lesson: ghosts in the attic lesson topic: ghosts in the attic … · 2017-06-06 · illustrated by...
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Lesson: Ghosts in the Attic
Lesson Topic: Ghosts in the Attic
Ghosts in the AtticWritten by Thom Yates
Illustrated by Serg Jalov
Chapter 1
Madison sat quietly in her classroom. She eagerly awaited the bell that would dismiss her class for the
weekend. Only three more minutes, she thought. She could barely contain her excitement. Her anticipation
grew as the seconds ticked slowly past. She couldn’t wait to get to Grandma’s house.
The bell rang, and she scurried towards the door along with the
rest of her enthusiastic classmates. Madison stepped hurriedly
down the stairs. She ran as fast as she could across the
schoolyard to the familiar corner at its edge. This is where, day
after day, the crossing guard waited patiently to stop the traffic.
The guard was attentive to his duties, allowing the throngs of
students to cross the busy street safely.
Madison stood patiently on this corner every day waiting for
Sophie, her younger sister. Sophie had just started this daily
journey with her when she entered the first grade this year. She
spotted her younger sibling among a group of smaller children.
Madison motioned to her younger sister to hurry. The older girl
just couldn’t wait to get to Grandma’s house to continue the
adventure that they had started just yesterday.
Finally, the crossing guard stepped into the road amidst the sea of traffic. He tooted his whistle and held
up his stop sign, signaling the drivers to stop and allow the children to safely cross the busy street. Many of
the drivers stared without emotion at the swarm of students. They seemed annoyed at the interruption. The
sea of children moved quickly into their short vacation.
Madison swiftly made her way through the crosswalk. She dashed up the street to the giant old house
where her grandmother had lived for as long as she could remember. Sophie walked quickly, doing her best
to keep up with her older sister.
Madison easily made her way to the back door without even thinking about it. The whole time she called
out to her younger sister to hurry up. She had made this trek every day after school since she was just one
of the little kids, like Sophie seemed to her. But that was nearly five years ago, and she was older now.
The two sisters entered the big house through the back door. They found their grandmother waiting in
the kitchen, as she was every day. As always, Grandma had a treat waiting for the pair. Today, there was a
glass of cold milk and two huge chocolate chip cookies for each of them.
Madison quickly gobbled down her cookies and milk despite the warnings from her grandmother, who
said with concern, “Madison, please eat slowly so you won’t get a tummy ache.” Despite her best efforts,
the elderly Mrs. Wilson knew her pleas would be largely ignored, but that her granddaughter meant no
disrespect. She was aware that the exciting adventure to the attic was the only thing on the young girl’s
mind.
Chapter 2
After gulping down her snack, she asked, “Can I go up in the attic again today, Grandma?”
Exactly the question the older woman had expected. “You may, but you’ll have to wait for Sophie,” she said,
smiling to herself.
“Come on, Sophie!” Madison said. “Let’s go!” Her excitement grew to a level she could hardly stand.
The younger girl finished her cookies and milk in less than a minute, but it seemed like an eternity to
Madison. She placed Sophie’s glass and plate in the sink where she had earlier placed her own, and
eagerly inquired again, “Can we play in the attic now, Grandma? Please!”
Her reply was exactly what the girls had hoped for. “You may, but be careful, and be sure to put
everything back as you found it.”
Away they went, rushing to the heavy door in the front hall that led to the highest level of the over-sized
house.
The attic was darker than the rest of the house. With an unfinished ceiling and walls, it clearly showed
the girls how the ancient roof and walls were built. To them, it made the good-sized upper room just a bit
spooky. It was ever so different from anything they had ever seen before. They weren’t scared, though. The
cavernous space was filled with all sorts of hidden treasures.
The girls hurried up the dark stairway and proceeded directly to the big box—the one they had
discovered the day before. They were unable to explore this mysterious box yesterday because just as they
had they found it, their mom arrived and hurried them home.
Chapter 3
On the old cardboard box, the words “Clothes and Records” were written. Opening the box, they found
some old clothes on top. There were some old faded blue jeans that were absolutely huge at the bottom.
These were like no pants they had ever seen before. They also found some very colorful blouses and T-shirts.
Bright colors spiraled through the t-shirts, with wrinkles of color bringing them life. But they weren’t wrinkled at
all. They had been neatly folded and placed in their secret resting place a long time ago.
Beneath the clothes, they found an excess of other peculiar treasures, none of which were familiar to
either sister.
There was a box with a board game in it with the words “Ouija Board” emblazoned across it.
“That isn’t even a word,” the older girl declared quickly, before setting it aside.
Next, they found a bizarre glass globe filled with liquid. It also had a blob of something at the bottom that
didn’t move too much. Even when they shook it, the strange goo would not move. It had an electrical cord
coming out of the side near the bottom.
“Let’s plug it in,” Sophie said impatiently.
Madison knew they probably shouldn’t, but she just couldn’t resist the urge.
They hurried over to the electrical outlet on the wall and plugged in the strange device. It took a few
seconds for light to flicker up from the bottom. The weak light shone dimly past the strange goo in the
bottom.
“What kind of a lamp is that?” the younger girl asked curiously.
“I don’t know,” answered her much wiser, older sister, “but it sure doesn’t make much light.”
Leaving the strange lamp behind, they hurried back to their cardboard treasure chest. They returned to
their eager digging, anxious to see what other surprises were awaiting them inside.
The next things in the neatly organized box were some large, very thin books. Upon further study, they
discovered that the books were not like any books they had ever seen. Most of them did not even open.
The ones that did had no pages. Each of the books was decorated with colorful pictures and words written
in oddly shaped letters.
Their curiosity only grew when they discovered that inside each of the strange books was a black plastic
circle about the same size as the books. They had small holes in the center surrounded by round stickers.
The stickers had the same strange letters as the books’ covers.
Then they found it! At the bottom of the box was another electric object. This one was definitely not a
lamp. It was some sort of machine!
Chapter 4
Just what the strange gadget could be, neither of the young girls could even imagine.
“Maybe it has something to do with the circles,” Madison said. “See? It has a circle with a little pin
sticking out in the middle. Look! They fit perfectly!” She placed a black disc on the pin.
Maybe the words meant something. Madison set out upon a quest to decode the odd looking letters on
one of the books. “Three Dog Night?” she said, reading aloud. It was more a question than a statement.
Even with her advanced reading skills, she could not figure out what that could mean. She picked up
another.
“Jimi Hendrix? Okay, I know this is somebody’s name,” she said. At the same time, she knew Jimmy was
misspelled. The odd spelling only added to her confusion.
As she sat there scouring the books for clues, Sophie anxiously tapped Madison’s shoulder.
“L-l-l-ook!” Sophie stuttered, clearly afraid. Her eyes were opened so wide they were nearly as big as the
black circles they were currently investigating. Her older sister turned in the direction she was pointing and
instantly saw it, too!
The light from the lamp was brighter than before and glowed gloomily in the poor light of the attic. The
glob at the bottom had broken into numerous smaller pieces. Each piece swam awkwardly to the top as if
trying to escape. The smaller blobs, unable to free themselves through the top of the lamp, would sink
slowly back to the bottom.
Without saying a word, both girls abandoned their treasure hunt and hurried down the stairs as fast as
they could run. They slammed the solid wooden door tightly behind them. Both were sure that they had
seen a real live ghost!
They didn’t stop running until they reached the kitchen at the back of the house. They found Mom and
Grandma sitting at the kitchen table enjoying a cup of tea.
Chapter 5
Seeing her daughters were visibly shaken, their mother asked what all the excitement was about.
With exhausted voices hurriedly talking over one another, the girls told her everything. They told her all
about the colorful clothes, the strange books, and the ghost they had brought to life by plugging it in. Both Mom
and Grandma began to laugh out loud.
The girls sat excitedly on their knees atop the chairs at the kitchen table. They watched in amazement
as their mother placed one of the discs on the machine that she had brought down from the attic. They
were in awe as she rested the arm atop the disc. Amid a lot of crackling and hissing, unfamiliar music began
to play.
Then, their grandmother started to explain how the record player could read the grooves in the discs,
called records, and play music. “This is how we played music back when I was a young girl.”
Of course, the sisters had a plethora of questions. Why didn’t you just use CDs? How did they fit in the
car stereo?
Question 1:
After reading the story, what can you infer about Jimi Hendrix?
He invented a special record player.
He was a comedian.
He was a musician.
He did not sell many records.
Question 2:
What is a theme in this story?
the past and the present
bravery in danger
true love
the mysteries of the future
Question 3:
Which statement describes a key difference between Madison and Sophie in the story?
Madison is scared in the attic, while Sophie is brave and unaffected.
Sophie is impatient and often tells Madison to hurry up.
Madison is impatient and often tells Sophie to hurry up.
Sophie is scared in the attic, while Madison is brave and unaffected.
Question 4:
Read the passage below.
They weren’t scared though. The cavernous space was filled with all sorts of hidden treasures.
What does the cavernous mean in this story?
suggesting being outside in nature
suggesting a small, bright room
suggesting a dark, spacious area
suggesting a mysterious place
Question 5:
What is the function of Chapter 1 in this story?
It describes what Madison's mother and grandmother did in the past.
It builds excitement and foreshadows the mystery of Grandma's attic.
It shows how scared Madison and Sophie are in the attic.
It describes the objects Madison found in the closet the previous day.
Question 6:
Read the passage below from Grandma's point of view.
I remember the day Daddy brought home our first record player. My brother and I played the same
three songs all night because we only had three records. It was magical getting to play our own
music instead of being forced to listen to whatever was on the radio.
How does Grandma's point of view differ from how the story was told?
Grandma's point of view focuses on Sophie and Madison's memories of the attic.
Grandma's point of view uses memories to describe the objects to the reader.
Grandma's point of view does not tell us what the objects in the attic are.
Grandma's point of view gives more mystery surrounding the objects in the attic.
Question 7:
Based upon the image, what mood best describes Madison and Sophie at this point in the story?
bored
scared
curious
angry
Lesson Topic: A Balloon Race in a Jar: The Lava Lamp
Flames heat the air inside a hot airballoon. This heat causes the balloonto rise above the cooler air around it.
A Balloon Race in a Jar: The Lava LampWritten by George Gibson
The lava lamp is sometimes called a "liquid motion lamp." It's a fun invention. When you turn it on,
colored globs rise to the top of a lamp filled with fluid. Then, the globs slowly fall back down. People like
liquid motion lamps because they're relaxing to watch. They also seem magical. And in a way, they are
magical. When you turn on a lava lamp, you're really starting a balloon race in a jar.
Hot air balloons fly because people riding in them use a flame
to heat the air inside the balloon. When you heat air, it becomes
less dense (that is, less of it fits into the same amount of space). If
an object is floating in something denser than it is, it will rise. For
example, if you exhale under the surface of a pool, bubbles of air
rise from your mouth because the air is less dense than the water
that surrounds it. When you heat the air in a balloon, it becomes
less dense than the air outside of the balloon. If you heat the air
enough, it will float up and take the balloon and the basket with all
of its passengers along for a ride!
Wax heats to a high temperature andfloats upward as a bubble in a lavalamp.
When you turn on a lava lamp, something similar happens. The
light doesn't just light up the jar. It also heats a waxy substance
sitting at the bottom. When this substance is cold, it is just a little
bit denser than the liquid above it. When it gets warmer, the wax
becomes less dense than the liquid. Just like the warm air in a
balloon, the warm wax wants to float up. When it reaches the top,
the wax starts to cool. It becomes less dense than the liquid. Then,
it falls back to the bottom of the jar. In a sense, if you turn the light
on in a lava lamp, you're getting ready to send those globs on a
balloon ride. Wouldn't it be fun if you could shrink yourself down
and ride along?
Question 1:
Read the passage below.
Hot air balloons fly because people riding in them use a flame to heat the air inside the balloon.
When you heat air, it becomes less dense (that is, less of it fits into the same amount of space).
Why does the author reference hot air balloons in this text?
to describe a process similar to lava lamps
to introduce the main idea of the text
to change the topic of the text
to provide a counter argument to how lava lamps work
Question 2:
Which of the following is the best summary of the text?
Much like a hot air balloon, a lava lamp causes substances to move by heatingthem to different densities.
The lava lamp is a magical device that fascinates young people and adults alike.
Hot air balloons use a flame to heat the air within the balloon to a highertemperature.
Density determines which objects float and which objects sink in a liquid.
Question 3:
Which of the following events occurs first in the process?
The lamp heats the wax.
The wax cools at the top of the lamp.
The wax falls back to the bottom of the lamp.
The wax floats upwards in the liquid.
Question 4:
Read the passage below.
Hot air balloons fly because people riding in them use a flame to heat the air inside the balloon.
When you heat air, it becomes less dense (or less compact).
Based upon the text, what does the word density mean?
how much of a substance fits into a certain amount of space
the material that makes up a substance
how shiny a substance appears to be
how much a substance weighs
Question 5:
Read the passage below.
For example, if you exhale under the surface of a pool, bubbles of air rise from your mouth because
the air is less dense than the water that surrounds it. When you heat the air in a balloon, it becomes
less dense than the air outside of the balloon. If you heat the air enough, it will float up and take the
balloon and the basket with all of its passengers along for a ride!
How does the author organize the information in this passage?
compare and contrast
problem and solution
cause and effect
chronological order
Question 6:
Read the passages below.
Passage 1
Come on down to Lamps A Lot! We've got a special this week on lava lamps. Come get a lava lamp for as little as
$19.99 and watch lava light up whenever you want!
Passage 2
Be sure to keep this product out of reach of small children. It must be plugged into the wall, so there is a clear
electrical hazard for children. Also, the lamps become extremely hot, which can cause severe burns. Use with caution.
Which statement describes the key difference between the two passages?
Passage 1 gives a possible price for lava lamps, while Passage 2 discouragespeople from buying lava lamps.
Passage 1 describes a sale on lava lamps at a local store, while Passage 2provides potential hazards of lava lamps to children.
Passage 1 encourages people to buy lava lamps, while Passage 2 discouragespeople from buying lava lamps.
Passage 1 is an excerpt from the article, while Passage 2 provides a counter-argument to the information in the article.
Question 7:
If you decided to write a research paper on how lava lamps work, which of the following books
would you use?
Why do Volcanoes Erupt?
Historic Lava Flows
Density and the World Around Us
The Origin of Light
Question 8:
Which statements support the idea that temperature affects a substance's density?
Check all that are true.
When this substance is cold, it is just a little bit denser than the liquid above it.
When you turn on a lava lamp, something similar happens.
The light doesn't just light up the jar.
When it gets warmer, the wax becomes less dense than the liquid.
Question 9:
How does this text explain why Madison and Sophie were not scared when they plugged the lamp
in?
The wax in the lamp was at a lower density, so it had already sunk.
The lamp did not have colors that were obvious to the girls.
The lamp was too hot when they plugged it in, and it needed to cool down.
It takes awhile for the wax to heat up and start moving in the lamp.
Lesson Topic: The Record Player: How the Talking Machine Got Better and Better
Thomas Edison sits with hisinvention, the phonograph.Edison also invented otherthings, like the light bulb.
The Record Player:How the Talking Machine
Got Better and BetterWritten by George Gibson
Over 100 years ago, a man walked into the office of a science magazine. He told the people there that
he had an amazing invention to show them. He set his invention down on a table and turned a crank.
Suddenly, the machine began to talk. It said, "Good morning, how do you do?"
The inventor was Thomas Edison. He called his invention the
phonograph. It became the inspiration for what we now call record players.
However, Edison's phonograph wasn't perfect. It recorded sound by
making a needle bounce up and down as it moved along a cylinder
covered in tinfoil. The tinfoil tore easily and recorded sounds came out
squeaky, so new inventors came up with a cylinder made of wax. This
cylinder was more durable and sounded much better.
People used rather largehorns to improve the soundon record players andphonographs, like the oneabove.
Today, many people use MP3players, which are much smaller thanrecord players. These small deviceshold much more music, too.
Cylinders caused problems, however. They were hard to copy, and this led to trouble when a recording
became popular. In 1895, one singer had to record his hit song fifty times a day to keep up with demand!
Another inventor named Emile Berliner improved on the cylinder. He came up with a way to record on a flat
disc. Now, new recordings could be stamped on the flat surface, and thousands of copies could be made
from a single recording.
Still, people saw ways to improve the record player. Most early record
players sent sound out through a big horn to make their recordings louder.
Many people felt the sound didn't come out loud enough, so other inventors
figured out ways to use electricity to make the sound louder. These
speakers became so powerful that a single record player could provide
music to huge rooms full of people, just as they do today.
It's been more than 100 years since Thomas Edison first made
his machine talk. Thanks to him, the world got the record player.
Thanks to countless other inventors, the record player got better,
and with it, the sound quality of our music.
Question 1:
How did Thomas Edison's original phonograph record sounds?
using a needle on a cylinder made of wax
using a needle on a cylinder covered in tin foil
using a large metal horn to record the sound
stamping recordings on a flat black disk
Question 2:
Which of the following statements is a main idea from the text?
Check all that are true.
Thomas Edison's phonograph inspired the record player and led to manyadvancements in the quality of music over the years.
The evolution of the phonograph includes not only improvements in howrecordings were made, but also how these recordings were played aloud.
The large metal horn was the original way to play recordings from a phonographor record player.
Using flat black disks to record music and sound was the most importantadvancement in terms of recording and playing music.
Thomas Edison impressed many people of his era by recording his voice andplaying it back to others.
Question 3:
Which of the following was the reason for flat disks being used to record?
Tin foil continued to rip on the cylinder.
People wanted a high quality sound for their horns.
The wax cylinder began to melt frequently.
Cylinders were too difficult to copy.
Question 4:
After reading the text, what is the best definition for phonograph?
a cylinder made out of tin foil or wax
a flat disk used to record and play sound
a device used to record and play back sound
a large horn that produces noise
Question 5:
Read the passage below.
Cylinders caused problems, however. They were hard to copy, and this led to trouble when a
recording became popular. In 1895, one singer had to record his hit song fifty times a day to keep
up with demand! Another inventor named Emile Berliner improved on the cylinder. He came up with
a way to record on a flat disc. Now new recordings could be stamped on the flat surface, and
thousands of copies could be made from a single recording.
How does the author organize this paragraph?
problem and solution
cause and effect
comparison and contrast
chronological order
Question 6:
Read the passages below.
Passage 1
Today, I do believe I have changed the course of history. My phonograph will allow the world to hear themselves in
ways never before imagined. Imagine the possibilities, not just in recording speeches, but music, as well!
-Thomas Edison
Passage 2
After years of toil and monotony, I have allowed the world to record music much more efficiently. By using a flat disk,
we can make more copies faster than ever before. These disks are much easier for the owner to transport and store.
-Emile Berliner
What is one key difference between Edison and Berliner's perspective?
Berliner was focused on changing the way people listened to music.
Edison was only focused on recording and reproducing music when hedeveloped the phonograph.
Berliner took into account the size and convenience of his product for both themaker and the buyer.
Edison was very concerned with the size and portability of his invention.
Question 7:
Which source would you use to write a research paper on the development of records?
From Berliner to Today: Records Then and Now
Chart Topping Singles of the 20th Century
How the Phonograph Changed the World
Life and Times of Thomas Edison
Question 8:
Which of the following ideas from the text supports the author's statement that cylinders caused
problems?
One artist had to perform his single 50 times in one day.
People always sought to improve the sounds quality and size of the horn.
Thomas Edison created the phonograph over a hundred years ago.
The wax cylinder was much more durable than the one covered in tin foil.
Question 9:
How does this article help us better understand the setting of "Ghosts in the Attic"?
Grandma and Mom were probably alive when the phonograph was invented.
The story likely takes place in the same area where the record player wasinvented.
Since Mom and Grandma know what a record player is, they probably live in anarea close to Emile Berliner.
Since record players are very old in the story, the setting is likely modern day.
Lesson: Why Ants Work
Lesson Topic: Why Ants Work
Why Ants Work: A FableWritten by Joy Kita
Illustrated by Magdalena Wlodarska
Chapter One
Rebels of Nature
Long ago, when the Earth was new and the animals were beginning to learn the rules of co-existence, the
ants were always getting into trouble. Each animal had a unique job to do on the Earth. They were expected to
adhere to the rules Mother Nature had instituted. Without rules, she often explained, there was chaos, and
chaos led to the destruction of reason and thought.
The ants disregarded Mother Nature and all her rules. Instead of working together, they put selfish
ambition ahead of the colony. They preferred living a solitary life of selfishness.
"I created you to live in harmony," Mother Nature lectured time and time again. "There will be
consequences if you do not fulfill the role that I have created for you."
The ants paid her no mind. They could never get along with one another and instead lazed about doing
nothing at all. They wanted to be like the earthworm, sluggish and without purpose. This angered Mother
Nature so much she decided never again to visit the ants.
One day, an especially lazy ant, who never talked to anyone without fighting, decided he was hungry.
When he started off in search for food, his legs collapsed beneath him.
“Help me,” he cried in a weak voice. “My legs will no longer carry me.”
Another ant saw him fall and started laughing, but as soon as he tried to move, his legs collapsed as well.
This happened all over the land. It was an epidemic, orchestrated by the crafty hand of their creator.
“How are we to eat?” the ants cried to one another.
“How will we escape our predators?” they moaned. “We are doomed.”
Some of the ants were still healthy enough to move. They stared in horror at their fallen brothers. Yet,
instead of reaching out to help, they pointed fingers.
“It is your fault for not working harder!” they yelled at the fallen ants.
“It is your fault for not doing your job!” they shrieked.
One young ant stood atop a half rotten log and addressed the crowd: “Perhaps we ought to have
listened to Mother Nature.”
Chapter Two
Consequences
The ones who could move marched toward the young ant. Their hearts were as hard as the cracked
ground beneath them. They were angry for having their faults pointed out. Those who had already fallen
shouted insults at him. A big ant made his way to the front of the crowd and towered over the young
prophet.
“I believe he is right.” The big ant thrust out his impressive thorax. “Let’s hear what he has to say.”
No one dared to oppose the giant. Without any other option, they allowed the young ant to continue.
“I believe we are experiencing the consequences Mother Nature warned us about. We could not get
along, and therefore, we stopped working together. When that happened, we stopped working at all, and
now, because of prolonged laziness, we can no longer function as our creator intended.”
“We are weak,” someone shouted from the grass, his bent body half hidden. “And now we perish.”
The young ant said with a smile, “Unless we prove to Mother Nature that we can work together.”
They discussed it all night long. When the sun rose over the horizon, more ants had died, more had
fallen, and they were no closer to a solution.
“This is ridiculous. We can’t even work together long enough to figure out how to work together.”
There was a small commotion from the compost pile. An old ant, older than all the rest, waved his
antennae about and shouted.
“I have an idea,” he said.
“Quiet! We don’t need the ramblings of an ancient ant like you to confuse us more.”
A fierce fight broke out; those who wanted to hear the advice from the old one argued against those who
didn’t. The former won the fight by sheer volume of their protest.
“I’ve lived a long life, and I would have lived longer had I not been so stubborn.” He grimaced in pain as
he twisted away from his crumpled legs. “We must find Mother Nature and convince her to help us.”
No one spoke for a moment, and then the shouting began again. Who would go? When would they
leave? How would they find her? Was anyone healthy enough?
“I will go,” the young ant called. “I’ve still got the use of most of my legs and though I feel a little weak, I
believe I can make it.”
“I’ll go too,” shouted the big ant. “One of my legs has begun to collapse, but I know I have the strength to
proceed.”
“I will join them,” said another voice. Everyone groaned. This ant was the bossy one, the one everyone
hated to be around. “I’m so healthy that I could do it all on my own. I am not weak like the rest of you.”
Chapter Three
The Quest for Forgiveness
The quest to find Mother Nature began the next morning. Young Ant, Big Ant, and Bossy Ant marched
out of the colony borders and into the wild unknown. They walked in no particular order, often shoving and
pushing each other to be first.
“I think we need to head west,” said Big Ant. “Everyone knows Mother Nature is likely to be found west.”
“Well, I think we should head east,” said Bossy Ant. “Everyone knows I am always right.”
Young Ant ignored them both and kept a steady march in the direction his heart led him. His legs ached
every now and then, but he ignored the pain. He had never enjoyed laziness, and when no one was
looking, he would collect extra food or dig extra tunnels. It felt really good to move and push forward even
though his body urged him to stop.
Bossy Ant and Big Ant stopped their arguing and followed him. Neither of them wanted to be left behind.
It wasn’t long before they came to a stream.
“I told you we should have gone the other way,” Bossy Ant said. He waved his antennae and pushed his
thorax out. “Now what are we going to do?”
Young Ant did not know, and he felt a sudden rush of disappointment flow through him. So much for
listening to his heart! It only got him in trouble.
“I have an idea.” Big Ant paced back and forth along the stream in a long moment of silence. Then he
said, with an edge of excitement to his voice, “I am strong enough, and I can carry you across one at a
time.”
Chapter Four
Working Together
The other two ants stared at him with mirrored looks of horror. Allowing Big Ant to carry them over the
rushing water would require a great deal of trust. The ants had stopped trusting one another long ago.
“I’m not sure that is a good idea,” Young Ant said.
“I know that is not a good idea!” Bossy Ant said.
Big Ant shook his head. “I’m not sure we have a choice.”
Young Ant went first. He climbed atop Big Ant’s body and clung on as they dipped into the water. Big Ant
struggled at first, dipping them both underwater, but he soon caught a rhythm that had them to the other
side in no time. When it was Bossy Ant’s turn, he hopped on without arguing. His fear kept him quiet.
Safe on the other side, they continued on their journey, keeping watchful eyes out for Mother Nature.
She was known for her trickery and could very well be the wind or the wild flower.
When they came to their next obstacle, it was Bossy Ant that had the solution.
“Oh no, there are anteaters ahead! We can’t crawl past them, or they will eat us.” They all stared at the
anteaters in front of them, careful not to get too close.
“I can dig far enough down. They will never know we are here!” exclaimed Bossy Ant.
They followed Bossy Ant. He dug quickly with great efficiency. It was only minutes until they were safely
on the other side of the threat and marching along once more.
“I think we need to hide,” Bossy Ant whispered.
Ahead on the path was a marching colony of termites. They were ruthless enemies of the ants and
would like nothing better than to see these three misfits taken out before they could accomplish their
mission.
Young Ant worked quickly at cutting into the fallen leaf at their feet. He fashioned it into a ferocious
looking insect that hid them all behind it. The termites continued on, unaware of their presence.
“Well, well, well,” a musical voice tittered, “ants working together. How incredible.”
“Mother Nature!” they exclaimed. “We’ve been looking for you.”
“I have been watching you,” she said with a smile. “You’ve done well.”
“We need your help,” Young Ant said. “Our species is dying.”
“You’ve been lazy and troublesome,” Mother Nature said with a frown, “yet you have shown me today
you can work together. Big Ant helped you cross the stream, Bossy Ant dug a tunnel, and Young Ant used
his leaf cutting skills.”
The ants were proud of themselves. They had worked together without even realizing it. That day, they
worked out an agreement with Mother Nature. They would work together for the good of the colony and she
would heal their legs.
“You will work constantly, tirelessly, and you will not complain,” Mother Nature concluded.
And that is why the ants work.
Question 1:
Why did Mother Nature decide to make the ants' legs stop working?
to show how crafty she could be
to teach the ants to work together
to make sure they were eaten by the anteater
so that they could be like the earthworm
Question 2:
What best describes the theme or message of this story?
The strongest one is not always the winner.
Sometimes weakness can be a strength.
We should be free to choose our destiny.
Success is found through team work.
Question 3:
What do Bossy Ant and Big Ant have in common?
Check all that are true.
They are both confident in their ability to walk.
They both have abilities that help the ants complete their journey.
They are both strong enough to carry others across the stream.
Everyone hates to be around them both.
They both tell the others that they are weak.
Question 4:
Read the passage below.
They were expected to adhere to the rules Mother Nature had instituted. Without rules, she often
explained, there was chaos, and chaos led to the destruction of reason and thought.
What is the meaning of the word institute as used in this passage?
take away, remove
set in place, establish
dangle above, suspend
an organization founded to promote a cause
Question 5:
Why is chapter 2 important?
The ants see the result of their laziness and decide to work together.
The ants argue and yell at each other and get mad at the older ant.
During the night, more ants die or lose their ability to walk.
Nothing important happens.
Question 6:
How might this story be different if told by one of the ants?
We would know more about what it was like to lose the ability to walk.
We would know more about why Mother Nature was angry.
We would know more about Mother Nature's whereabouts when they werelooking for her.
We would know more about what the other insects were like.
Question 7:
Look at the picture above. How does this illustrate the chapter title, "Rebels of Nature"?
It shows the ants being rebellious and getting into trouble.
It shows the consequences of the ants' behavior.
It shows that the ants are hard workers.
It shows that the ants are a part of nature.
Lesson Topic: Amazing Ants
Amazing AntsWritten by Elizabeth Baker
Leaf cutter ants may have been thevery first animal farmers.
These Allegheny mound ants look forfood in a pile of dried grass andstraw. These ants can create hills, ormounds, that are up to three feet tall.
Ants have been around for over 100 million years. That means that some ant species have been around
since the time of the dinosaurs! Believe it or not, they were also the first living things to have their own
civilization. Their civilization is a city-like colony where all of the ants live and work together. Ants may have
even been the first animals to learn how to farm.
Leaf-cutter ants in the Amazon are known for picking fresh leaves. They drag them back into their nest.
They use the raw plant matter to grow a fungus. This fungus then becomes the food that they eat.
None of this would happen without organization or
communication. Colonies of ants look like a bunch of ants running
around, without direction. A closer and more careful look shows
that they are actually very organized. One way they keep order is
by giving each ant a certain job to do.
Soldier ants are patrolling, which involves guarding the nest.
Some ants are foraging, which means that they scout for food. Still
other ants are busy cleaning up around the colony. They may
switch from job to job, all depending on what the colony needs at
the moment.
Ants retrieve food from a passionflower.
Ants don’t use a verbal language to communicate. They
"speak" to each other using many different smells. Queen ants can
give orders this way. Workers can leave scent trails for fellow
workers to find food. This is why ants will always follow the same
path to a food source, even if there is a shorter or easier path. In
this way, ants can work together and unify within a matter of
moments.
This points to an interesting parallel about ants. A single ant may seem insignificant, but each one is a
part of a larger society that is as complex as the one to which you belong.
Question 1:
How do colonies of ants stay organized?
by running around without direction
by scouting for food
by giving each ant a specific role to fulfill
by using different smells and sounds
Question 2:
What is the main idea of the article?
Ant colonies use complex communication systems based on different smells.
Ants have created complex societies that function through communication andorganization.
Ants are assigned specific jobs such as building the colony, gathering food, andreproducing.
Ants have been around since the time of the dinosaurs and were the first livingthings to have their own civilization.
Question 3:
How does smell affect the ants' ability to form complex societies?
It allows ants to identify ants from their colony versus ants that belong to anothergroup.
It allows ants to smell their enemies and form into an army.
It allows ants to communicate where food is located and form into groups.
It allows ants to mate by emitting scents that signal fertility.
Question 4:
Read the passage below.
This mechanism points to an interesting parallel about ants. A single ant may seem insignificant,
but each one is a part of a larger society that is as complex as the one to which you belong.
How is the word parallel used in the passage above?
describes two lines with points the same distance apart
zigzag
comparison
opposite
Question 5:
How does the organization of the article "Amazing Ants" compare to the story "Why Ants Work"?
The article presents a problem and then describes a solution. The story is mostlywritten in chronological order.
The story is made up of paragraphs with a topic sentence and then supportingdetails. The article is mostly written in chronological order.
The article is made up of paragraphs with a topic sentence and then supportingdetails. The story is mostly written in chronological order.
The article is made up of paragraphs with a topic sentence and then supportingdetails. The story mostly lists steps in a process.
Question 6:
Read the passage about ants below.
Leafcutter ants pose an extreme risk to trees in agriculture in the U.S. In just a few days, they can
wreak havoc on an entire grove of orange trees. Millions and even billions of dollars are lost to
leafcutter ants each year.
How is this point of view similar to or different from the author's point of view in "Amazing Ants"?
Check all that are true.
The passage focuses on the destruction ants cause, while the article focuses onhow ant colonies function.
They both describe the negative aspects of ant colonies.
They both demonstrate the amazing capacity of ants to work together efficiently.
The passage discusses both risks and benefits of ants, while the articlediscusses only the benefits.
The passage discusses leafcutter ants, while the article does not.
Question 7:
Which text would be the best to use to answer a question about ant communication?
an article called "The Role of Smell in the World of Insects"
a fable called, "How the Ants got their Voice"
a book called, Communication between Mammals: What We Know
a web site about insects that use antennae to send signals
Question 8:
What evidence does the author provide to support the claim that ants are "amazing"?
Check all that are true.
One way they keep order is by giving each ant a certain job to do.
Raw plant matter turns into fungus, which provides nutrients to ants.
Colonies of ants look like a bunch of ants running around.
Ants may have been the first animals to learn how to farm.
Leaf-cutter ants are in the Amazon.
Question 9:
Look at three students’ notes they took while reading this article. Which student is taking the best
notes to write a research report on ant colony organization?
Lesson Topic: Nature’s Recycling Center: Composting
Trees die and turn into materials thatare used to grow more trees andother plants.
Some people compost in bins likethis one.
Nature’s Recycling Center: CompostingWritten by Calee Allen
Nature is a cycle. Plants and animals grow, die and decay, then
return to the earth so that other things can grow. Think about the
ground in the forest. Leaves and branches may fall to the ground,
but they do not pile up. Eventually, the organic materials are
broken down and go back into the soil. This is called
decomposition, and it happens every day.
When someone controls the decomposition of organic material,
they are composting. Many people compost as a way to recycle
their food and yard waste. Compost is also very good for gardens.
Finished compost is black and crumbly, and it smells like the forest
floor. It adds nutrients to the soil while also helping to hold in the
moisture.
This image shows anarray of items forcomposting.
Once composting is complete, youwill have nutrient-rich soil to add to abeautiful garden like this one!
Compost is made up of two main ingredients: green stuff and brown stuff.
The green stuff is usually fresh and a little wet, like weeds, coffee grounds, or
kitchen waste. The brown stuff is drier, like old leaves, pine needles, or
newspaper. A good compost pile is made up of three parts brown stuff and one
part green stuff. Compost piles do not have meat, bones, dairy, or oily foods in
them. These materials will smell bad and attract animals.
A compost pile is not just a pile of trash. A good compost pile is made of layers of brown stuff, green
stuff, and soil. The soil provides the tiny bacteria that eat some of the organic materials, causing it to break
down, or decompose. Worms also play an important role in composting. They dig tunnels through the piles
of plant matter, letting air and water get in. This helps the organic material break down more quickly.
A compost pile will become very warm inside as the materials start to break down. It might even steam!
After a few weeks, the dark, rich compost will begin to form at the bottom of the pile.
This compost can be sprinkled on the ground around the plants, where it will slowly give nutrients back
to the soil. Now you have used plant waste to help more plants grow!
Question 1:
What is composting?
Organic materials are broken down and go back into the soil.
Someone controls the decomposition of organic material by recycling food andyard waste.
Plants and animals grow, die and decay, then return to the earth so that otherthings can grow.
Worms dig tunnels through the piles of plant matter, letting air and water get in.
Question 2:
What are the two main questions answered in the article?
What is composting and how does it work?
What is composting and who mostly does it?
Does composting include plants and what happens to them?
What is composting and can it use meat?
Question 3:
What is the relationship between composting and decomposition?
Decomposition uses the process of composting to send nutrients into the soil.
Composting uses the process of decomposition to produce tiny bacteria that eatorganic materials.
Composting uses the process of decomposition to send nutrients into the soil.
Decomposition uses the process of composting to produce tiny bacteria that eatorganic materials.
Question 4:
"Composting" is the answer to all of the following questions except
What is a good way to get rid of meat and dairy waste without harming theenvironment?
What is a good way to recycle food and yard waste?
What is the process of controlling decomposition called?
What is one way we can control the break down of organic materials?
Question 5:
Select the correct order of events in the process of composting.
1. Create a compost pile with food waste and soil.
2. Pile warms and may steam.
3. Worms and bacteria break down organic materials.
4. Compost turns black and crumbly.
5. Sprinkle compost on the ground around the plants.
1. Create a compost pile with food waste and soil.
2. Worms and bacteria break down organic materials.
3. Pile warms and may steam.
4. Compost turns black and crumbly.
5. Sprinkle compost on the ground around the plants.
1. Create a compost pile with food waste and soil.
2. Compost turns black and crumbly.
3. Worms and bacteria break down organic materials.
4. Sprinkle compost on the ground around the plants.
5. Pile warms and may steam.
Question 6:
With which statement would the author of this article most likely agree?
Composting releases harmful toxins into the earth's atmosphere and is not safe todo around children.
Composting is a helpful but complex process that most people will not be able toparticipate in.
Composting is an excellent way to help preserve and enhance the environment.
Composting neither hurts nor helps the environment, but it is a convenient way todispose of waste.
Question 7:
You are conducting a research report on the benefits of composting. You come across the following
information:
Compost piles can actually be a breeding ground for dangerous pathogens. When composting,
avoid doing so on a windy day, and always be sure to wear proper gloves.
Where would you most likely have found this information?
a blog entry written by someone who thinks composting is unnecessary
an article on the internet warning people not to compost
a brochure on the benefits of composting
a web site with instructions on how to compost
Question 8:
The author states that composting is very good for gardens. What additional details would help
prove this statement?
a diagram illustrating the process of decomposition
a list of the nutrients created by composting and their benefits
a map showing how many people in different regions of the country use compostin their gardens
a graphic that shows how quick and easy it is to compost
Question 9:
If you were writing a report on decomposition in nature, what details from this article would you
include?
Check all that are true.
Compost piles do not have meat, bones, dairy or oily foods in them.
Tiny bacteria in soil eat some organic materials, causing it to break down ordecompose.
Worms dig tunnels through the piles of plant matter, letting air and water get in.
Plants and animals grow, die and decay, then return to the earth so that otherthings can grow.
Many people compost as a way to recycle their food and yard waste.
Lesson: A Decade of Darkness
Lesson Topic: A Decade of Darkness
A Decade of DarknessWritten by Joy Kita
Illustrated by Katherine Lindholm
Chapter 1: Late for Dinner
Donna rubbed her hand over the condensation on the living room window. She was trying to see if her
father was close to home. He had no car, no money, and no means to contact them if he had found a job.
She sighed and continued to rub at the window. She hoped that a bigger area to peer through might
somehow bring her father home more quickly.
“Do you see him?” Her mother dried her hands on the red checkered apron. She looked anxiously at her
daughter, a mixture of hope and despair on her bone-thin face.
“He’s not coming down the lane,” Donna said with hesitation. She dared not hope or give her mother
hope, as it was as bankrupt as the nation.
“Your father is always home by six. It must mean he found a job.” Hope shone through the ever-present
despair and caused Donna’s heart to throb uncomfortably in her chest.
“Mother,” Donna started as gently as she could, “there are no jobs.” She pressed her forehead to the
frosty window and peered into the street. The snow had started again and was falling more and more
steadily.
The streetlight cast only a dim light on the road and created shadows as big and dangerous as the
Hooverville encampments outside the city limits. Donna could have sworn the light had been brighter only
last night. Would they lose even the city’s electricity? Was it also affected by the Great Depression?
“Come to the table for dinner, boys,” Donna’s mother called. There was lightness to her voice that they
had not heard in quite some time.
“Is Father home?” Donna’s brother Brian asked, too naïve to understand the significance.
Chapter 2: Losing Faith
“No he’s not, son. Now let’s pray before the meal gets cold.”
Donna peeked through her lashes as their mother prayed. Their dinner consisted of a watery broth with
a few vegetables floating around. There was day old bread from the bakery where their mother used to
work. She knew their family was fortunate to have even this for a meal. The bread would be stale, but it was
a blessing.
They dug into their meal. Breakfast had been a long time ago, and that had only been weak coffee and
biscuits.
“Hello everyone,” said the voice from the back door, beaten down, tired, and reluctant.
Donna snuck a look at her mother’s face in time to see the painfully defined disappointment. She also
watched as her disciplined mother buried her initial reaction and forced a smile on her face.
“Hello dear, you are just in time for dinner.” She swooped to her feet and busied herself at the
cupboards.
“No luck finding a job today, Father?” Brian said, dripping soup from his spoon onto the table.
“Watch what you’re doing, son,” their weary father said, looking at the mess on the table. “That is pure
gold you are eating.”
“I didn’t know gold tasted like onion broth,” Chad said with a forced smile.
Donna looked at her older brother sharply. He had not spoken disrespectfully to their father -- that would
never happen -- there was an odd note to his voice. Their mother must have noticed it, too. She put a hand
on Chad’s shoulder, and Donna could see her squeeze.
Later that night, when she was finishing up her homework, she overheard her parents talking.
“Chad told me he wants to quit school and ride the rails.”
A heavy hand came down on the table. “He is only fourteen!”
Donna had to strain to hear her mother’s voice. “Yes, but he feels like he is a burden, another mouth to
feed.”
“Nonsense. He thinks I can’t provide for my own family. He’s right though, isn’t he? I can’t.”
The screen door slammed and made the china plates on the wall shake. Donna went into the kitchen to
check on her mother.
“He didn’t take his coat,” she said and went to put her hand on her mother’s shoulder.
Chapter 3: Goodbye
Donna had seen her mother cry a lot in the last two years. The Depression had hit their family hard.
Mother lost her job at the bakery days before Father had lost his at the bank. Now as she looked at her
mother’s drawn face, Donna expected to see more tears, but there was only anger.
Donna's mother turned to her. “Thank you for putting the baby to bed. What would I do without you?”
“Will Father be alright?”
Her mother answered with one of her practiced smiles that didn't quite reach her eyes, “He will be fine.”
The next day, a note sat at their father’s place at the kitchen table. As Donna reached for it, a suffocating
sense of dread overwhelmed her like she was under pile of blankets.
Dear Family,
I can do nothing more for you here. I leave you now to do the only thing I can, hoping that I may find a
job elsewhere. I have put off leaving, but I must go now and try to preserve the one thing I have left: my
integrity as a man. I must prove my ability to take care of you all.
I will return.
Father
Donna fell to the floor in a crumpled heap. Their father left them. “How could he do this?” she wondered
out loud, distressed.
“To save Chad,” her mother whispered from the darkness of the pantry where she sat on an old crate.
She ran to her mother and fell into her outstretched arms.
“What will we do?”
“Survive.”
The next few weeks were the worst of Donna’s life. Their father might have left to spare them, but all he
had accomplished was tearing out their mother’s heart and putting Chad and her on the streets begging
with the others.
Without the occasional dollar their father earned doing odd jobs, the little they had dwindled to nothing at
all. Taking to the streets to beg might save them from starvation, and it was their last hope before eviction
and homelessness.
Donna wrapped her threadbare scarf around her head and huddled close to Chad. They had walked
miles to get downtown where the few that still had jobs would see them and hopefully take pity.
“He won’t come back.” Chad said after yet another man in a suit hurried past them with his eyes averted.
“Don’t say that.” Donna held out her hand to a pretty lady in a fur coat.
“Poor dear,” the lady said and pressed change into her palm. It wasn’t much, but it would feed them for
another day.
Chapter 4: Eviction
It was getting dark when they finally made it home again. They walked against the wind, and sleet was
driving at their faces. Donna clutched her brother’s hand and thought about her bed and blanket.
“Mother?” Donna peered at the figure standing at the end of their walkway.
As they drew closer she could see that it was her mother standing in the cold. She was holding onto the
baby as Brian clutched her other hand. At her feet were three suitcases.
“It was all I could manage.” There were tears in their mother’s voice, but none on her face. She was a
strong woman.
Donna and Chad ran to her side. They were close enough now to see the two men standing on the
porch.
“What are you doing?” Chad screamed. His face was blood red.
They all knew what the men were doing. Hadn’t they seen it time and time again with family and friends?
They were taking the house.
“Mother, where will we go?” Donna did not know how to be strong for her family. All she could think
about was how cold it was.
Their mother only shook her head and offered Donna the baby. She picked up a suitcase and took
Brian’s hand. Chad struggled with the two other suitcases.
They walked for two hours until they reached the outskirts of town. Donna knew almost immediately
where they were going. They did not have much family in the city, but their granddad lived close enough
that they saw him occasionally.
“This is only until your father comes back for us.”
“He’s never coming back,” Chad said, his face sweaty despite the coldness in the air.
Granddad acted like he knew they were coming. He gave his only daughter a big hug and made beds on
the floor for them. His house was simple, nearly falling down around them because it was so old, but there
was a comfort in the patched sofa and yellowed curtains that made Donna feel they might be okay.
The Great Depression lasted seven more years. Donna’s father did not return in that time. Their stay
with Granddad never ended. Eventually, Mother got her job at the bakery back. It was the beginning of the
war that ended the Great Depression. One day, shortly after the new decade began, when Donna was
hanging clothes on the line, she heard a voice behind her.
“I told you I would come back.”
Question 1:
The title of chapter two is "Losing Faith."
Which two characters are most obviously losing faith in this chapter?
Check all that are true.
Chad
Brian
Donna
the father
the mother
Question 2:
After their father leaves, what does the family resort to?
They become thieves.
They become beggars.
They become kidnappers.
They become salespeople.
Question 3:
How does father announce to his family that he is leaving?
through a voice recording
through a phone call
through a face-to-face conversation
through a letter
Question 4:
What is a major theme of this story?
the challenge of homelessness
the bonds of family
the loss of innocence
the integrity of begging
Question 5:
What is the difference between how the father approaches the Great Depression and how the rest
of his family does?
There is no difference—they approach the Great Depression in the same way.
The father confronts problems head on, while the family runs away from them.
The father resorts to begging, while the family gets jobs.
The father runs away from his problems, while the family confronts them head on.
Question 6:
Read this passage.
“He’s not coming down the lane,” Donna said with hesitation. She dared not hope or give her
mother hope, as it was as bankrupt as the nation.
What does the word bankrupt mean?
hesitant
hopeless
broke
wealthy
Question 7:
Read this passage.
Donna could have sworn the light had been brighter only last night. Would they lose even the city’s
electricity? Was it also affected by the Great Depression?
In this context, what does the word depression mean?
something that is great
a hole in the ground
an economic downturn
sadness
Question 8:
Read this passage.
Without the occasional dollar their father earned doing odd jobs, the little they had dwindled to
nothing at all. Taking to the streets to beg for food was their last option before eviction and
homelessness.
What does the word eviction mean?
to beg for food or money on the street
to have little to no hope in life
to lose all your money because of a stock market crash
to kick people out of a home for failing to pay rent
Question 9:
What is notable about the way this story starts and ends?
At the start of the story, the family is waiting for their father to come home from aday of looking for jobs. At the end of the story, the father is still missing after beinggone for more than seven years.
At the start of the story, the family is waiting for their father to come home from aday of looking for jobs. At the end of the story, the father returns home after beinggone for more than seven years.
At the start of the story, the family is waiting for their father to come home aftersuddenly disappearing after leaving just a note behind. At the end of the story, thefather returns home after being gone for more than seven years.
Question 10:
"The Great Depression" is told from a third person point of view. Imagine that it had been told in the
first person from the father's perspective.
What knowledge would we gain?
what the father does when he's gone for seven years
what his family does while he's gone
how the father says goodbye to his family
why the father leaves
Question 11:
What does this illustration emphasize?
that the characters like the outdoors
that the characters live in a huge home
that the characters are busy with their jobs
that the characters have few options
Lesson Topic: The Crash of Broken Dreams
The Crash of Broken DreamsWritten by Calee Allen
Fashion, music, and filmalso boomed in the 20s.This actress is wearing abeaded dress in theelegant Flapper style ofthe time.
Stocks are traded on a stockexchange. This is the NewYork Stock Exchange in 1908.
People who buy, sell, and deal instocks are known as stock traders.
The 1920s was a time of wealth in America. World War I had ended, and
people were enjoying a time of peace and prosperity. Then, in 1929, the
stock market crashed. The crash left many people—including former
millionaires—penniless and without jobs. But what caused the stock market
to crash in the first place?
When a person buys stocks, he becomes the owner of a tiny part of a
company. Companies sell shares of their businesses to the public in
order to raise money to build new factories or to develop their
businesses in other ways.
If the company does well, its stocks become worth more.
People buy stocks hoping that the price will increase because they
can then sell the stock and make a profit. However, a stock is not
real money. Its only value is in what someone else is willing to pay.
If no one wants your stock, then it is worthless. But if everyone
wants to own a part of the successful company you have a stock
in, then your stocks could earn you lots of money.
The automobile industry boomed inthe prosperous Roaring Twenties.Many people invested in carcompanies.
In the 1920s, buying and selling stocks was very popular in the
US. People had seen the price of stocks double or triple in just a
few months, and many of them thought the climb would continue
forever. Many people even borrowed money from banks just so
that they could keep buying stocks.
Notice the dramatic drop of stock prices that occurred inthis first year of the Great Depression.
Then, in September 1929, the prices of stocks started to fall. Falling stock prices are usually not so bad.
The stock will often recover and bounce back to be worth more than before. But this time, the prices kept
going down. People were getting worried. What if the prices kept falling and their stocks became worthless?
During a bank run, people wouldwithdraw all their money from a bankin the fear that it would close.
People suffered greatly duringthe Great Depression. Manylost their homes and most oftheir belongings and had to livein shacks in the streets.
The fear of falling stock prices started to spread. Soon people
were in a panic. Everyone seemed to want to sell their stocks at
the same time, and no one wanted to buy them. This made the
stock prices continue to fall. On October 29, known as Black
Tuesday, stock prices completely collapsed.
Worried that the banks would close and they would keep losing
money, people rushed to withdraw all their savings. With everyone
demanding their cash all at once, many banks could not handle
the pressure and went bankrupt. This only made the financial
crisis worse.
Many people lost their entire savings during the stock market crash.
Demand for goods went down because people had to cut back on
spending, and hundreds of businesses failed. This led to a loss of jobs.
And when people couldn't find work, they couldn't make money. The
stock market crash of 1929 was one of the causes of the Great
Depression, which would last for the next ten years.
Question 1:
How did "Black Tuesday" get its name?
It's when most people went on a bank run.
It's when stock market prices completely collapsed.
It's when the biggest companies in the United States went bankrupt.
It's when the Great Depression ended.
Question 2:
What is the main purpose of this article?
blame the stock market crash on bankers
argue against investing in the stock market
teach people how to invest in stocks
explain the causes of the stock market crash
Question 3:
What is the connection between the stock market crash and the Great Depression?
The stock market crash prevented the Great Depression from getting any worse.
The stock market crash was one of the causes of the Great Depression.
The stock market crash happened at the same time as the Great Depression.
The stock market crash was one of the effects of the Great Depression.
Question 4:
What is a bank run?
when people withdraw all their money from a bank in the fear that it will close
when people rush to buy a certain stock
when bankers flee after committing fraud
when business owners go to a bank for a loan
Question 5:
What is a stock?
a loan from a bank
a collapse in the business market
real money
a share of ownership in a company
Question 6:
How is this article organized?
through topics that the author defines
by giving problems and then the solutions for them
by comparing and contrasting different ideas
in historical order
Question 7:
Read this quote from economist Richard Salsman.
Anyone who bought stocks in mid-1929 and held onto them saw most of his or her adult life pass by
before getting back to where they were before.
How does this quote differ from the tone of the article?
The quote is more informative.
The quote is more pessimistic.
The quote is more objective.
The quote is more humorous.
Question 8:
Read the following passage.
Then, in September 1929, the prices of stocks started to fall. Falling stock prices are not so bad.
Usually the stock will recover and bounce back to be worth more than before.
If you were to depict a stock falling and then bouncing back up on a graph, what would it look like?
The line would slope sharply upward.
The line would be completely straight.
The line would slope sharply downward.
The line would slope sharply downward and then slope upward past its originalheight.
Question 9:
How does the author support the point that people have reasons for buying stocks?
Some of them even borrowed money from banks just so that they could keepbuying stocks.
In the 1920s, buying and selling stocks was very popular in the US.
Companies sell shares of their business to the public in order to raise money tobuild new factories or to develop their business in other ways.
People buy stocks hoping that the price will increase because they can then sellthe stock and make a profit.
Question 10:
In the story "The Great Depression" the family members have a hard time finding jobs.
How do you think the stock market crash affected the number of jobs?
because businessmen had less money to grow their companies, they could notcreate new jobs
because companies had too much money, they wanted to buy buildings ratherthan create new jobs
because bank owners were depressed, they refused to lend money to thebusiness people who would create new jobs
because there were too many bank runs, people were too tired to spend their timelooking for jobs
Lesson Topic: Hoovervilles
HoovervillesWritten by Calee Allen
This family built a makeshift homeon an abandoned plot of landoutside of town.
These boys had to live in a homemade from scraps of metal andwood during the Great Depression.
This sign sarcasticallysuggests that peoplekeep voting for Hooverif they liked the awfulliving conditions andpoverty.
Many people were forced to leave their homes during the Great
Depression. Thousands of people lost their jobs, and they could not
afford to pay their rent or mortgages. Many of them became
homeless. There were not enough resources to help all these
people. Many of them were forced to move to “Hoovervilles.”
Hoovervilles were areas of makeshift homes built on the
outskirts of cities. The homes were made of whatever scraps the
people could find. Some skilled men, like carpenters or stone
masons, were able to build solid structures from wood or stone,
but most people had to make do with cardboard and other trash.
Hoovervilles were named after President Herbert Hoover. Herbert Hoover
was president during the Depression, and many people blamed him for their
problems. They thought the government was not doing enough to help its
people.
People did not have money fornew clothes or shoes. Kidsoften couldn't attend schoolbecause they couldn't buybooks or clothes or they had noway to get there.
It was hard for parents to makesure their children were well fedand healthy.
Hoover also inspired other negative terms during the Depression. “Hoover leather” was cardboard used
to fix a hole in a shoe, and a “Hoover blanket” was an old newspaper used as a blanket.
Life in the Hoovervilles was stressful. Residents of the Hoovervilles
did not have many belongings. They usually owned only some bedding,
a small stove, and a few cooking utensils. Some people tried to work
odd jobs, but often they had to beg for food to keep from starving.
With no running water and no bathrooms, illness was a constant
threat. Children did not get enough to eat and had no access to
doctors. They often became undernourished and weak.
This Hooverville on the outside ofSeattle was allowed to stay.
President Franklin Roosevelt establishedthe Civilian Conservation Corps to help putpeople back to work.
Hoovervilles sprung up all over the country in cities like Seattle,
New York, and St. Louis. Some cities were sympathetic to the
people, and allowed the shantytowns to remain. Other cities were
not so friendly, and would try to force the homeless to leave by
arresting them or burning down their shacks.
Fortunately, in 1941, the economy recovered, and people
began to go back to work and could afford to move into real
homes. The Shanty Eradication Program was set up to
destroy all the Hoovervilles. Their destruction was very
symbolic of the end of the Great Depression as people were
grateful to move on from that era of their lives. Hoovervilles
represented the grave reality of the difficult time: people
made do with whatever they had in order to survive.
Question 1:
What was not mentioned in the article as a common building material for Hoovervilles?
stone
trash
cardboard
steel
wood
Question 2:
Where were Hoovervilles located?
beneath a city, in the tunnels of the sewer system
in abandoned buildings
at the center of a city
on the outskirts of cities
Question 3:
What is not a reason that people had to move to Hoovervilles?
People could not afford to pay their rent or mortgage.
People lost their jobs.
People became homeless.
People felt like living on the outskirts of the city.
Question 4:
What was not mentioned in the article as something named after Herbert Hoover?
Hoover leather
Hoover blanket
Hoover papers
Hoovervilles
Question 5:
What is the best summary of this article?
This article explains why people moved into Hoovervilles, such as because theylost their jobs.
The article explains the history of Hoovervilles, such as how they ultimately cameto an end.
This article explains the dangerous conditions of living in Hoovervilles, such asthe increased risk of illness.
The article explains how Hoovervilles were abolished, such as through theShanty Eradication Program.
Question 6:
What is the connection between Herbert Hoover and Hoovervilles?
The people who lived in Hoovervilles named the homes in Hoover's honor.
Hoover named them Hoovervilles because he wanted to inspire the people.
There is no connection—it is just a coincidence that Hoovervilles have the nameHoover in them.
Hoovervilles were named after Hoover because he was president during thedepression.
Question 7:
Which of the following did not serve to increase illness in Hoovervilles?
lack of radio
lack of bathrooms
lack of food
lack of running water
Question 8:
Read this passage.
Hoovervilles sprung up all over the country in cities like Seattle, New York, and St. Louis. Some
cities were sympathetic to the people, and allowed the shantytowns to remain. Other cities were
not so friendly, and would try to force the homeless to leave by arresting them or burning down their
shacks.
What is a shantytown?
a town for people who were even poorer than those in Hoovervilles
a town where wealthy people lived
a town where people from the Hoovervilles moved into after they had money
a quickly built town where poor people lived
Question 9:
Read this passage.
Other terms blaming Hoover for the Depression were coined during that time. "Hoover leather" was
cardboard used to fix a hole in a shoe, and a "Hoover blanket" was an old newspaper used as a
blanket.
Both "Hoover leather" and "Hoover blanket" are euphemisms. A euphemism is a word or phrase
used to make something sound better than it really is. In this case, why do you think people used
these two euphemisms?
to stay positive in the face of poverty
to forget about their poverty
to make fun of Herbert Hoover
to honor Herbert Hoover
Question 10:
How is this article organized?
causes -> effects -> solutions
solutions -> effects -> causes
solutions -> causes -> effects
effects -> causes -> solutions
Question 11:
Read the passages below.
Passage 1 (from Hoovervilles)
Hoovervilles were named after President Herbert Hoover. Herbert Hoover was president during the fall of the
economy, and many people blamed him for their problems. They thought the government was not doing enough to help
its people.
Passage 2 (from a different article)
Hoovervilles were named after none other than Herbert Hoover. This is fitting, as he was completely to blame for the
misfortune that fell upon America. Americans should have elected another president. Sadly, for the poor people in
Hoovervilles, it was too late.
What is the difference between the two articles?
The first passage is humorous, while the second passage is informative.
The first passage is written in the third person, while the second passage iswritten in the first person.
The first passage discusses Hoovervilles, while the second passage does noteven mention Hoovervilles.
The first passage is informative, while the second passage presents an opinion.
Question 12:
Imagine that you needed to write a report on the same subject matter as "Hoovervilles."
Which would be the best resource to use?
a student essay on the Great Depression
a Wikipedia article on the stock market crash
a biography on Herbert Hoover
a book entitled "The History of Hoovervilles"
Question 13:
How does the author support the point that people in Hoovervilles only had a few belongings?
They usually owned only some bedding, a small stove, and a few cookingutensils.
The homes were made of whatever scraps the people could find.
Some people tried to work odd jobs, but often they had to beg for food to keepfrom starving.
They thought the government was not doing enough to help its people.
Question 14:
How does the author support the point that Hoovervilles were symbolic?
Hoovervilles represented the reality of the time: People had to make do withwhatever they had.
Some cities were sympathetic to the people, and allowed the shantytowns toremain.
Residents of the Hoovervilles did not have many belongings.
“Hoover leather” was cardboard used to fix a hole in a shoe, and a “Hooverblanket” was an old newspaper used as a blanket.
Question 15:
The previous article was called "The Crash of Broken Dreams." It is about the stock market crash.
How did the stock market crash relate to Hoovervilles?
The stock market crash made many people lose their money. When these peoplewere unable to pay for their rent or mortgage, they had to move to Hoovervilles.
In anticipation of the stock market crash, many people wanted to save money.They moved into Hoovervilles as a way of doing so.
During the stock market crash, a few people became rich. These people fled toHoovervilles to escape the wrath of the people who lost their money in the stockmarket crash.
The stock market crash occurred as a result of Hoovervilles. Too many peoplemoved into them, resulting in a lack of stock traders.