critical thinking sampler ebook

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Table of Contents

PRODUCTS AGE/GRADE DISCIPLINE PAGE

Building Thinking Skills® Beginning . . . . . . . . Ages 3-4 . . . . . . . . . . Critical Thinking . . . . . . . . . . . . . . . 1-3

Mathematical Reasoning™ Beginning . . . . . Age 4 . . . . . . . . . . . . . Mathematics . . . . . . . . . . . . . . . . . 4-5

Dr. DooRiddles A1 . . . . . . . . . . . . . . . . . . . . . PreK-2 . . . . . . . . . . . . Critical Thinking . . . . . . . . . . . . . . . . . 6

Mathematical Reasoning™ Level A . . . . . . . . Gr. K . . . . . . . . . . . . . Mathematics . . . . . . . . . . . . . . . . . 7-8

Math Analogies Beginning . . . . . . . . . . . . . . . Gr. K-1 . . . . . . . . . . . . Mathematics . . . . . . . . . . . . . . . . 9-10

Thinker Doodles A1 . . . . . . . . . . . . . . . . . . . . Gr. K-1 . . . . . . . . . . . . Critical Thinking . . . . . . . . . . . . . 11-12

Mind Benders® Level 2 . . . . . . . . . . . . . . . . . Gr. 1-2 . . . . . . . . . . . . Reading/Critical Thinking . . . . . . 13-14

Language Smarts™ Level B . . . . . . . . . . . . . Gr. 1 . . . . . . . . . . . . . Language Arts . . . . . . . . . . . . . . 15-16

Complete The Picture Math Book 2 . . . . . . . . Gr. 2 . . . . . . . . . . . . . Mathematics . . . . . . . . . . . . . . . 17-18

Building Thinking Skills® Level 1 . . . . . . . . . . Gr. 2-3 . . . . . . . . . . . . Critical Thinking . . . . . . . . . . . . . 19-20

Balance Benders™ Beginning. . . . . . . . . . . . Gr. 2-6 . . . . . . . . . . . . Critical Thinking . . . . . . . . . . . . . 23-24

Mathematical Reasoning™ Level D . . . . . . . Gr. 3 . . . . . . . . . . . . . Mathematics . . . . . . . . . . . . . . . 25-26

Language Smarts™ Level D . . . . . . . . . . . . . Gr. 3 . . . . . . . . . . . . . Language Arts . . . . . . . . . . . . . . 27-28

Word Roots Beginning . . . . . . . . . . . . . . . . . . Gr. 3-4 . . . . . . . . . . . . Language Arts . . . . . . . . . . . . . . 28-32

Novel Thinking: Abraham Lincoln . . . . . . . . . Gr. 3-6 . . . . . . . . . . . . Critical Thinking . . . . . . . . . . . . . 33-34

Math Analogies Level 2 . . . . . . . . . . . . . . . . . Gr. 4-5 . . . . . . . . . . . . Mathematics . . . . . . . . . . . . . . . 35-36

Dr. DooRiddles B2 . . . . . . . . . . . . . . . . . . . . . Gr. 4-7 . . . . . . . . . . . . Critical Thinking . . . . . . . . . . . . . 37-38

The Basics of Critical Thinking . . . . . . . . . . . Gr. 4-9 . . . . . . . . . . . . Critical Thinking . . . . . . . . . . . . . . . . 39

Pattern Explorer Level 1 . . . . . . . . . . . . . . . . Gr. 5-7 . . . . . . . . . . . . Mathematics . . . . . . . . . . . . . . . 40-41

Daily Mind Benders™ - Science . . . . . . . . . . Gr. 5-12+ . . . . . . . . . . Critical Thinking . . . . . . . . . . . . . . . .42

Balance Benders™ Level 2 . . . . . . . . . . . . . . Gr. 6-12+ . . . . . . . . . . Critical Thinking . . . . . . . . . . . . . 43-44

Building Thinking Skills® Level 3 Verbal . . . . Gr. 7-12+ . . . . . . . . . . Critical Thinking . . . . . . . . . . . . . 45-46

U.S. History Detective® . . . . . . . . . . . . . . . . . Gr. 8-12+ . . . . . . . . . . Social Studies . . . . . . . . . . . . . . 47-50

eBook Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51-55



© 2015 The Critical Thinking Co.™ • www.CriticalThinking.com • 800-458-4849 1

Which gure is a circle and blue?

Which gure is a circle or red?

Which gure is a circle and yellow?

Which gure is blue or a circle?

Building Thinking Skills® BeginningAges 3-4



2 © 2015 The Critical Thinking Co.™ • www.CriticalThinking.com • 800-458-4849


Z

Draw a line connectingeach triangle without

touching any other shape.

K

V

M

Start here.





Look at each pair of pictures,there are always two of a kind.

See how they are alike, then youwill know what to nd.




Mathematical Reasoning™ Beginning 2Age 4

Cross out animals to make the picturesmatch the numerals.

2 3

4 5




Mathematical Reasoning™ Beginning 2Age 4

Donald’s birthday cakelooks like this.

1. How old is Donald?______

2. How old will he be onhis next birthday?______

Today is Maria’s birthday. Last year her birthday cake looked like this.

1. How old was Maria last year? ______ 2. How old is she this year?______

3. How old will she be next year?______

4 5 6 7 8




Dr. DooRiddles A1Gr PreK-2

What am I? .........................

What am I? .........................

What am I? .........................

My sound is a quack,And I start with D;I can y or swim, It is up to me.

I have a large bill,And I start with G;I’ve a long, white neck,And I end with E.

The color of a tree,And I start with a G;

And if you have a lawn,Let’s hope it’s colored me.




Mathematical Reasoning™ Level AGr. K

Complete each number sentence below by crossing out thesubtracted items on the plate before writing the solution.

4 - 3 = __

2 - 1 = __

5 - 2 = __

5 - 5 = __




Complete each number sentence tond the sum of fruit on both trees.

= ______

= ______

= ______

= ______

+

+

+

+

2

3

2

4

Mathematical Reasoning™ Level AGr. K




Math Analogies BeginningGr. K-1MA T H

Complete Each Math Analogy

: :: :

: 3 :: :

Y : y :: X :

: :: :

57)

60)

59)

58)





: :: :

: 2 :: :

: :: :

circle : :: square :

102)

103)

104)

101)

Math Analogies BeginningGr. K-1MA T H




Thinker Doodles A1Gr. K-1

L o ok a t e

a c h s p a c e c r e a t ur e a b ov

e , t h enf n d i t s unf ni s h e d

pi c t ur e b el ow. U s e a p e

n c i l t o d r aw i n al l t h e

mi s s i n g p

ar t s .

C i r c l e t h e

c r e a t ur e on t h e b o t t om

r ow

t h a t h a s a“ w” an d an“ i .”

C ol or t h e

c r e a t ur e on t h e b o t t om r ow t h a t y o u t h i nk l o ok s t h ef unni e s t , u s i n g t h r e e c

ol or s .

1 .

2 .

3 .




L o o k a t e a c h j e t

a b o v e ,

t h e n f n d i t s u n f n i s h e d p i c t u r e b e l o w .

U s e

a p e n c i l t o d r a w i n

a l l t h e

m i s s i n g p a r t s .

C i r c l e t h e j e t o n t h e b o t t o m r

o w t h a t h a s a

“ p ” i n t h e f r o n t .

C o l o r t h e j e t o n t

h e b o t t o m r

o w t h a t h a s a

“ b ” i n t h e b a c k , u s i n g t h r e e c o l o r s .

1 .

2 .

3 .

b

p

d

b

p

d

d

Thinker Doodles A1Gr. K-1




Mind Benders® Level 2Gr. 1-2

DIRECTIONS: Fill in the chart using Y for yes or N for no as you solvethe puzzle.

ACTIVITY

Find the age of each cat.

1. The youngest has seven fewer spots on the side

you see than the oldest.2. The striped cat and the oldest one are just a

year apart.

17

3

11

10

6




Mind Benders® Level 2Gr. 1-2

DIRECTIONS: Fill in the chart using Y for yes or N for no as you solvethe puzzle.

ACTIVITY

Two girls and two boys played on a basketball team. Findout how many points each person scored.

1. The curly-haired boy had more than fteen

points.

2. If Lee had made her last shot, she would havescored twelve points.

3. Tim scored fewer points than the curly-hairedboy and girl.

25

10 152512




Language Smarts™ Level BGr. 1

Sammie the seal have a show to put on

today. But Sammie ball has a hole in it. It

are lying flat on the bottom of his pool. His

brother ball is gone. Sammie will have to use

his trainers new bal for the show.

Roberts bike was lost. It was his dads

gift to him. Robert know his dad will be

sad. Kelly is Roberts big sister. Kellys friend

looked around and found his bike. Robert was

reelly glad.

• 3 possessive nouns • 2 noun/verb agreement • 1 spelling

• 4 possessive nouns • 1 noun/verb agreement • 1 spelling

Teacher/Parent: If students struggle to find errors, begin by reminding them of the type of errors they are looking for in the paragraph. If

that isn’t sufficient, then point to a sentence and tell them the number of errors in that sentence. Finally, if they are still struggling, tell them

the type of errors in the sentence.

Circle the 6 errors in each story and write

the corrections above each error.




Circle the 16 words that need to be capitalized.

My name is lydia, and my nickname is sis. I was born in china. Now, I

live in the u.s. My dad is phil j. gleason. He is in the national guard. My

mother is dr. joy g. gleason. We read charlotte’s web together.

Capitalize proper names.

a person’s name John Best

nickname Dusty

initials JB

titles Doctor

abbreviations Dr.

Capitalize proper nouns and

their abbreviations.

names of groups Boy Scouts

titles of books Cinderella

names of places United States

abbreviations U.S.

Language Smarts™ Level BGr. 1




Complete the Picture Math Book 2Gr. 2

Red BirdRandy put some red berries in red bags. He put10 in each bag. He wants to give 30 of the redberries to the birds.

How many bags will he need? __________

Complete and color the picture.




Complete the Picture Math Book 2Gr. 2

Complete and color the picture.

ElephantEdward and Ella went to the zoo. They wanted to buy

some peanuts for Elsie the elephant. Edward had 5coins. He had 1 dime, 1 nickel, and 3 pennies.

How much money did Edward have? __________

Ella had 6 coins. She said, “I have the same amount of money as you.”

List Ella’s coins. ___________________________________________




Building Thinking Skills® Level 1Gr. 2-3

C-46

C-47

C-48

TUMBLING—DRAWING

DIRECTIONS: Color the gure to show what it will look like when it tumbles.

Color the gure as it will look when it is turned once to the right.

Color the gure as it will look when it is turned twice to the right.

Color the gure as it will look when turned twice to the left.

Turned once Turned twice

Turned onceTurned twice





OVERLAPPING CLASSES—INTERSECTION

DIRECTIONS: Notice where the shapes are placed in the circles at the top. In theexercises below, use your pencil to darken the part of the circle's diagram to whichthe gure belongs.

D-128 D-129

D-130 D-131

BLACK SHAPES RECTANGLES





EXPLAIN THE EXCEPTION

DIRECTIONS: Each group of words contains one member that is an exception to theclass. On the lines under the group, explain how the similar words are alike and howthe exception is different.

EXAMPLE

I-105

I-106

I-107

I-108

explain listen talk tell

Listen is the exception because listening involves

hearing. The other words represent forms of speaking.

reading recess spelling writing

fork knife scissors spoon

chalk crayons pencil ruler

jog run sleep walk




PICTURE ANALOGIES—NAME THE RELATIONSHIP

DIRECTIONS: Read the analogies and decide how the words in each pair arerelated. On the lines below each analogy, explain how the words are related.

J-11

J-12

J-13

bill duck beak chicken

pine tree daisy ower

arm body branch tree





Balance Benders™ BeginningGr. 2-6

Circle the three answers that will always be true.

Balance

Benders™

a. =

b. =

c. =

d. =

e. =

f. =




Circle the three answers that will always be true.

Balance

Benders™

a. = d. =

b. = e. =

c. = f. =

Balance Benders™ BeginningGr. 2-6




Mathematical Reasoning™ Level DGr. 3

Complete each number sentence, then drawa line segment to connect each multiplicationsentence with its matching addition sentence.

10 x 10 =10 0

2 × 5 = ____ 4 + 4 + 4 + 4 = ____

3 × 3 = ____ 9 + 9= ____

4 × 4 = ____ 3 + 3 + 3= ____

7 × 3 = ____ 5 + 5= ____

2 × 9 = ____ 5 + 5 + 5 + 5 + 5= ____

5 × 5 = ____ 7 + 7 + 7= ____

6 × 1 = ____ 6 + 6 + 6 + 6= ____

4 × 6 = ____ 1 + 1+ 1+ 1 + 1 + 1 = ____

10

10




1. Draw a rectangle with two 4 cm sides and two 2 cm sides.

perimeter = ______ centimeters

3. Draw a rectangle with a perimeter of 10 centimeters.

2. Draw a square with 3 cm sides. Find the perimeter.

perimeter = ______ centimeters

centimeter dots

centimeter dots

centimeter dots

Mathematical Reasoning™ Level DGr. 3




Language Smarts™ Level DGr. 1

Long and Short Vowels


k i t e i

b e de




Language Smarts™ Level DGr. 1




Word Roots BeginningGr. 3-4

Lesson 1 – Roots

Prex Meaning

peri- around, surrounding

Plants are not the only things that grow from roots…so do words!

For example, let’s start with the root, scope, meaning look at or examine.Other roots or word parts can be added to this root to grow new words.

Often, when a word ends with a root, an e or a y is added at the end, as in thewords telephone and euphony . This added letter doesn’t change the actualmeaning of the word. It is used to complete the word.

Some roots can stand on their own as a word. An example of this is the rootmeter, which means measure. By adding beginnings (prexes) or endings(sufxes) to roots, you form different words—with different meanings!

In the words below, we have used the prex peri- and the roots micro, scope, and tele to form words.

Activity A

Draw a line from each word to the picture which shows its meaning.

periscope

microscope

telescope

*For more information on combining forms, please refer to the Introduction.

Root Meaning

micro* small

scope look at, view, examine

tele* distance, from afar





Lesson 1 – Roots

Activity BUnderline the prexes and circle the roots in the choice box below.Then write the correct word at the end of its matching denition.

periscope microscope telescope

1. Attached to a submarine under water,this sticks up to look for other boats:

2. This helps see things that are faraway, such as a bird high in a tree orthe moon:

3. Even the hairs on a y’s leg can beseen closely with this:

Activity CSome roots can go together to form new words.

ROOT + ROOT + SUFFIX = NEW WORD

Example

hydro* + phob + -ia = hydrophobia

(water) + (fear of) + (condition) = (fear of water)

When animals have hydrophobia, better known as rabies, theyhave a terrifying fear of water.

*For more information on combining forms, please refer to the Introduction.




acrobat person who walks on a high wire

star sailor

measure of heat

writing about the earth





Lesson 2 – Pr ef x es





Novel Thinking Lesson Guide: In Their Own Words: Abraham LincolnGr. 3-6

B. Context: Read each of the following sentences and name the part of speech (noun,verb, adverb, or adjective) for each vocabulary word. Then use each underlinedvocabulary word in a new sentence.

1. On Lincoln’s rst night as president, an urgent letter awaited his attention.

Part of Speech: __________________________ ____________________________________________________________

____________________________________________________________

2. The Confederates learned the feet was on the way.

Part of Speech: __________________________

____________________________________________________________

____________________________________________________________

3. Shock and anger swept the North after Fort Sumter’s surrender.

Part of Speech: __________________________

____________________________________________________________

____________________________________________________________

4. ... that Union warships would begin stopping all vessels from entering or leaving

Southern ports. Part of Speech: __________________________

____________________________________________________________

____________________________________________________________

5. The North had greater industrial strength.

Part of Speech: __________________________

____________________________________________________________

____________________________________________________________

6. They called for a major battle that would end the crisis.

Part of Speech: __________________________

____________________________________________________________

____________________________________________________________




7. In the evening, the Lincolns would occasionally attend the theater.

Part of Speech: __________________________

____________________________________________________________

____________________________________________________________

8. More than 13,000 troops were killed or wounded.

Part of Speech: __________________________

____________________________________________________________

____________________________________________________________

C. Events/Sequence: Number the events from Chapter 9 in the order (sequence) theyoccurred.

____ a. Union troops met up with Confederate forces at Bull Run.

____ b. Virginia, Arkansas, North Carolina, and Tennessee joined the Confederacy.

____ c. The war was in its second year.

____ d. Lincoln called for 75,000 volunteers for the army.

____ e. Lincoln’s rst night as president

____ f. Willie died of a fever.

____ g. Ships were sent to Fort Sumter loaded with supplies.

____ h. Union forces captured New Orleans.

____ i. Confederate guns opened re on Fort Sumter.

____ j. Northern forces lost 13,000 troops at Shiloh.

____ k. A blockade by Union warships stopped all vessels from entering or leaving

Southern ports.

____ l. The Union army retreated from Richmond.

____ m. A letter arrived from General Robert Anderson.

Novel Thinking Lesson Guide: In Their Own Words: Abraham LincolnGr. 3-6




Math Analogies Level 2Gr. 4-5M A T H


: 10 cubes :: :

4, 6, 9,

15, 36, 144 : composite

numbers ::

2, 3, 5,

13, 17, 19 :

century : decade :: dollar($1.00) :

: 6 acute angles

no right angles :: :

86)

87)

88)

85)




M A T H


Hot DogsTacos

Pizza

13

29

7

11

25

8 21

Like Tacos

: 57 ::Hot DogsTacos

Pizza

13

29

7

11

25

8 21

Like Tacos and Hot Dogs

:

9 7 : 63 :: 8 7 :

13 : 20 :: 1

2 :

area of

: 5 ::area of

:

142)

143)

144)

141)

Math Analogies Level 2Gr. 4-5




Dr. DooRiddles B2Gr. 4-7

What am I? ...........................

What am I? ...........................

What am I? ...........................

A skin that is stitched

To make simple clothes;With seek, I’m a game,Where am I? Who knows!

From the carton to the glass,I’m the action you take;When it’s raining hard,Stay dry for goodness sake!

What a dog doesFor scraps at the table;

To say please, please,Please, if you are able.




Dr. DooRiddles B2Gr. 4-7

What am I? ...........................

What am I? ...........................

What am I? ...........................

So many things to ask,

And doing so may cause a spark;When you need an answer,Finish the sentence with my mark.

My drops hit the soil, And plants grow up green;Or the time of royal rule,By a king or a queen.

With der, I’m not tough,Not cruel nor mean;

Alone, I’m not twelveOr nine, but between!




The Basics of Critical ThinkingGr. 4-9

The Beetle

Cassie, August, and James found one of the beetles below in their backyard. Use theevidence in their descriptions to nd the beetle they saw.

A B C D

Here is how each of them described the beetle:

Cassie: 1It had orange on all of its legs. 2It had stripes on the underside of its body.

August: 3It had stripes. 4It was pretty big compared to most of the bugs we nd in the

backyard.

James: 5It was almost as wide as it was long. 6Its orange legs moved slowly as it

crawled across my hand.

Circle the sentence numbers that support each decision below. Then evaluate all theevidence to nd the beetle Cassie, August, and James saw.

AThis is the

beetle.

1 2 3

4 5 6

This is notthe beetle.

1 2 3

4 5 6

BThis is the

beetle.

1 2 3

4 5 6


1 2 3

4 5 6

CThis is the

beetle.

1 2 3

4 5 6


1 2 3

4 5 6

DThis is the

beetle.

1 2 3

4 5 6


1 2 3

4 5 6

Based on the evidence, which beetle did Cassie, August, andJames see? A B C D

Which sentence had the most important evidence that led toyour decision? 1 2 3 4 5 6




Pattern Explorer Level 1Gr. 5-7

1. 2. 3.

4. 5. 6.

7. 8. 9.

10. 11. 12.

5050

50

20 20

10

8

8

4

9 15

10 3

4 5

9

3 6

1 1 14 7

15

4 4

3.4

30

17

13

9. Number Ninja 2

Fill in each empty circle with a number so that the sum of the numbers in any two circles equalsthe number between them.

23

18

56

18

12

18

23




Pattern Explorer Level 1Gr. 5-7

stage 1 2 3 4 5 6 7 8

# of unshadedunit squares

1

# of shadedunit squares

8

total # ofunit squares

9

stage 1 stage 2 stage 3 stage 4

21. Pattern Predictor 5 (continued)

The gures below are constructed from unit squares. Stage 1 has 9 unit squares:

8 shaded and 1 unshaded.

6. Complete the table to describe the pattern.

7. How many unshaded unit squares 8. How many shaded unit squares

are there at stage 12? are there at stage 11?

9. What is the total number of unit 10. At what stage are there 72 shaded squares at stage 13? unit squares?




Daily Mind Builders™ ScienceGr. 5-12+

TREES A CROWD?

Read the true story below, then make an inference

based on the evidence in the story.

1The Shelterbelt Project was a program established by the United States in 1934, fouryears into a decade called “The Dust Bowl.” 2By the time this project was merged into

another government program in 1942, the project had planted 220 million trees on morethan 30,000 farms in North Dakota, South Dakota, Nebraska, Kansas, Oklahoma, andTexas. Can you infer why all these trees were planted?

Your conclusion: _______________________________________________________

Which sentence has the best evidence to support your conclusion? ______

FIGURE OUT THE ORDER

Using the clues, cross out each wrong answer to match each whale with its length.

FIVE LARGEST NON-TOOTHED WHALES IN LENGTH

100 feet 80 feet 60 feet 55 feet 50 feet

blue blue blue blue blue

fin fin fin fin fin

gray gray gray gray grayright right right right right

sei sei sei sei sei

1. The right whale is 5 feet longer than the sei whale and the gray whale is 5 feet shorterthan the sei whale.

2. The blue whale is twice as long as the shortest of the non-toothed or baleen whales.

100 feet ________________________________

80 feet ________________________________

60 feet ________________________________

55 feet ________________________________

50 feet ________________________________




Balance Benders™ Level 2Gr. 6-12+

Which answer can replace the question mark?

Balance

Benders™

Circle the two answers below that will always be true.

1. = 2. =

3. = 4. =

a.

b.

c.

d.

H i n t : F r o m 1 s t b a l a n c e , s u b s t i t u t e f o r o n 2 n d b a l a n c e .

?




Balance Benders™ Level 2Gr. 6-12+

Which answer can replace the question mark?

Balance

Benders™

a. b.

c. d.

? ?

a. b.

c. d.

H i n t : D i v i d e 2 n d b a l a n c e i n t h i r d s . H i n t : F r o m 1 s t b a l a n c e , s u b s t i t u t e f o r

o n 3 r d b a l a n c e .

18




Building Thinking Skills® Level 3 Verbal Gr. 7-12+

DEGREE OF MEANING—SUPPLY

On each line, write a word that means less than and a word that

means more than the given word.

B-262

B-259

B-258

B-261

B-260

B-257

B-256

EXAMPLE:plump stout huge

LESS IN GIVEN MORE IN

DEGREE WORD DEGREE

wet

angry

flow

willing

request

cry

scared




Building Thinking Skills® Level 3 Verbal Gr. 7-12+

ANTONYM OR SYNONYM ANALOGIES—

SELECT MORE THAN ONCE

Study the first two words in each analogy and decide whetherthey are ANTONYMS or SYNONYMS. Complete each analogy by

selecting the word from the choice box that is related to the third

word in the same way.

despise : detest :: cherish :D-39

confess : admit :: forgive :D-40

approve : decline :: agree :D-41

question : approve :: doubt :D-42

resist : oppose :: acknowledge :D-43

scorn : appreciate :: degrade :D-44

trust : suspect :: believe :D-45

CHOICE BOX

accept, pardon, reject, value

exclude : eliminate :: include :D-46

authorization : permission :: assessment :D-47

sentence : excuse :: condemn :D-48

reserve : discard :: retain :D-49

ideal : perfection :: esteem :D-50

deny : admit :: refuse :D-51

store : deposit :: rid :D-52

appreciation : gratitude :: merit :D-53

choose : select :: decline :D-54




U.S. History Detective® Gr. 8-12+Lesson 55

Civil War Turning Point: July 1863

A. Gettysburg 1General Joseph Hooker, the general AbrahamLincoln appointed to lead the Union’s military afterGeneral Burnside, did not last long following the

Union’s defeat at Fredericksburg in December1862. 2By the spring of 1863, Lincoln again hadto nd a new Union general to lead the Army ofthe Potomac after Hooker suffered a huge defeatat Chancellorsville, Virginia. 3Robert E. Leeand Stonewall Jackson humiliated (crushed) theNorth despite having half as many soldiers in thebattle. 4Unfortunately for the Confederate Statesof America, Jackson was accidentally shot andkilled by his own sentries as he returned from thevictorious eld of battle. 5General Lee then decided the South needed

to take advantage of its momentum. 6He marchedhis 75,000 troops out of Virginia and crossed intothe northern state of Pennsylvania in June of1863. 7If the South could capture Washington,D.C. or Philadelphia, perhaps they could negotiatefor independence for the Confederate States of

America. 8Heading into Pennsylvania along thewestern hills of the AppalachianMountains, Lee targeted asmall, but critical, transportation

junction called Gettysburg.9Lee’s rebel army needed

supplies. 10Gettysburg hada shoe factory and Lee wasdesperate to supply his menwith new boots.

11 As Lee invaded theNorth, Lincoln replaced Hooker with GeneralGeorge Meade. 12With 90,000 men, Meade metthe Confederate troops at Gettysburg and engagedin a critical three-day battle. 13Luckily for Meade,the Union was able to dig in on a high point of landcalled Cemetery Ridge which gave them an edgein battle. 14On the rst day of the ght, the Union

was able to defend attacks at the north end of theridge. 15On the second day, Lieutenant JoshuaChamberlain defended the south end of the ridgeon a hill called Little Round Top. 16On the third day,Lee sent 15,000 rebel troops under the commandof General George Pickett right at the center of theUnion defenses. 17Pickett’s Charge was a disasterfor the South. 18Union troops killed, wounded, orcaptured over half of the rebels who charged up toattack Cemetery Ridge.

Lesson 55

19On July 4th, a defeated Lee retreated southback into Virginia and never again tried to invadethe North. 20More than one-third (25,000) of hisarmy had been lost at Gettysburg. 21Seventeen of

his generals had been killed. 22Meade’s army, too,had taken a toll. 23In fact, between the two armies,over 51,000 men had been killed or wounded inthe ght. 24If Meade had pursued and defeatedLee on the 4th, the war may have ended that day,but Meade, only recently promoted, was cautiousand also reeling from the battle. 25 Almost onequarter of his army suffered casualties. 26Meadedid not chase Lee’s army and remained onCemetery Ridge.

Gen. Robert E. Lee

Battle of Gettysburg, Pennsylvania

B. Vicksburg27Just as Lee was retreating from Gettysburg,

the South lost another crucial battle on theMississippi River. 28Vicksburg, Mississippi, wasa town on a high bluff overlooking the river.29Southern artillery placed on the bluffs controlledall water trafc below. 30In May of 1863, Union

CHAMBERLAIN

Union Troops Confederate Troops




U.S. History Detective® Gr. 8-12+

Fun Fact Feature

Besides the thousands of Confederateand Union soldiers who died at the Battle ofGettysburg, there were an estimated 3,000 to5,000 of this kind of animal which died in thethree-day ght. Can you name the animal?

General Ulysses Grant surrounded the town forsix weeks, preventing supplies from reachingVicksburg. 31Southern soldiers and citizens therenearly starved and were forced to eat mules, shoeleather, and even rats. 32By July 4th, the rebels hadsuffered enough. 33The 30,000 surviving soldierssurrendered to Grant on the nation’s birthday.

34This victory at Vicksburg was critical tothe North. 35Vicksburg was the last remainingblock to Union control of the entire MississippiRiver. 36Union troops and supplies could now betransported along the entire length of the river fromMemphis to New Orleans. 37In addition, the Northhad driven a wedge through the Confederacy.38 Arkansas, Louisiana, and Texas were now cut offfrom the eastern part of the Confederate Statesof America. 39Together, the Union victories atGettysburg and Vicksburg on July 4, 1863, areconsidered the turning points of the war in the

Union’s favor.

Everett, a former senator and president of Harvard,spoke for over two hours. 48Lincoln followed witha two-minute speech of only ten sentences nowknown as the Gettysburg Address.

49Lincoln understood the signicance of thefact that Gettysburg had been secured on July4. 50He started the address with a reminder that

87 years earlier the Declaration of Independencesaid that “all men are created equal.” 51Thebattle of Gettysburg, he said, was “a new birthof freedom.” 52The Civil War was really a ghtfor human equality. 53It was also, Lincoln said,a ght to see whether or not people could rulethemselves in a democracy.

54Lincoln’s speech was so short that manypeople in the audience did not realize he had evengiven it. 55There was little applause. 56Lincolnthought it a failure, but after the speech was printedin newspapers, people realized how great it was.

57Edward Everett himself told the president, “I wishthat I could atter myself that I had come as nearto the central idea of the occasion in two hours asyou did in two minutes.” 58Lincoln’s speech helpedinspire Union soldiers to continue to ght and to winthe war.

C. Gettysburg Address 40It took some time to bury the thousands ofsoldiers who had died at Gettysburg. 41The oldburial ground on Cemetery Ridge had to be greatlyexpanded. 42Many of the soldiers were

unidentiable.

43

Long rows of tombs marked“unknown” lined the new graveyard. 44Localtownspeople wanted the place to be dedicated asa national cemetery and, in the fall of 1863, invitedthe most popular speaker of the day, EdwardEverett, to give the main speech. 45 About twoweeks before the cemetery dedication, organizersalso decided to invite President Abraham Lincolnto the ceremony. 46They asked him to give “a fewappropriate remarks.” 47On November 19th, 1863,

Union troops siege Vicksburg

on the Mississippi River.

A Draft of Lincoln’s Gettysburg Address





1. After the Union defeat at Chancellorsville,Virginia, in December, 1862, who did PresidentLincoln choose as a general to replace JosephHooker?

a. Ulysses S. Grant b. George Meade

c. Robert E. Lee d. Edward Everett

Which sentence best supports the answer? _____

2. Which important Confederate general wasaccidentally shot by his own men at the Battleof Chancellorsville?

a. George Pickett b. Thomas “Stonewall” Jackson

c. George Meade

d. Joseph Hooker


3. What was General Robert E. Lee’s strategyafter winning the Battle of Chancellorsville?

______________________________________

______________________________________

4. What was the major reason the ConfederateStates of America was unable to defeat theUnited States at the Battle of Gettysburg?

a. The North had better generals. b. The South had more men in uniform. c. The North had better momentum after the

Battle of Chancellorsville. d. The North held the high ground at

Gettysburg.


5. What could Union forces have done after theBattle of Gettysburg that might have ended theCivil War earlier?

a. chase and defeat the retreating CSAarmy

b. force the captured Lee to sign a

surrender documentc. defeated Pickett’s Charge d. marched back to defend Washington,

D.C.


6. Who was the victorious Union general at theBattle of Vicksburg?

a. Ulysses S. Grant b. George Meade

c. Edward Everett d. George Pickett


7. After the Battle of Vicksburg in 1863, whatimportant piece of geography did the Union nowcontrol?

a. the Confederate capital b. the Appalachian Mountains

c. Chesapeake Bay d. Mississippi River


8. Who was invited to be the main speaker atthe dedication of the Gettysburg NationalCemetery?

a. George Meade b. President Abraham Lincoln c. Edward Everett

d. Ulysses S. Grant






Written Response Question

10. Use complete sentences to explain why the battles of Gettysburg and Vicksburg are often referred toas the turning points of the Civil War in favor of the North.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Fun Fact Finale

Besides the thousands of Confederate and Union soldiers who died at the Battle of Gettysburg,there were an estimated 3,000 to 5,000 horses that died in the three-day ght.

9. What was surprising about the text of Lincoln’sGettysburg Address?

a. It was very short. b. It was extremely long. c. It was never printed. d. It was never read aloud to the crowd at

Gettysburg.

Which sentences best support the answer? _____ _____




Answers

eBook Sampler Answers

Mind Benders ® Level 2Page 13

Clue 1 states that the youngest

cat has seven fewer spots than the

oldest cat. The youngest is the cat

with two spots and is three years

old. The oldest cat, with 9 spots, i

eleven years old. Clue 2 states tha

the striped cat and the oldest cat ar

one year apart, so the striped cat is

ten years old. That means that the

cat with four spots is six years old.

Page 14

Clue 1 states that the curly-haired

boy had more than fifteen points,

so he had 25. In Clue 2, if Lee had

made her last shot, she would have

scored twelve points, which means

that Lee is one of the two girls.

Since the clue says “if,” that means

she didn’t make her last shot and

only scored 10. Clue 3 states that

Tim scored fewer points than the

curly-haired boy and girl. Since Le

scored 10, Tim scored 12 points

and the curly-haired girl scored 15

So Lee is the straight-haired girl.

3 Y1

N1

N1

N1

6 N1

Y2

N1

N2

10 N1

N2

N1

Y2

11 N1

N1

Y1

N1

10 12 25 15

Y3

N3

N1

N3

N3

N3

N1 Y 3

N1

N1

Y1

N1

N2

Y3

N1

N3

Building ThinkingSkills ® Beginning

Answers are not provided in thebook.

Page 1

, , ,

Page 2

Page 3

Mathematical ReasoningTM

Beginning 2 Answers are not provided in thebook.

Page 4

Page 51. Donald is 7.2. Donald will be 8.

1. Maria was 5.

2. Maria is 6.3. Maria will be 7.

Dr. DooRiddles A1Page 6

duck goose green

Mathematical ReasoningTM

Level A Answers are not provided in the book.

Page 7 Page 84 - 3 = 1 7, 6, 4, 6

2 - 1 = 15 - 2 = 35 - 5 = 0

Math Analogies: BeginningPage 9

Page 10

Thinker Doodles A1 Answers are not provided in the book.

Page 11

Page 12

Z

K

V

M

b p

d b

p

d

d

57)

58) 2

59) x

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60)

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Page 36 89) $12 ($12.00 is acceptable) 90) seven x 91) 5:05 92) $41.25

Dr. DooRiddles B2Page 37 - hide - pouring - beg

Page 38 - question - rain, reign - tender, ten

The Basics of Critical

ThinkingPage 39

A. Sentence 5 has the mostimportant evidence.Only beetle A is almost as wide asit is long. The other beetles havenarrower bodies.

Page 30 B 1. peri scope 2. tele scope 3. micro scope

Page 31 Cacrobat, astronaut,thermometer, geography

Page 32 A unicorn has just a single horn.

Novel ThinkingPages 33-34 BSentences will vary. 1. adjective 5. adjective 2. noun 6. noun 3. noun 7. adverb 4. noun 8. verb

Page 34 C a. 8 h. 10 b. 7 i. 4 c. 13 j. 11 d. 5 k. 6 e. 1 l. 12 f. 9 m. 2 g. 3

Math Analogies Level 2Page 35 85) 20 cubes 86) prime numbers 87) dime 88) 4 acute angles 2 right angles

Word Roots BeginningPage 29 A





Pattern Explorer Level 1Page 40

Page 41

1. 2. 3. 4.

5050

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25

25 25

20 20

10

15

5 5

8

8

4

2

26

9 15

10

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82

5. 6. 7. 8.

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The number of unshaded unit squares equals the square of the stage number (e.g., 8 x 8= 64 for stage 8). The number of shaded unit squares starts at 8 and increases by 4 for

each new stage number (12 for stage 2, 16 for stage 3, 20 for stage 4, and so on). Thetotal number of unit squares equals the square of 2 more than the stage number (e.g.,10 x 10 = 100 for stage 8).

The number of unshaded unit squares is the square of the stage number: 12 x 12 = 144.

The number of shaded unit squares equals 36 at stage 8 and increases by 4 with eachstage number: 40 at stage 9, 44 at stage 10, 48 at stage 11.

stage 1 2 3 4 5 6 7 8# of unshadedunit squares

1 4 9 16 25 36 49 64

# of shadedunit squares

8 12 16 20 24 28 32 36

total # ofunit squares

9 16 25 36 49 64 81 100

6.

7. 144 unshaded unit squares

8. 48 shaded unit squares

The total number of unit squares is the square of 2 more than the stage number: 15 x 15= 225 for stage 13.

The number of shaded unit squares equals 48 at stage 11, and increases by 4 with eachstage number: 52 at stage 12, 56 at stage 13, and so on up to 72 at stage 17.

9. 225 unit squares

10. stage 17




Page 43

Page 44

Building Thinking Skills ®

Level 3 VerbalPage 45

B-256 damp, moist or soggy,soaked, drenched

B-257 annoyed, peeved,dissatised or furious,outraged, enraged

B-259 trickle, seep or ood,inundate, cascade, deluge

B-259 reluctant, resistant oreager, enthusiastic

B-260 suggest, hint or demand,insist

B-261 whimper, moan, complainor wail, bellow, scream

B-262 anxious, concerned orhorried, terried

Page 46

D-39 value

D-40 pardonD-41 rejectD-42 acceptD-43 acceptD-44 valueD-45 rejectD-46 acceptD-47 valueD-48 pardonD-49 rejectD-50 value

D-51 acceptD-52 rejectD-53 valueD-54 reject

Daily Mind BendersPage 42The trees were meant to reducethe wind velocity and prevent soilfrom being carried away.

Best evidence sentence(s): 1

100 feet blue 80 feet n50 feet gray 60 feet right

55 feet sei

EXPLANATION: Clue # 1 tellsyou the right whale must be 60,as that number is the only onethat is 5 longer; the sei whalemust be 55; and the gray whalemust be 50, as the only numbersthat work with the clue. Clue # 2

tells you the blue whale must be100, as that is the only numberthat is twice as large as anothernumber in the chart; and thatmeans the n whale must be 80

feet, as it is the only number left.

U.S. History Detective ®

Page 47-50

1. b, sentence 112. b, sentence 43. to cross into the North and try

to capture Washington, D.C.or Philadelphia

4. d, sentence 135. a, sentence 246. a, sentence 337. d, sentence 358. c, sentence 449. a, sentences 48, 54

10. Key points: The Battle of Gettysburg

stopped Lee’s invasion of theNorth. It also inicted greatdamage to the South as 1/3of Lee’s men were killed in

battle. Lincoln’s eventualGettysburg Address stirredNortherners to continueghting for their cause. AtVicksburg, Grant capturedover 30,000 CSA soldiers.Most importantly, the victorygave the North completecontrol of the MississippiRiver. This allowed theNorth to ship supplies thelength of the river. It alsodivided Arkansas, Texas, andLouisiana from the rest of theConfederacy

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