第 2 页
Editor Sara Connolly Illustrator Kevin McCarthy Cover Artist Brenda DiAntonis Managing Editor Ina Massler Levin, M.A. Creative Director Karen J. Goldfluss, M.S. Ed. Art Production Manager Kevin Barnes Art Coordinator Renée Christine Yates Imaging Rosa C. See Publisher Mary D. Smith, M.S. Ed. Author Debra J. Housel, M.S. Ed. Teacher Created Resources, Inc. 6421 Industry Way The classroom teacher may Westminster, CA 92683 reproduce copies of materials in www.teachercreated.com this book for classroom use only. Reproduction of any part for an ISBN: 978-1-4206-8374-5 entire school or school system is © 2007 Teacher Created Resources, Inc. strictly prohibited. No part of this publication may be transmitted, Reprinted, 2009 stored, or recorded in any form Made in U.S.A. without written permission from the publisher.
第 3 页
Table of Contents Introduction The Klondike Gold Rush . . . . . . . . . . . . . . . . . . 55 About This Book. . . . . . . . . . . . . . . . . . . . . . . . . . 3 The Race to the South Pole . . . . . . . . . . . . . . . . 58 Applying Bloom’s Taxonomy. . . . . . . . . . . . . . . . 4 A Risky Sea Journey . . . . . . . . . . . . . . . . . . . . . 61 Practice Suggestions. . . . . . . . . . . . . . . . . . . . . . . 7 Conquering Mount Everest. . . . . . . . . . . . . . . . . 64 Standardized Test Success . . . . . . . . . . . . . . . . . . 8 Around the World in 71 Days. . . . . . . . . . . . . . . 67 Standards and Benchmarks. . . . . . . . . . . . . . . . . . 9 Amazing Discoveries True Survival Stories Anesthesia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Determined to Go Home. . . . . . . . . . . . . . . . . . . 10 Genes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Doomed Pioneers: The Donner Party . . . . . . . . 13 Vitamins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Shipwrecked in Antarctica . . . . . . . . . . . . . . . . . 16 Antibiotics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Against All Odds. . . . . . . . . . . . . . . . . . . . . . . . . 19 The Dead Sea Scrolls . . . . . . . . . . . . . . . . . . . . . 82 “Houston, We’ve Had a Problem” . . . . . . . . . . . 22 Qin’s Terracotta Army . . . . . . . . . . . . . . . . . . . . 85 Head Downhill and Follow the Water . . . . . . . . 25 Interesting Places Adrift in the Pacific Ocean. . . . . . . . . . . . . . . . . 28 Egypt: One Nation on Two Continents . . . . . . . 88 Incredible Disasters Liberia, Named for Freedom . . . . . . . . . . . . . . . 91 Chicago: Gone in a Puff of Smoke . . . . . . . . . . 31 Mexico, Land of Corn . . . . . . . . . . . . . . . . . . . . 94 The Great White Hurricane . . . . . . . . . . . . . . . . 34 The Netherlands: Land of Windmills, The Triangle Shirtwaist Tragedy . . . . . . . . . . . . 37 Bicycles, and Tulips . . . . . . . . . . . . . . . . . . . . 97 The Flu Pandemic of 1918 . . . . . . . . . . . . . . . . . 40 North Korea . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 The World’s Worst Tornado . . . . . . . . . . . . . . . . 43 Nunavut, Land of the Inuit . . . . . . . . . . . . . . . . 103 The Great Alaskan Earthquake. . . . . . . . . . . . . . 46 Answer Key 106 Great Adventures The Journey that Proved Earth was Round . . . . 49 Wild Ride Down the Colorado River . . . . . . . . 52 #8374 Document-Based Questions ©Teacher Created Resources, Inc.
第 4 页
Introduction About This Book The primary goal of any reading task is comprehension. Document-Based Questions for Reading Comprehension and Critical Thinking uses high-interest grade-level nonfiction passages, related documents, and critical thinking assessment practice to help you develop confident readers who can demonstrate their skills on standardized tests. In addition, you will build the comprehension skills necessary for a lifetime of learning. There are five topic areas with six or seven lessons in each. Each lesson consists of three pages: a passage, a related document, and an assessment practice page containing multiple choice, true/false— explain, and short-answer document-based questions. This gives your students practice in all of the question types used in standardized testing. The students respond to the document-based questions based on the information gleaned from the passage plus its related document. Such questions improve a student’s ability to apply prior knowledge, integrate information, and transfer knowledge to a new situation. Readability These passages have a 4.0–4.9 reading level based on the Flesch-Kincaid Readability Formula. This formula, built into Microsoft® Word™, determines readability by calculating the number of words, syllables, and sentences. Average readability was determined for each of the five topic areas. The topics are presented in order of increasing difficulty. The documents are not leveled. Many of them are historical pieces and therefore replicated with the exact wording. Some terminology may be challenging, but your students can handle difficult words within the context given. Preparing Students to Read Nonfiction Text One of the best ways to prepare students to read expository text is to read a short selection aloud to them daily. Reading expository text aloud is critical to developing your students’ ability to read it themselves. Since making predictions is another way to make students tap into their prior knowledge, read the beginning of a passage, then stop, and ask them to predict what might occur next. Do this at several points throughout your reading of the text. By doing this, over time you will find that your students’ ability to make accurate predictions increases. Your questions will help students, especially struggling readers, focus on what’s important in a text. Also, remember the significance of wait time. Research has shown that the amount of time an educator waits for a student to answer after posing a question has a critical effect on learning. So after you ask a student a question, silently count to five (ten if you have a student who really struggles to put his or her thoughts into words) before giving any additional prompts or redirecting the question to another student. Talking about nonfiction concepts is also important. Remember, however, that discussion can never replace reading aloud because people rarely speak using the vocabulary and complex sentence structures of written language. ©Teacher Created Resources, Inc. 3 #8374 Document-Based Questions
第 5 页
Introduction Applying Bloom’s Taxonomy The questions on the assessment practice pages in Document-Based Questions for Reading Comprehension and Critical Thinking assess all levels of learning in Bloom’s Taxonomy. Benjamin Bloom devised this six-level classification system for comprehension questions. The questions on each assessment practice passage are always presented in this order. They progress from easiest to most challenging. • Level 1: Knowledge—Students recall information or can find requested information in an article. They recognize dates, events, places, people, and main ideas. • Level 2: Comprehension—Students understand information. This means that they can find information that is stated in a different way than the question. It also means students can rephrase or restate information in their own words. • Level 3: Application—Students apply their knowledge to a specific situation. They may be asked to do something new with the knowledge. • Level 4: Analysis—Students break things into their component parts and examine those parts. They notice patterns in information. • Level 5: Synthesis—Students do something new with the information. They integrate knowledge and create new ideas. They generalize, predict, plan, and draw conclusions. • Level 6: Evaluation—Students make judgments and assess value. They form an opinion and defend it. They can also understand another person’s viewpoint. These skills are essential to keep in mind when teaching comprehension to assure that your students practice the higher levels of thinking. Use this classification to form your own questions whenever your students read or listen to material. Assessment Practice Pages Teach your students to read the passage and its related document before answering any of the questions on the assessment practice page. Armed with this information, your students can more rapidly and accurately answer each question. Multiple Choice Questions The first three questions are multiple choice. Based solely on the information given in the passage, they cover the knowledge, comprehension, and application levels of Bloom’s Taxonomy. For these questions, demonstrate your own thought process by doing a “think aloud” to figure out an answer. Tell your students your thoughts as they come to you. For example, suppose the question was: “In Yellowstone National Park, grizzly bears (a) do tricks, (b) roam free, (c) stay in cages, or (d) get caught in traps.” Tell the students all your thoughts as they occur to you: “Well, the grizzly bears living in Yellowstone National Park are wild bears. So of course they don’t do tricks. And it didn’t mention that they stay in cages. They probably only do that in zoos or circuses. So I’ll get rid of choices A and C. That leaves me with ‘roam free’ or ‘get caught in traps.’ Let me look back at the passage and see what it says about traps.” (Refer back to article.) #8374 Document-Based Questions 4 ©Teacher Created Resources, Inc.
第 6 页
Introduction Applying Bloom’s Taxonomy (cont.) Multiple Choice Questions (cont.) “I don’t see anything about traps in the passage. And I did see that it says that in Yellowstone National Park the bears are protected and their population is increasing. That means they’re safe from traps, which are dangerous. So I’m going to select (b)—roam free.” True/False—Explain Questions The fourth question is true false—explain. It tests the analysis level of Bloom’s Taxonomy. This question may require students to use information from both the passage and the document to generate an answer. Just a one- or two-sentence response is required. To respond correctly, the student must not only distinguish facts from falsehoods but also explain them. This requires logical reasoning and analytical thinking. They cannot receive full credit without an adequate explanation. You must demonstrate how to write a good explanation. For example, in response to the statement: “Thomas Jefferson wrote the Gettysburg Address,” the students could write, “False. Abraham Lincoln wrote the Gettysburg Address” OR “False. Thomas Jefferson wrote the Declaration of Independence.” Either answer is acceptable and worth full credit. When the statement is clearly true, the student must state that and add information. For example, in response to the statement: “Early pioneers in the Midwest had to cope with grasshopper plagues,” the students should write, “True. The grasshoppers destroyed crops and even damaged buildings.” Make sure that your students know that sometimes both “true” and “false” responses can be correct. For example, in an article about rescuing Jewish children from the Warsaw Ghetto, it states how hard it was to convince the parents to let the rescue organization take away their children. It also details the methods used to get the kids past the guards (crawling through sewers, sedated babies in toolboxes). In response to the question, “ During the rescue operation, the most difficult part was getting the parents to release their kids to the rescuers,” some students may respond “True. Many parents did not want to let their children go. They were not sure that the children were in danger and thought that they could protect them.” But others may say, “False. The hardest part was getting the kids out of the Ghetto without the Gestapo discovering what was going on.” Either response is worth full credit because it is adequately defended. This promotes critical thinking since the students must digest the information in order to take a stance. Document-Based Questions The remaining questions require the students to integrate the information provided in the passage with the information shown in the document. You must guide your students in understanding and responding to the document-based questions. Again, the best way to teach such skills is to demonstrate how the formulation of an answer is achieved through a think aloud. ©Teacher Created Resources, Inc. #8374 Document-Based Questions
第 7 页
Introduction Applying Bloom’s Taxonomy (cont.) Short-Answer Questions The fifth and sixth questions test the synthesis and evaluative levels of Bloom’s taxonomy. Synthesis questions make your students draw conclusions based on information gleaned from both the passage and its document. Their response requires only a few sentences. Show your students how to restate the words from the question to formulate a cogent response. For example, in response to “Why were some people against the building of the Hoover Dam?” the students could write, “Some people were against the building of the Hoover Dam because it backed up a river, forming a huge lake. Historical Native American sites were flooded and animals’ homes destroyed.” The final short answer question will be evaluative—the highest level of Bloom’s taxonomy. This means that it is an opinion statement with no right answer. Evaluative questions demand the highest thinking and logical reasoning skills. The child must take a stance and defend it. Although there is no correct response, it is critical that the students support their opinions using facts and logic. Show them a format for the defense—by stating their opinion followed by the word “because” and a reason. For example, have a student respond to this question “Do you think that whales should be kept in aquariums and sea parks for people to enjoy?” The student may respond, “I do not think that whales should be kept at sea parks because they are wild animals and don’t want to be there. They want to be free in the ocean.” Do not award full credit unless the student adequately supports his or her opinion. Sample defenses are given for the evaluative questions, but students may present other valid opinions as well. Also, it would be most effective if you used the defenses written by the students themselves. Thus, before passing back the practice papers, make note of two children who had opposing opinions. Then, during the wrap-up discussion, call on each of these students to read his or her defense to the class. If all the children had the same conclusion, give the opposing opinion from the answer key to show them both sides of the issue. When it’s obvious that a topic has generated strong opinions in your students, you can encourage your class to debate. #8374 Document-Based Questions ©Teacher Created Resources, Inc.
第 8 页
Introduction Practice Suggestions Read aloud the first passage in each of the five topic areas and do its related questions with the whole class. Such group practice is essential. The more your students practice, the more competent and confident they will become. Plan to have your class do every exercise in the Document-Based Questions for Reading Comprehension and Critical Thinking. The activities are time-efficient so that your students can practice each week. To yield the best results, practice must begin at the start of the school year. If you have some students who cannot read the articles independently, allow them to read with a partner, then work through the comprehension questions alone. Eventually all students must practice reading and answering the questions independently. Move to this stage as soon as possible. For the most effective practice sessions, follow these steps: 1. Have students read the text silently and answer the questions. 2. Have students exchange papers to correct each other’s multiple choice section. 3. Collect all the papers to score the short answer questions. 4. Return the papers to their owners and discuss how the students determined their answers. 5. Refer to the exact wording in the passage. 6. Point out how students had to use their background knowledge to answer certain questions. 7. Discuss the document-based questions thoroughly. Do think-alouds to show how you integrated information from the passage and the document to formulate your response. 8. Discuss how a child should defend his or her stance in an evaluative short-answer question. Scoring the Assessment Practice Passages To generate a numeric score, follow these guidelines: Multiple Choice questions (3) 12 points each 36 points True/False–Explain question (1) 16 points 16 points Short-answer questions (2) 24 points 48 points Total 100 points ©Teacher Created Resources, Inc. 7 #8374 Document-Based Questions
第 9 页
Introduction Standardized Test Success A key objective of Document-Based Questions for Reading Comprehension and Critical Thinking is to prepare your students to get the best possible scores on standardized tests. You may want to practice environmental conditions throughout the year in order to get your students used to the testing environment. For example, if your students’ desks are usually together, have students move them apart whenever you practice so it won’t feel strange on the test day. A student’s ability to do well on traditional standardized tests on comprehension requires these good test-taking skills. Thus, every student in your class needs instruction in test-taking skills. Even fluent readers and logical thinkers will perform better on standardized tests if you provide instruction in these areas: • Understanding the question: Teach students to break down the question to figure out what is really being asked of them. This book will prepare them for the kinds of questions they will encounter on standardized tests. • Concentrating on what the text says: Show students how to restrict their response to just what is asked. When you go over the practice passages, ask your students to show where they found the correct response or inference in the text. • Ruling out distracters in multiple choice answers: Teach students to look for the key words in a question and look for those specific words to find the information in the text. They also need to know that they may have to look for synonyms for the key words. • Maintaining concentration: Use classroom time to practice this in advance. Reward students for maintaining concentration. Explain to them the purpose of this practice and the reason why concentration is so essential. Students will need to use test-taking skills and strategies throughout their lives. The exercises in Document-Based Questions for Reading Comprehension and Critical Thinking will guide your students to become better readers and test-takers. After practicing the exercises in this book, you will be pleased with your students’ comprehension performance, not only on standardized tests, but with any expository text they encounter—within the classroom and beyond its walls. #8374 Document-Based Questions 8 ©Teacher Created Resources, Inc.
第 10 页
Introduction Standards and Benchmarks Listed below are the McREL standards for Language Arts Level II (grades 3–5). All standards and benchmarks are used with permission from McREL. Kendall, J. S., & Marzano, R. J. (2004). Content knowledge: A compendium of standards and benchmarks for K-1 education. Aurora, CO: Mid- continent Research for Education and Learning. Online database: http://www mcrel org/standards-benchmarks/ McREL Standards are in bold. Benchmarks are in regular print. All lessons meet the following standards and benchmarks. STANDARD 5 Uses the general skills and strategies of the reading process Level II Benchmark 3 Makes, confirms, and revises simple predictions about what will be found in a text (e.g., uses prior knowledge and ideas presented in text, illustrations, titles, topic sentences, key words, and foreshadowing clues) Benchmark 7 Understands level-appropriate reading vocabulary (e.g., synonyms, antonyms, homophones, multi-meaning words) Benchmark 10 Understands the author’s purpose (e.g., to persuade, to inform) or point of view STANDARD 7 Uses reading skills and strategies to understand and interpret a variety of informational texts Level II Benchmark 1 Uses reading skills and strategies to understand a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines) Benchmark 5 Summarizes and paraphrases information in texts (e.g., includes the main idea and significant supporting details of a reading selection) Benchmark 6 Uses prior knowledge and experience to understand and respond to new information STANDARD 1 Uses the general skills and strategies of the writing process Level II Benchmark 6 Uses strategies (e.g., adapts focus, point of view, organization, form) to write for a variety of purposes (e.g., to inform, entertain, explain, describe, record ideas) Benchmark 7 Writes expository compositions (e.g., identifies and stays on the topic; develops the topic with simple facts, details, examples, and explanations; excludes extraneous and inappropriate information; uses structures such as cause-and-effect, chronology, similarities and differences; uses several sources of information; provides a concluding statement) ©Teacher Created Resources, Inc. #8374 Document-Based Questions
第 11 页
True Survival Stories Determined to Go Home Shawnee Native Americans attacked what is now Blacksburg, Virginia, in July 1755. They killed the men and took two women hostage. One was Mary Draper Ingles. She was pregnant and had two sons, Thomas, age 4, and George, age 2. The Native Americans tied her to a horse with her sons behind her. Then they set fire to the homes. Mary’s husband, William, was in the fields. He saw the smoke and ran for home. But he had no weapon and watched from the trees as the armed Native Americans led his family away. Then he rushed to a neighboring settlement to form a rescue party. Most of the land west of the Allegheny Mountains was unknown by white settlers. And the Native Americans had a big lead. The search party lost their trail. After a month, the men gave up. After three days with her captors, Mary gave birth to a baby girl. Then the group continued until they reached what is now Ohio. Thomas and George were given to other tribes and left the area. Native Americans often adopted young white children. Mary’s heart nearly broke. The Shawnee had Mary make shirts. Later they sent her and an old Dutch woman down the Ohio River to a natural salt spring. Each day the women boiled the water to make salt. Each evening they gathered grapes and nuts. Then they returned to camp. They knew that if they ran and were caught, they would be killed. Yet the women made plans to escape. They did not think the baby could survive the 800-mile trip. So Mary would leave her behind and hope that she’d be adopted. One night the women did not return. They decided to follow the river. Each had a blanket and a tomahawk (Native American axe). The Native Americans did not look for them because they thought that wild animals had killed them. Mary and her companion did not know this and kept looking over their shoulders. It was fall, and the nights were cold. Food was not as plentiful as in summer. The women ate nuts and grapes. When they came to a Native American cornfield, they stole every ear they could carry. Miles of walking wore out their moccasins and left them barefoot. They lost their blankets crossing a swift stream. As cold winter winds blew, they huddled together and ate plant roots. Exhausted and starved, they trudged along the river. The old woman lost her mind and tried to kill Mary to eat her! Mary hid. Although unable to swim, she had to get to the other side of the river for safety. Luckily she found a canoe. From then on, the women saw each other on opposite banks. In December, after 42 days of walking, Mary saw a cabin. She shouted, then fainted. A man came out and found her lying in the snow. She was naked. Her bones stuck out. Her red hair had turned white, and most of her teeth had fallen out. Mary sent the man to look for the old woman. He found her and took her to a fort. Then he went and got Mary’s husband. No one knows what happened to Mary’s daughter. George fell ill and died soon after leaving his mother. After 13 years of searching, Mary and William found Thomas. #8374 Document-Based Questions 10 ©Teacher Created Resources, Inc.
第 12 页
True Survival Stories Determined to Go Home Schroeder, Joan Vannorsdall. Blue Ridge Country. “An Extraordinary Woman, And Equal to Any Emergency.” www.blueridgecountry.com/ingles/ingles.htm ©Teacher Created Resources, Inc. 11 #8374 Document-Based Questions
第 13 页
True Survival Stories Determined to Go Home 1. Why did Mary Draper Ingles go on such a difficult journey? a. She thought it was the only way to c. She wanted to see her sons save her daughter’s life. back at the settlement. b. She wanted to help the old Dutch d. She wanted to return to her husband. woman escape. 2. How long did Mary Draper Ingles walk in order to reach home? a. 5 weeks c. 7 weeks b. 6 weeks d. 42 weeks 3. Mary Draper Ingles was kidnapped a. before the American Revolution began. c. after the American Revolution ended. b. during the American Revolution. d. during the 19th century. 4. Mary Draper Ingles was not the only captive of the Shawnee. True or False? Explain. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 5. During her return trip, why didn’t Mary follow the same path that the Native Americans had taken in the West Virginia area? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 6. If you had been Mary Draper Ingles, would you have left your daughter and walked almost 800 miles home? Why or why not? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ #8374 Document-Based Questions 1 ©Teacher Created Resources, Inc.
第 14 页
True Survival Stories Doomed Pioneers: The Donner Party In the spring of 1846, about 800 people headed for California. Among them were the Donner and Reed families. These two families joined together to form their own wagon train. They chose George and Jacob Donner as their leaders. More people joined their group in southern Wyoming. Soon they made a mistake that would leave 90 people stuck in the Sierra Nevadas, a mountain range in eastern California. Of these, only 47 survived that harsh winter. The trouble started when they left the main trail. They took a shortcut that turned out to be anything but short. It delayed their progress and made them move too slowly. They knew they were in trouble by October. Tension grew. Things started to fall apart when James Reed killed another man during a quarrel. The group abandoned Reed in the desert without food or water. A friend secretly gave him a horse and food. Reed made it to California and that winter led a search party looking for the wagon train. The second week of October, panic set in. When one man could not keep up, they left him in the desert, too. A week later a man was accidentally shot. They didn’t take time to bury him. By November, deep snows stopped the group from moving. The cattle that had pulled the wagons soon died. But their bodies were buried so far under the snow that the people could not reach them. They built crude shelters of logs, rocks, and hides. They soon ran out of food and the deep snow made hunting nearly impossible. They ate twigs, mice, and their shoes. In December the group tried a daring plan. Fourteen of the strongest would snowshoe to the nearest settlement. It was a trip of 150 miles. They carried six days’ worth of food, but the trip took 33 days. Along the way half of them died. It is believed that, to keep from starving, the remaining survivors had to resort to cannibalism. Seven reached the settlement. They sent back food with the First Relief group. The rescuers arrived on February 19. The people in camp were so weak that they thought the men were angels. Some had lost all their hair and their eyesight. Twelve had died since the group had left. A second relief group came to lead the people out of the mountains. Death continued to stalk them. One three-year-old girl died just five miles from the settlement, and a young boy ate so much dried meat that he died. Despite what the Donner Party faced, people scorned them because of their means of survival. But since no one was murdered, no crime was committed. They did what they had to do to survive. ©Teacher Created Resources, Inc. 13 #8374 Document-Based Questions
第 15 页
True Survival Stories Doomed Pioneers: The Donner Party In June 1918 a monument was erected in memory of the Donner Party in Donner Memorial State Park. Here is what a plaque on the monument reads: Donner Party Near this spot stood near the Breen cabin of the party of emigrants who started for California near Springfield, Illinois in April, 1846, under the leadership of Captain George Donner. Delays occurred and when the party reached this locality on October 29 the Truckee Pass emigrant road was concealed by snow. The height of the shaft of this monument indicates the depth of the snow, which was twenty-two feet. After futile attempts to cross the summit, the party was compelled to camp for the winter. The Graves cabin was situated about three-quarters of a mile to the eastward. The Murphy cabin was about 200 yards southwest of the monument, and the Donner tents were at the head of Alder Creek. Ninety people were in the party and forty-two perished, most of them from starvation and exposure.” In commemoration of the pioneers who crossed the Plains to settle in California. The Virtual Museum of the City of San Francisco. “Donner Monument California State Historic Landmark 134.” http://www.sonic.net/~laird/landmarks/counties/100-199/134.html #8374 Document-Based Questions 14 ©Teacher Created Resources, Inc.
第 16 页
True Survival Stories Doomed Pioneers: The Donner Party 1. The Donner Party’s end destination was a. Nevada. c. Wyoming. b. California. d. Oregon. 2. Cannibalism means a. killing other people for food. c. abandoning people in the desert. b. eating one’s own pets. d. eating human flesh. 3. The group left James Reed in the desert because he a. couldn’t keep up. c. had committed a murder. b. died. d. criticized the group’s leaders. 4. The First Relief Group led the settlers out of their snowy encampment. True or False? Explain. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 5. According to the plaque, which families had cabins during that terrible winter of 1846–47? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 6. Were the people in the Donner party wrong to eat the dead members of the group? Why or why not? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ©Teacher Created Resources, Inc. 1 #8374 Document-Based Questions
第 17 页
True Survival Stories Shipwrecked in Antarctica Ernest Shackleton was a British explorer who hoped to be the first to travel across Antarctica. In 1914, Shackleton and his crew of 27 seemed ready for the adventure as they packed food, tents, and warm clothes onto the ship Endurance. The men did not know how apt the ship’s name was. They would face an incredible ordeal that would require endurance. When the Endurance was just 100 miles from Antarctica’s shore, ice floes closed around it. The ship could not move. It was stuck for 10 months. Then millions of tons of ice started to crush the ship. The captain made the men get off and take all the supplies they could carry in three rowboats. The men had to trek through freezing winds on the cold, barren ice pulling these boats. At night they slept in sleeping bags on the ice. One night the ice cracked beneath a sleeping man. He fell into the icy water, but Shackleton plucked him out. They had no extra clothes, so the man walked around for hours until his clothing dried. If he had stopped moving, he would have frozen to death. Sometimes large leopard seals chased the men. They followed the men’s shadows through the ice and then burst through cracks in the ice with their jaws opened wide showing their huge, saw-like teeth. The men shot and ate them. They caught fish, too. After 497 days on ice and water, the captain and crew made it to Elephant Island. It was covered with rocks and ice. Most of the men stayed there, but Shackleton and five men rowed away in a small boat. They rowed for 800 miles through Earth’s most stormy seas. Exhausted, they landed on South Georgia Island. This island had a whaling town. But they landed on the wrong side! The men had to cross steep mountains that had never been crossed before. They had just a rope. On the way down, Shackleton tied the men together, and they slid down 2,000 feet. Upon reaching town, he immediately got a ship and headed back for his men. But the seas were so rough that it took him three months and four attempts to get close to Elephant Island. Meanwhile the men on Elephant Island had lost hope. They had waited for four months. Perhaps the little rowboat had sunk. If so, no one would know where they were. Then they saw sails coming toward them. They waved and cheered. Their leader had come for them at last! Every man had survived. #8374 Document-Based Questions 1 ©Teacher Created Resources, Inc.
第 18 页
True Survival Stories Shipwrecked in Antarctica January 8, 1922 Death Notice Shackleton, Ernest. Age 47. Struck down by a heart attack on January 5 near South Georgia Island on his fourth trip to Antarctica. Survived by his wife Emily and three children. Knighted in 1909. Sir Shackleton accompanied Robert Scott’s trip to Antarctica (1901–1904). He then led his own group (1908–1909). On a third trip, his ship, Endurance, was lost, but the crew survived. Author of Heart of the Antarctic (1909) and South (1919). Burial at Whaler’s Cemetery in Grytviken, South Georgia. ©Teacher Created Resources, Inc. 17 #8374 Document-Based Questions
第 19 页
True Survival Stories Shipwrecked in Antarctica 1. Shackleton and five men set out in a rowboat to go to a. South Georgia Island. c. Endurance. b. Antarctica. d. Elephant Island. 2. Which was not a danger faced by the men on the expedition? a. falling through the ice c. being eaten by a sea leopard b. drinking too much alcohol d. freezing to death 3. Why were the men better off on Elephant Island than they had been on the ice floes? a. It was much warmer on c. They were on land and therefore Elephant Island. wouldn’t fall through the ice. b. They could find more things to eat. d. They were more likely to be seen by a passing ship. 4. Shackleton’s ordeal ended when he set foot on South Georgia Island. True or False? Explain. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 5. What really interested Ernest Shackleton? How do you know? Include details from his death notice. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 6. Which part of this survival story is the most amazing? Why? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ #8374 Document-Based Questions 18 ©Teacher Created Resources, Inc.
第 20 页
True Survival Stories Against All Odds Seventeen years before becoming U.S. president, John F. Kennedy survived against all odds. During World War II he was the captain of a Patrol Torpedo boat serving in the Solomon Islands. These small boats launched torpedoes at Japanese ships. Most PT boats went out only after dark. Kennedy commanded PT 10. They were in dangerous waters and cut the engine to reduce the chance of detection. It was pitch black with a fog rising from the water. Suddenly a Japanese destroyer slid through the darkness. It sliced PT 10 in half! One half quickly sank, and two of the crew died instantly. The other 11 men would face a long ordeal. No rescue party would search for them. Another PT captain had seen the flames from the collision. He believed that all hands were lost. Back at their base in Rendova, a funeral service was held for the men. One man was badly burned. Another had a hurt leg. Kennedy dove into the water and pulled each one to safety on the half of the boat still afloat. Every man had a life vest, but the ship was sinking. By morning they had to get to land. Kennedy chose an island about three miles away. He took the strap of the burned man’s life vest between his teeth. Then he swam for five hours with him in tow. He still reached the island before the rest of his men. Then he went back to help the injured man and a poor swimmer. Once all the men had hidden in bushes, Kennedy took to the water again. He wanted to go to a place where PT boats often lurked. He had to walk across a sharp coral reef that slashed his feet. But that night, no boats came. It took him the rest of the night to return to the others. He had had nothing to drink and was getting weak. The next night another man made the same trip. But again no boats came. Kennedy said that they must go to another island. Again he took the burned man in tow. It took them three hours to reach the island. That night it rained, and they got water by sucking on leaves. Moving resulted in some luck. They found a keg of water, Japanese hardtack*, and candy. The men shared these things and felt a little stronger. Two natives paddled by in a canoe. These people had been invaded by the Japanese and were on the Americans’ side. Kennedy signaled them. He scratched “Rendova” on a coconut. The natives took it and paddled away. The next day four natives came. The New Zealand Navy had sent them. They put Kennedy in the bottom of their canoe and covered him with palm branches. They crossed the passage right in front of Japanese troops. The men smuggled Kennedy to the New Zealand base. From there a PT boat rescued him that night. He guided it to the island where his crew awaited. They had endured six awful days and nights. *a biscuit made of just flour and water ©Teacher Created Resources, Inc. 1 #8374 Document-Based Questions
评论 (0)
暂无评论。快来抢沙发吧！