shortenin’ (butter or lard - in

other words, FAT!)

- Shortenin’ Bread: crispy & flaky

- Corn Pone: a loaf or oval-shaped bread or

cake. This one’s got corn in it.

- Hand-Churned Butter

- Peach Marmalade: jelly or preserves with

small pieces of fruit or rind in it.

~Soup & Salad

~

- Parsnip or Clam Chowder: A thick, creamy

soup, made with clams, vegetables, or

whatever we can get.

- Peanut Soup - Oyster Soup

- Stewed Cabbage with Ham Hock (A pig’s

ankle - yummy!)

- “Salat” (Salad) Greens with Turnips

~Dinners

~

- Deviled Crab Cakes: we make ‘em

spicy with lots of hot seasonings!

- Smoked Ham & Red-eye Gravy (pan gravy

made from fried ham)

- Pork in Apple Cider

- Chicken Smothered in Oysters

- Roast Long Potatoes

- Winter Squash

- Sweet Potato Pone

- Hoppin’ John: a true Southern dish made with

black-eyed peas, rice, and salt pork or bacon

- Succotash: a dish made of Corn and Beans

(usually Lima beans, but we’ll use anything!)

~Desserts

~

- Raspberry Fool: an English dessert made of

crushed, cooked fruit mixed with cream or

custard and served cold

- Plum Pudding with Hard Sauce (a topping

made from creamed butter and confectioner’s

(powdered) sugar)

- Wet Bottom Shoofly Pie: a pie filled with a

mixture of flour, butter, brown sugar, and

molasses. We don’t put a crust on top.

- Burnt Sugar Cake: it’s only slightly burnt!

- Indian Pudding: cornmeal mush sweetened with

molasses. Sometimes dressed up with sugar,

eggs, raisins, and spices.

- Molasses Fruitcake: as if it wasn’t sticky

enough, we put MORE molasses in!

- Ginger Cakes

- Apple Custard

~Drinks

~

- Sassafras Bark Tea: Sassafras is a tree

that grows in these parts. We use the leaves,

bark, and oil from the roots for flavor

- Apple Cider

- Hot Cranberry Punch

VVSS UU11 VVUU

©2002 Carole Marsh/Gallopade International/800-536-2GET/www.virginiaexperience.com/Page 7- This book is not reproducible. -

The Virginia Experience™

Standards of Learning Reference Guide

Virginians All by Carlo Uchello, ©1992. Published by Pelican Publishing Co., Inc. Twenty-ninebrief biographies of famous Virginians past and present, including athletes, entertainers, writers,politicians, military figures, and Native Americans.

An Inventory of the Contents of the Governor’s Palace Taken after the Death of Lord Botetourt:An Inventory of the Personal Estate of His Excellency, Lord Botetourt, Royal Governor of

Virginia, 1768-1770, ©1981. Published by The Colonial Williamsburg Foundation. At only 95cents, a fun-to-read bargain with its older spellings and terminology and aroom-by-room inventory that provides insight into 18th century usage.

The Story of Old Glory by Albert I. Mayer, ©1970. Published by RegensteinerPublishing Enterprises, Inc. A good history of the flag from Betsy Ross to presentday.

Indians

Eastern Shore Indians of Virginia and Maryland by Helen C. Rountreeand Thomas E. Davidson, ©1997. Published by University Press ofVirginia. Written by anthropologists, this book is a thorough glimpse ofthe culture and history of Eastern Shore Indians from A.D. 800 until thelast tribes disbanded in the late 18th and early 19th centuries. Inaddition to characteristics and traditions of each tribe, it includes plantand animal life native to each ecozone. The book includes animals andplants that were essential components of Indians’ habitat and diet, andexplains how ecology influenced the way tribes interacted with whitesettlers.

The Rise and Fall of the Powhatan Empire (Indians in Seventeenth-Century Virginia) by JamesAxtell, ©1995. Published by The Colonial Williamsburg Foundation. Describes the struggle betweenthe Powhatan Indians and the English colonists to dominate Virginia’s Tidewater region andresources, from both the Powhatans’ perspective and that of the settlers.

The Powhatan Indians of Virginia (Their Traditional Culture) by Helen C. Rountree, ©1989.Published by University of Oklahoma Press. A thorough, detailed historical reference of thePowhatan Indians and their influence on Chesapeake life before and after Jamestown’s founding.

The Earth Shall Weep, A History of Native America by James Wilson, ©2000. Published by AtlanticMonthly Press. Written by a British author whose intent is to make known the Indian perspectiveon the past and present. Using native testimony and writings as well as conventional history, this isa very different narrative of American Indians since the arrival of European settlers.

2323

TT II CC KK ,, TT II CC KK ,, TT II CC KK !!It was bound to happen. Colonists across

the land were exasperated with strict Englishrules. They were especially angryabout an increase in taxes. In1773, people in Boston got

particularly upset over the taxon tea. Disguised in Indiandress, they stole 342 chests of

English tea and threw them intoBoston Harbor in protest! A

second protest in 1774 caused the British toclose the port. Virginia burgesses supported thecolonists by denouncing Parliament’s actionsand setting aside June 1 as a day to fast andpray. Lord Dunmore, Virginia’s royal governor, responded by dissolving the House of Burgesses!

The burgesses, however, kept meeting asprivate citizens. When they held the FirstVirginia Convention, colonists came from allover. Seven were elected delegates to whatwould be the First ContinentalCongress. Patrick Henry,George Washington, andRichard Henry Lee ofVirginia attended the FirstContinental Congress, heldin Philadelphia. PeytonRandolph of Virginia was named president of the convention.

Their goal? To persuade Parliament tochange tax laws and trade rules, and to treat

colonists the same as they did Englishcitizens. When England didnot respond, a Second

Virginia Convention washeld in Richmond. At

this time, the words ofPatrick Henry expressed

how colonists felt. He said, “ . . . give me liberty or give

me death!”War broke out between the colonists

and British in April, 1775. (Youremember!: Paul Revere’s famousride, “The British are coming!” andthe “shot heard ’round the world”when the war began in Lexington andConcord, Massachusetts). TheSecond Continental Congressorganized an army and appointed

George Washingtoncommander-in-chief. ThisCongress toldeach colony toact as anindependent state.Only their common

goal to be free from Englandtied them together, but this was

common cause enough.

George Washingtonrefused to accept

payment for serving asthe commander-in-chiefof the Continental Army.

What News?Is that theA Sniper’sPreparing for

Action View General?

22Virginia HHistory MMade NNo MMystery!

• Virginia Experience Product(s) To Use With This Project

• Requirements:

• Time:

• The Project:

• The Pizzazz!:

• Here’s How:

• Just One Example:

• Tip:

Virginia Penny Pocket Projects-HISTORY

Classroom or hallway wall; work area; found materials

1 week - 1 month

Bring Virginia history to life for students.

Think out-of-the [Jello] box! Tie history to geography, to math,and to everything else!

There are 30 projects on this poster. If all are done, yourclassroom can end up with the following to show for yourstudents’ efforts: a classroom museum; an historic fort; a statehistory library; a video of current event news reports, a debate; apoll; a state family tree; a giant timeline; a wall quilt; 60historical hands; a topographic state map made of Jello, andmuch, much more!

JELLO GEOGRAPHY

Geography has played an important part in Virginia’s history.Have students make a basic topographic state map out ofdifferent colors of Jello. Make red Jello for earth, green forgrass, blue for water, and the new whitish [carbonatedChampagne] Jello for sand. Students can make a flat map,showing the different regions and bodies of water, or, they canmake a side, cutaway view of the state. Add whipped creamsnow to the mountaintops, or as whitecaps on the ocean waves.Map skill-building can be fun, delicious, and mostly low calorie!

Video or photograph activities in progress and run them on amonitor during parent night. Serve Jello for refreshments!

©/2000 Carole Marsh/Gallopade International/800-536-2GET/www.virginiaexperience.com/Page 8This book is not reproducible.

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11 5Little, IItty, BBitty VVirginia MMakes ffor BBig TTime LLearning!

• Virginia Experience Product(s) To Use With This Project

• Requirements:

• Time:

• The Project:

• The Pizzazz!:

• Here’s How:

• Tip:

The Virginia Experience BookThe Virginia Experience Fourth-Grade Workbook

Large, sturdy table; found and collected materials

1 week-1 month

Create a part of Virginia in miniature.

Kids love miniatures, and so do many adults these days. Themore detail you can add, the better: be ambitious, in a big littleway!

Using a large table top, have students create a miniature villageof Jamestown, the colonial capital of Williamsburg, the entirestate, or whatever you select. For a month before you begin thisproject, have students collect small objects such as drinkingstraws, buttons, spools, game pieces, popsicle sticks, andanything else possibly usable in this project. Be creative! Maketiny cardboard houses with shredded wheat “thatched” roofs, forexample. Gray ribbon can make good roads; a narrow yellowribbon makes a good centerline. Popsicle sticks make goodfences. Paper, foam, cut-outs from magazines, and othermaterials can be used. The more items the merrier! You’re notlooking for perfection, but for students to elaborate on the sceneyou have selected with as much detail as possible. Add “life” toyour miniature scene with “lost, now found” animals and peoplefrom childrens’ toy sets.

Good aids are magazines or catalogs devoted to the world of“miniatures.” Visit a miniature “collectible” shop of doll housesor railroads, for example, for excellent ideas. The most amazingthing I’ve ever seen was a complete miniature circus at the 1982World’s Fair in Knoxville, Tennessee. It was on a table largerthan the total square feet of the apartment I lived in at that time!

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Thank You For Your Consideration!Please let us know if there is anything we can do to help you with

your decision to purchase any of our books.

Co n t a c t u s a t :P. O. B ox 2 7 7 9 , Pe a c h t r e e C i t y, G A 3 0 2 6 9

t e l ( 8 0 0 ) 5 3 6 - 2 4 3 8 • f a x ( 8 0 0 ) 8 7 1 - 2 9 7 9w w w. v i r g i n i a c u r r i c u l u m . c o m

2013 virginia experience for 3rd grade evaluation kit

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