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Maryland

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		Camp Misty Mount: A Place for Regrowth ^Votes:0 Camp Misty Mount: A Place for Regrowth (A cabin at Camp Misty Mount, National Park Service) T he gentle Hunting Creek water gap in Maryland?s Catoctin Mountains has long drawn people to it. Although the Susquehannoughs, northern Iroquois, and Algonquins who lived in the area had battled one another for many years, these tribes agreed to preserve this bountiful place as neutral ground. Starting in the 1730s European Americans arrived in increasing numbers, as second-generation Americans and German immigrants pushing out from Philadelphia turned southwest at the Susquehanna River. Throughout the 18th century, Germans, Swiss, and Scots-Irish continued to appear. Some trudged on west in search of fertile lands, but many settled the mountainsides. One of the area?s largest communities became kn Read More Go to Site


		Clara Barton's House: Home of the American Red Cross ^Votes:0 Clara Barton's House: Home of the American Red Cross (Clara Barton National Historic Site) (Clara Barton National Historic Site) R esting on a slight knoll in a quiet, shaded yard above the Potomac River Valley, a large, pale yellow, warehouse-like structure stands as a memorial to the complicated personality and persistent character of Clara Barton. Gazing at the house, one can imagine the click of typewriters as clerks respond to the voluminous correspondence which arrived daily. The murmur of voices can be detected as Barton discusses Red Cross business with her loyal field agents. The smell of the mid-afternoon meal drifts over the house, alerting the staff that even as they work to benefit others, their leader would supply their own needs. Built in 1891, the structure was initially us Read More Go to Site

		Fort McHenry - Lesson #1 - Where in the World is Baltimore? ^Votes:0 Where in the World is Baltimore? OBJECTIVES: The students will: 1. locate Baltimore in relation to the sailing trade routes of Great Britain. 2. explain the importance of Baltimore's location to privateers during the War of 1812. MATERIALS: Map of the Atlantic Ocean region, map of Baltimore's harbor and other classroom resources. ACTIVITIES: 1. Divide the students into cooperative groups and distribute a map of the Atlantic Ocean region. Use classroom resources, such as maps, atlases and globes, to assist the group in locating and labeling on their desk map the following sites: Atlantic Ocean Caribbean Sea Chesapeake Bay Baltimore Great Britain Gulf Stream Have the students decide the route that sailing ships would have taken to get from the Caribbean Sea to Great Britain. Be sure that the Read More Go to Site

		Fort McHenry - Lesson #10 - The Star-Spangled Banner ^Votes:0 "The Star-Spangled Banner" OBJECTIVES: The students will: 1. interpret the figurative language of the first verse of "The Star-Spangled Banner" to create an illustration. 2. rewrite the first verse using their own words. MATERIALS: "The Star-Spangled Banner" handout ACTIVITIES: 1. Divide the students into cooperative groups and distribute the "The Star-Spangled Banner" handout. Ask the groups to read the first verse of the poem. Have the groups do a Think-Pair-Share activity to brainstorm ideas regarding what they think the words represent. Give the students an opportunity to present their illustrations to the entire class. They should also use the words of the first verse to explain the illustration. 2. Have the students use the first verse as the basis for a paragraph or short report on Read More Go to Site

		Fort McHenry - Lesson #11 - The History of Fort McHenry ^Votes:0 The History of Fort McHenry OBJECTIVES: The students will: 1. create a timeline that provides a summary of the information found in the "The History of Fort McHenry" handout. 2. illustrate the timeline with drawings that correspond with the elements listed on the timeline. MATERIALS: "History of Fort McHenry" handout ACTIVITIES: 1. Distribute the "The History of Fort McHenry" handout and have the students read it to determine the dates and the events to be listed on the timeline. Have the students create a timeline with the correct dates and events paired. 2. Allow the students to draw and color pictures to illustrate their timelines. Each event should be illustrated. Be certain that the students make their timelines large enough to accommodate the illustrations. Timelines should be displa Read More Go to Site

		Fort McHenry - Lesson #2 - Why Baltimore? ^Votes:0 Why Baltimore? OBJECTIVES: The students will: 1. identify the reasons why the United States and Great Britain went to war in 1812. 2. explain why the British wanted to attack and destroy Baltimore. MATERIALS: "Why Baltimore?" handout ACTIVITIES: 1. Divide the class into cooperative groups and distribute the "Why Baltimore?" handout. Ask the students to generate a list of words that describe what Baltimore was like in the early 1800's. From this list, have the students decide if Baltimore was an important and valuable city for people who wanted to trade with other parts of the world. Have the groups create a chart with one part showing the reasons the United States was angry with Great Britain and the other part showing the reasons why Great Britain was angry with the United States. Using t Read More Go to Site

		Fort McHenry - Lesson #4 - The Star Fort ^Votes:0 The Star Fort OBJECTIVES: The students will: 1. describe the shape of Fort McHenry and determine at least two reasons why this shape was used. 2. interpret a map of Fort McHenry to determine what designs were incorporated into providing defense of the fort. MATERIALS: "The Star Fort" handout and the "Diagram of Fort McHenry" ACTIVITIES: 1. Divide the students into cooperative groups and distribute the "The Star Fort" handout. Have the students make a list of the buildings mentioned in the reading. Ask them to write a short description of how each building was used. Have the students draw a five-pointed, star shape. Ask them to use the descriptions to place symbols showing where they think each building was located. 2. Distribute the "Diagram of Fort McHenry" to the groups and ask the stude Read More Go to Site

		Fort McHenry - Lesson #5 - Defenders ^Votes:0 Defenders of Fort McHenry OBJECTIVE: The students will distinguish between the three groups of defenders of Fort McHenry. MATERIALS: "The Defenders" handout ACTIVITIES: 1. Distribute the "The Defenders" handout to the students. Have the students read the handout to compare and contrast the three groups of defenders. They can use a Venn diagram or any other graphic organizer to illustrate the differences and similarities among the defenders. 2. Have the students color in the three drawings on the handout. They should label the drawings with the name of the group they think each drawing represents. Have the students explain why they think their ideas on the identity of the defenders are correct. 3. Ask the students to select a defender type with whom they think they would most like to have b Read More Go to Site

		Fort McHenry - Lesson #6 - An African American Soldier ^Votes:0 An African American Soldier Defends Fort McHenry OBJECTIVE: The students will detail the events in the life of William Williams. MATERIALS: "A Black Soldier Defends Fort McHenry" handout ACTIVITIES: 1. Distribute the "A Black Soldier Defends Fort McHenry" handout. After reading the handout, ask the students to decide why William Williams wanted to join the army. 2. Ask the students to explain what happened to Williams during the attack on Fort McHenry. 3. The students should write a poem, song, rap, create a picture or make a plaque that honors the actions of Private Williams. Share these with the entire class. Bring or send examples to Fort McHenry and share them with the Rangers. Lesson #6: A Black Soldier Defends Fort McHenry TABLE OF CONTENTS Read More Go to Site

		Fort McHenry - Lesson #9 - Francis Scott Key ^Votes:0 Francis Scott Key OBJECTIVES: The students will: 1. create a timeline summarizing the life of Francis Scott Key. 2. write a newspaper interview or article describing the events that led to the writing of "The Star-Spangled Banner." MATERIALS: "Francis Scott Key" handout ACTIVITIES: 1. Distribute the "Francis Scott Key" handout to the students. Have the students create a timeline showing the stated and implied dates and events of Key's life. 2. Using the information from the timeline and the handout, have the students imagine that they are newspaper reporters in 1814. They are to conduct an interview, complete with questions and answers, with Key. The interview should provide information regarding how Key came to be involved in the attack of Fort McHenry and why he was moved to write the po Read More Go to Site

		Fort McHenry - Teacher's Guide Contents ^Votes:0 Fort McHenry National Monument & Historic Shrine Teacher's Guide Table of Contents I. LESSONS: 1. Where in the World is Baltimore? No handout - Use classroom resources 2. Why Baltimore? Handout - Why Baltimore? 3. Now Where do we Place the Fort? Handout - Map of Patapsco River/Baltimore Harbor 4. The Star Fort Handouts - Diagram of Fort McHenry The Star Fort 5. Defenders of Fort McHenry Handout - The Defenders 6. An African American Soldier Defends Fort McHenry Handout - A Black Soldier Defends Fort McHenry 7. Fort McHenry Measurements Today Handout - Fort McHenry Today: Wall Measurements 8. The Great Garrison Flag Handout - Great Garrison Flag 9. Francis Scott Key Handout - Francis Scott Key 10. "The Star-Spangled Banner" Handout - "The Star-Spangled Banner" 11. The History of Fort McHenr Read More Go to Site

		Glen Echo Park: Center for Education and Recreation ^Votes:0 Glen Echo Park: Center for Education and Recreation (The Spanish Ballroom by Cathie Nelson) T he foot-hills of the Blue Ridge Mountains hurry down to the Potomac at Glen Echo and there pause in high plateau overlooking the long descent of the majestic river. Bold and precipitous they drop 125 feet to the murmuring edge of the waters under the eloquent shade of the giant trees and luxuriant foliage. Looking to the East, when the sun is in midheavens, the white shaft of the Washington Monument gleams against a southern sky, blue and soft as Italy's. To the north uprise the caressing hills, so near their summits overhang the slumberous highland plain; to the south the river, and above its shining waters the Virginia hills in long line and competing altitudes; to the west a picturesque stretch Read More Go to Site

		Introduction to Daily Life In 17th Century Colonial Maryland ^Votes:0 Daily Life In 17th Century Colonial Maryland The following lessons are designed to help you gain a better understanding of what life was like during the 17th century in colonial Maryland. These activities focus on the region around Historic St. Mary's City because this was the site of the first European settlement in Md.(1634) In each lesson you will examine and draw conclusions about the life style of an actual settler in colonial Maryland. Lessons on early settlers: Forker Frizzel Verlinda Stone John Orame Philip Calvert Additional Activities Read More Go to Site

		Maryland with PRIDE - Archaeology - Teacher Guide ^Votes:0 Archaeology: A Window to the Past? By Maureen Malloy Edited by Lisa Kissinger and Jerome Bird Illustrations by Robert Randle Objectives: At the completion of this lesson students will be able to: Define archaeology. Describe the education and training needed to become an archaeologist. Use the Internet to find out more about archaeology in Maryland Explain some of the ways that the environment influenced the development of Native American culture in Maryland Explain how archaeologists use artifacts to help understand past cultures. Maryland Learning Outcomes: Science Nature of Science Students will demonstrate the ability to interpret and explain information generated by exploration of scientific phenomena. Processes of Science Students will demonstrate the ability to employ the language, Read More Go to Site

		Maryland with PRIDE - Baltimore and the War of 1812 - Teacher Guide ^Votes:0 Baltimore and the War of 1812 Teacher's Guide Written by Barbrina Ertle Objectives: In this lesson, students will: identify the importance of privateers and Letters of Marque on the War of 1812, identify the role of Baltimore, and Fort McHenry in the War of 1812, and evaluate the importance of Baltimore Clippers on the War of 1812. MSPAP Outcomes and Indicators: Social Studies, Grades 4-5 Political Systems Determine the importance of historical documents such as the Mayflower Compact, the Declaration of Independence, and the U.S. Constitution. Peoples of the Nation and the World Examine decisions made by citizens of Maryland and the U.S. in terms of consequences for other peoples of the world, and vice versa. Economics Explain how the exchange of goods and services connects Maryland with t Read More Go to Site

		Maryland with PRIDE - Immigration to Baltimore - TeacherGuide ^Votes:0 Immigration to Baltimore, 1883: The Rebecca Novitsky Story Teacher's Guide Developed by James F. Adomanis Edited by Lisa Kissinger Objectives: In this lesson, students will: Describe the history of an immigrant family from the late 1800's. MSPAP Outcomes and Indicators: Social Studies, Grades 4-5 Peoples of the Nation and World Analyze the diverse cultural contributions that influenced the development of Maryland and the United States. Skills and Processes Obtain, interpret, organize, and use information from reading, asking questions, observing, and listening. Obtain, interpret, organize and use print and non-print sources of information such as pictures, graphics, maps, globes, and artifacts. Reading/Language Arts, Grades K-8 Reading Students will demonstrate their ability to read to be Read More Go to Site

		Maryland with PRIDE - Maryland in the Civil War - TeacherGuide ^Votes:0 Maryland in the Civil War: Signaling an Invasion Teacher's Guide Written by John L. Day Edited by Lisa Kissinger Objectives: In this lesson, students will: identify the methods of communication available during the 1860s analyze the advantages and disadvantages of various communications methods during war time investigate the causes and effects of the invasion of Maryland by Confederate troops in 1862. Maryland Learning Outcomes: Social Studies Skills Students will demonstrate an understanding of historical and current events using chronological and spatial thinking, develop historical interpretations, and frame questions that include collecting and evaluating information from primary and secondary sources. Find, interpret, and organize primary and secondary sources of information includin Read More Go to Site

		Maryland with PRIDE - Maryland Indians - Teacher Guide ^Votes:0 Maryland Indians - A Day In The Life Of... Teacher's Guide Written by Diane Roberts Objectives: At the completion of this lesson, students will be able to: Students will become aware of similarities and differences between the Indian diet and our diet today. MSPAP Outcomes and Indicators: Social Studies, Grades 4-5 People of the Nation and World Examine how people develop cultures through interaction with the environment and with other cultures. Skills and Processes Obtain, interpret, organize and use print and non-print sources of information such as pictures, graphics, maps, globes, and artifacts. Reading To Be Informed Students will demonstrate their ability to construct, extend, and examine meaning for a variety of texts by using strategic behavior and integrating both their prior know Read More Go to Site

		Maryland with PRIDE - Maryland Tea Parties - TeacherGuide ^Votes:0 Maryland Tea Parties Teacher's Guide Written by Marcie Taylor-Thoma Edited by Jerome Bird and Pat Robeson Objectives: At the completion of this lesson, students will be able to: Explain the causes of the Boston Tea Party and the Chester Town Tea Party. Explain how the actions of the colonists to protest the unfair taxes unified the colonies. Read and interpret primary sources. Interpret the importance of tea and associated tea ceremonies and customs in the British colonies. Explain the role of women in the protest of the Tea Tax. Demonstrate the importance of a "social tea party." Maryland Learning Outcomes: Social Studies Skills Students will demonstrate an understanding of historical and current events using chronological and spatial thinking, develop historical interpretations, and fram Read More Go to Site

		Maryland with PRIDE - Old Pride to New Pride - Teacher Guide ^Votes:0 Old Pride to New Pride : Combating the Dangers at Sea Teacher's Guide Written and Illustrated by Barbrina Ertle Edited by Lisa Kissinger Reviewed by Pat Robeson Objectives: After working through this lesson, students will: Identify the dangers at sea that have impacted maritime travel throughout history. Identify the technological advances that have made maritime travel safer. Evaluate the necessity of today's technology for maritime safety. Maryland Learning Outcomes: Social Studies Skills Students will demonstrate an understanding of historical and current events using chronological and spatial thinking, develop historical interpretations, and frame questions that include collecting and evaluating information from primary and secondary sources. Find, apply, and organize information speci Read More Go to Site

		Maryland with PRIDE - On the Block In Baltimore - Teacher Guide ^Votes:0 On the Block In Baltimore: From Slavery to Freedom Teacher's Guide Written by Diane Roberts Edited by Jerome Bird, Revised by Pat Robeson Objectives: In this lesson, students will: Students will use reading skills to learn about slavery in the 18th century. Maryland Learning Outcomes Reading/Language Arts: Students examine, construct and extend the meaning of a variety of self-selected and assigned text (traditional and electronic) by applying a range of reading strategies and analytic techniques. Comprehension and Interpretation of Informational Text Summarize text in a manner that reflects the main ideas, significant details, and its underlying meaning. Reorganize information from the text into a different form (charts, drawings, or graphic organizers. Identify additional information nee Read More Go to Site

		Maryland with PRIDE - Privateers: Pirates or Patriots? - Teacher Guide ^Votes:0 Privateers: Pirates or Patriots? Written by Jacqueline Ann Moore Edited by Jerome Bird. Reviewed by Pat Robeson Objectives: After working through this lesson, student will: Compare the similarities and differences between pirates and privateers in the 18th and 19th centuries. Expalin why a new nation sometimes needs privateers to protect itself and safeguard its citizens. Maryland Learning Outcomes: Social Studies Skills Students will demonstrate an understanding of historical and current events using chronological and spatial thinking, develop historical interpretations, and frame questions that include collecting and evaluating information from primary and secondary sources. Find, interpret, and organize primary and secondary sources of information including pictures, graphics, maps, atl Read More Go to Site

		Maryland with Pride Faculty - Guides ^Votes:0 Faculty Room - Maryland Explorations Lesson Guides and Student Worksheets On-line Lessons The heart of this curriculum consists of 22 multi-disciplinary, on-line lessons, or Maryland Explorations , that students work through individually or in small groups at Internet-linked computers. The lessons cover the history, geography, and ecology of Maryland. The lessons thoughtfully augment Maryland Studies or the study of US History. Here are thumbnail descriptions and links to the Maryland Explorations so you can examine them. Choose the ones that best support your curriculum. Guides The Teacher's Guide for each lesson offers everything you need to effectively use the Exploring Maryland lessons with your students. In each Guide you will find: Objectives MSPAP connections Web sites referenced in Read More Go to Site

		Search Results: St. Mary's College of Maryland ^Votes:0 HOME ACADEMICS ADMISSIONS ATHLETICS LIBRARY OFFICES & SERVICES A -Z Index Search: Pages People Quicklinks: -- Select One -- About the College Academics Admissions Alumni Athletics Blackboard Directory E-mail Employment Events Calendar Financial Aid Library News & Events Student Life Support the College Prospective Students Current Students Parents Alumni Friends & Visitors Faculty & Staff Give to SMCM Search Results © 2007, St. Mary's College of Maryland \| Privacy \| Copyright Notice \| Contact Us St. Mary's College of Maryland 18952 E. Fisher Rd St. Mary's City, MD 20686-3001 240-895-2000 Read More Go to Site

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