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Historical Stories of Survival-Unit 4 Surviving The Great Chicago Fire – 1871

A Teacher Guide and Unit Study for: I Survived - The Great Chicago Fire, 1871
A New York Times Bestselling Series

Historical Stories of Survival

Unit 4
Surviving The Great Chicago Fire – 1871
A Teacher Guide and Unit Study for:
I Survived - The Great Chicago Fire, 1871
A New York Times Bestselling Series


A Teacher Guide and Unit Study for use with the popular, “I Survived” historical fiction
book series for children.
Unit 4 – Surviving The Great Chicago Fire – 1871
Copyright © 2017 Justine Gamble

All rights reserved. Permission is granted to print the contents of this PDF file/disk for use by
students and teacher in one family only, unless a school, co-op or teacher license was purchased.
No part of this document may be shared with others or reproduced in any form without written
permission from the publisher except as stated herein. Use of this digital file is not permitted for
any group, classroom, school, or school district, without the purchase of the proper license.
Such use without a license is strictly prohibited. For licensing contact the publisher, permissions
are available for homeschool and classroom groups, but must be acquired through the publisher
below.
Published by Justine Gamble

Cover Art by Megan Russell
Hillsboro, OR USA
Justine@makinghomeschoolfun.com
www.historicalstoriesofsurvival.com

Trademarks
The following are registered trademarks of Scholastic, Inc.:
SCHOLASTIC, INC.
SCHOLASTIC
I SURVIVED
For additional information, Scholastic, Inc. may be contacted at:
557 Broadway
New York, NY 10012
1-800-724-6527
www.scholastic.com

Table of Contents
About Historical Stories of Survival
About the I Survived Series
Overview of Content
Resource List
Weekly Plans and Schedule
Timeline of Literature Guides
Spelling and Vocabulary
Great Chicago Fire Lapbook
File Folder Game
Paper Craft – Fire Truck
Digging Deeper Projects
Character Study
Fact or Fiction
Chapter Picture and Summary
Book Analysis
Comparison of Life: Then and Now
Who, What, Where, When Why and How - Newspaper article note page
The State of . . .
State Map
The Country of . . .


A literary guide for use with popular fiction books for children
About Historical Stories of Survival

As a homeschool mom to five great kids, of various learning styles and abilities, I
have come to discover the importance of multisensory learning. In everything we study, I try
to follow the pattern of Read it, Hear it, See it, Write it, and Do it. Not every subject allows
for each of these activities, and we don’t do them in that particular order, but we do our best
to cover each of those learning techniques. All children need to learn how to learn in
different ways. Although one child may learn best by reading something, that child should
practice learning through seeing, hearing, etc. For this reason, my children read things on
their own pertaining to our lessons, I do a read aloud, when possible we go on a field trip or
watch a show pertaining to the subject, they write about what they are learning, and we do a

craft or make food related to the subject. These practices work best with history and science,
but many of them can also be incorporated into language arts subjects with literature studies.
This multisensory learning really began as an experiment for our family, as I was
trying to find a way to better engage some of my children into listening, understanding, and
enjoying school. As a result, Girls of American History was created in 2012.
Since then, I have looked for another book series that could follow a similar format
and appeal to both boys and girls, reluctant readers and children who love to read. I believe
I have found that with the I Survived series.
Each unit of Historical Stories of Survivors is meant to last six weeks. Of course you can
lengthen or shorten this based on what works for your family. For example, you may decide
to spend more time on a specific unit such as The Battle of Gettysburg, as there is so much
to learn and review for that particular time period. Alternatively, you may choose to lengthen
a portion within a unit. For example, you may choose to lengthen the certain science weeks
of the Pompeii unit to two or three weeks, to really dig into volcanoes, rocks, etc. You can
certainly break the units up and do only some one year and some during other years. These
units also make great learning opportunities for summer and holiday breaks. The idea is that
the I Survived reader books would be used as a catalyst to ignite interest into different times in
history, as well as different science topics. The first week is used to read the book, do simple
crafts and work on a lapbook. The following five weeks are divided up, based on the subject
matter, into areas of history, geography and science. Each week has specific projects to
choose from based on what works best for your family, as well as pre-identified books to
teach from. Although the books can be purchased, most are available at local libraries for
through interlibrary loans. Additionally, some project kits can be purchased and resources
for those projects are available, however, many projects or alternatives are available for free
– these too have been identified for you.
There are now enough books in the I Survived series for various historical time
periods that all the units could be stretched over the course of two years, or pulled out
periodically when a particular time period comes up in your history or science studies.
Each unit will include a suggested weekly schedule, list of required and suggested
books, survival tips, craft resources, field trip ideas and suggestions, meal ideas, templates, a
game, lapbook materials and other resources. This unit is not meant to be an all inclusive
curriculum—only because I, personally, don’t do well with them. This guide is meant to add
depth, interest, interaction, crafts, and a historical perspective into a particular time period.
The characters in the required reading are fictional; it is strongly suggested to be a
supplement to nonfictional history. You may use this guide in a variety of ways. For
example, you may choose to only use it as a literature guide, utilizing some of the activities as
a way to add depth to the reading and further engage reluctant readers; you may choose to
use it as a fun supplement to a history curriculum (or science curriculum – depending on the
unit you are using) you already have or plan to use; you may also choose to use it as a spine
or core curriculum, incorporating much of the history, geography, language arts, and other
subjects listed. Should you choose to use this as more of a core curriculum, I suggest that
you evaluate the language arts piece to see if it will work for your children. There are
suggestions for additional reading, geography, character study and language arts, however
these are for you to determine based on the abilities of your child and what works best for
your family and formal instruction is not provided. You may want to supplement science
(for units that do not include science), math, and grammar.
Resources are mentioned throughout the units. For your convenience, information
on all of the crafts, activities, field trips and additional resources has been made available on

the “Resources” page of the Historical Stories of Survivors website. This information will
be updated regularly to help you with your homeschooling experience.
About the “I Survived” Series
The I Survived Series, by Lauren Tarshis, includes sixteen different books currently,
with more expected in the future.
Each of the individual books highlights a fictional child from the time period. The
books reference real places, events, and activities related to the time and culture. Each book
takes the reader through a brief introduction of the child and life in that time period.
However, the main focus is on a challenge or loss, act of bravery and discovery, changes in
circumstances or problems and solution to that problem.
The short chapter books for each unit are widely available and can be purchased
online or at used book stores or found in your local library.
This literature guide is meant to be used with the fictional I Survived book series.
These books are published by Scholastic, Inc. out of New York, New York. This guide
works well alongside existing History and Science curriculums, depending on the unit, to
really bring the subject matter to life in a way that better reaches children.
The author of this guide is in no way affiliated with Scholastic or Lauren Tarshis.
Additionally, Scholastic has not endorsed this guide to be used with any of the I Survived
books.
Unit Four Overview of Content

Social Studies/History:
● The Great Chicago Fire
Science:
● Nature study – Tree and Plant sketches and identification
● Forest Fires, Weather and Fires
● Survival Science, Fire Safety
Geography:
● Illinois
● Minnesota
● Dakota Territory
● Compare Map of 1871 to Current
● Massachusetts
● Wisconsin
Arts and Crafts:
● 3D Model of Chicago in 1871
● Drawing – Buffalo, Horse and Buggy, Prairie Scene
● Lapbook
● Great Chicago Fire Paper craft – see resource list
● Fire Truck paper craft – see resource list
● Draw a map
Field Trips and Activities:
● Local Fire Station

● Forestry Center
● Train Ride
● Fire Museum of Greater Chicago
Other Suggestions:
● Make a special meal representing the time – recipes in several of the references
books.
● Do a 4D puzzle of Chicago Through Time
Additional Reading Options
● See additional books under the Resource List
Character Studies and Points of Discussion:
● Endurance
● Trust
● Loyalty
● Kindness
● Bravery/Courage
Language Arts:
● Vocabulary/Spelling (select words from reading as appropriate for age/level)
● Compare and contrast daily life – Then and Now
● Research essay
● Write a letter as a survivor describing your experience and the events. – Creative
Writing
● Additional comprehension resources provided
● Biographies – Write a short paper on any of the following people – Thomas
Hughes, Roswell B Mason, Kate O’Leary, Fire Marshal Robert A Williams, Max
Blanch and Isaac Harris, Clara Lemlich, Frances Perkins, Joseph Zito

Resource List
http://www.historicalstoriesofsurvival.com/resources
(Some resources contain affiliate links)
Required: I Survived The Great Chicago Fire, 1871, written by Lauren Tarshis and published by
Scholastic, Inc. It is available in paperback.
Suggested: Below is a list of materials that really add depth to this unit.
● PBS – Excellent, documented information of the event -
http://www.pbs.org/wgbh/amex/chicago/maps/chicago_fire_text.html
● How to Draw a Horse – Here is an easy step by step tutorial on how to draw a
horse. http://www.howtodrawanimals.net/how-to-draw-a-horse
● Chicago Fire Resource - This website has information and a quiz.
http://www.ducksters.com/history/us_1800s/great_chicago_fire.php
● Reading Comprehension Quiz - Book Adventure -
http://www.bookadventure.com/Home.aspx
● Timeline information for lapbook - https://www.timetoast.com/timelines/the-
great-chicago-fire--2 - Click on each date to read the details.
● Fire Safety Worksheets - https://www.superteacherworksheets.com/fire-
prevention/fire-safety-check-primary_PRIMF.pdf?up=1466611200
● How to Draw a fire truck - https://www.youtube.com/watch?v=xBO7LzeS-
1U
● Fire Truck Paper Craft - http://www.papercraftsquare.com/tag/fire-engine
● Chicago Fire Paper Craft Diorama - http://www.spitefuls.com/disaster.html
Extra Reading: Below is a list of extra reading books and subjects to deepen this study.
This is great if you have a child who really loves to read or if you just want to expand on this
study. I was able to find all of the books listed at my local library, or have them sent to my
library through an interlibrary loan.
The Great Chicago Fire –

● *Code Red The Great Chicago Fire by Janet McHugh – Told in story format –
this book tells of the timeline of the event with actual quotes and facts. A great story
of perseverance. Appropriate for grades K-5.
● *The Great Fire by Jim Murphy – An excellent book to use as a read aloud or a
resource for teaching. Also a great reader for older children. Excellent photos and
diagrams. Map of Chicago identifies what area burned. Told in story form.
Appropriate for children 3rd -7th grades.
● *Disasters Natural and Man-Made Catastrophes Through the Centuries by
Brenda Z. Guiberson – I really like this book – I strongly recommend
purchasing it. It will be a suggested resource for at least five of the Historical
Stories of Survival series and has so much great information. Chapter 2 of this
book covers The Great Chicago Fire. However, it also covers some excellent
history of Chicago. Chapter 5 of this book covers the Triangle Shirtwaist Factory
Fire. Suggested as a teaching resource for grades 2-5 and a resource book for
older children 4th-8th grade.

Fire Disasters and Modern Fire Service –

● *Crucible of Fire by Bruce Hensler – An excellent book to teach from. It has a
thorough index for quick identification of a subject. This book tells of how the fires
of the past helped to shape modern day equipment, fire codes and fire fighting
methods. This is a dense book. It will take some preparation to identify what you
will teach from it. Excellent photographs.
● *Fighting Fire by Michael L Cooper – This is one of those books that you may
want to consider purchasing for your own library. The book is very readable – could
be a read aloud or personal reading. It is definitely something you could teach from.
This book will be a suggested resource for at least three units in the Historical Stories
of Survival series. Appropriate as a read aloud for grades 2-7 and 4th+ for personal
reading.
● The Triangle Shirtwaist Factory Fire by Jacqueline Dembar Greene – A
tragic disaster that took the lives of 146 people. This is an easy read – although
the subject matter may be hard for some children. Appropriate for grades 4th+.
● *Emergency! Fire Disaster by Chris Oxlade – I really like this book. It is
colorful, full of short bits of great information, facts, details, eye witness quotes,
recue information, excellent photographs and more. This book is appropriate for
2nd-5th grade
Fire Trucks and Firefighters –

● *The World Encyclopedia of Fire Engines and Firefighting by Neil
Wallington – This has to be my favorite book from this unit! This may be one for
your library. Description from the back of the book: “An illustrated guide to fire
trucks around the world with 700 pictures of modern and historical appliances.
Contains an illustrated photographic history of firefighting from Roman times to the
present day, and charts the development of the fire engine from simple manual
pumps to one of the most sophisticated and high-profile vehicles. Includes an A-Z
of 165 of the world’s best known fire engine manufacturers. Each entry features a
comprehensive company history and is illustrated with archive and contemporary
images of the engines manufactured.”
● *To the Rescue Fire Trucks Then and Now by Steve Otfinoski – This is a very
informative book appropriate for children in 1st-4th grades. This book shows and
explains the changes of fire trucks over the decades.
● Diary of a Firefighter by Angela Royston – This is a good book to learn about
the day to day experiences of firefighters. There is a lot of safety information
covered as well. Appropriate for grades K-4th.
● *Fire Engines Up Close by Andra Serlin Abramson – This is a really fun book
– actual size images of equipment and excellent information make this book super
fun and interesting. Appropriate for 1st-5th grades.

Fun Reading –
● Graphic Library The Great Chicago Fire of 1871 by Kay Melchisedech Olson –
A very appealing book for children 2nd-6th grades. Written in comic book style – this
book contains good information in a very entertaining way. Additional educational
reading is in the back of the book.
● Horse Diaries – Cinders by Kate Klimo – A fun little chapter book about a
firehouse horse in Chicago during 1871. The series also has a series called Dog
Diaries with a firehouse Dog in Chicago in 1871. These would be very appealing
to young readers 3rd-6th grade.
Fire Science and Safety –

● *National Geographic for Kids Extreme Wildfire by Mark Thiessen – “The
science behind the flames.” This is an excellent book full of AMAZING images,
short pieces of great information and very colorful. An exciting and educational
book.
● Contain the Flame Outdoor Fire Safety by Jill Urban Donahue – This is a
cute and simple book with safety tips on every page. The illustrations and simple
text make this book appropriate for K-3rd grade.
● *Fire Bubbles and Exploding Toothpaste – More Unforgettable Experiments
that Make Science Fun by Steve Spangler – This book will ignite the love of
science in any kid. Experiments include “Fire Proof Balloon”, “Fire Bubbles”
and “Fire Tornado”. Suggested for 3rd-7th grades.
Video Resources: Below is a list of DVDs related to the subject. These will help your
child, particularly if he/she is a visual or auditory learner. These resources were easily found
at a nearby library.
● Safety Smart Science with Bill Nye the Science Guy – Explore safety and
science. Bill Nye explains the science of fire and demonstrates it’s destructive and
helpful ways. Appropriate for grades 4-8. Runs 25 min.
● Firefighter George and Fire Engines Volumes 1 and 2 - Suggested for ages 2-8
years old. Real firefighters teach about the equipment they use and show kids how
they use it. Learn how to Stop, Drop and Roll and listen in on a 911 call. See
how dispatchers work with emergency workers to help people. Additional
material is available on their website. They also sell Jr. Firefighter T shirts. Run
time is approximately 42 minutes each.
http://startsmarter.com/lesson_plans.htm
● Fire Safety and You – Prevent, Prepare, Survive! – This DVD helps prepare
children and families for fires – both indoors and out. Multiple Choice review on
screen helps with retention. Appropriate for 1st-5th grades. Run time is
approximately 23 minutes.
● Lots and Lots of Fire Songs and Safety Tips – Fire truck songs, safety songs
and more. Appropriate for children K-3rd grade. Run time is 30 minutes.

Craft Resources: Below is a list of crafts and resources for these crafts. This is not an
exhaustive list. I encourage you to review the list of activities, consider the ages and interests
of your children, and search out other crafts or resources for yourself as well. It is not
necessary to do all of the crafts listed below; pick and choose what works best for you. While
doing these crafts, keep in mind that you may want to display them at the party at the end of
your unit to share with dads or anyone else you may invite.
http://www.historicalstoriesofsurvival.com/resources
● Build a Fire Truck with Legos: There are several options for this. See the link for
options. http://amzn.to/2lAUrM5
● Create a Model of Chicago’s Skyline: You can do this from 1871 or modern day.
Get creative – use foam craft blocks, cardboard or Legos -
http://amzn.to/2mGFxU9, http://amzn.to/2nfus9n
● Create a Diorama of The Great Chicago Fire - There are several ways to do this.
You can get diorama pieces from a craft store and use a shoe box or buy a kit. Print
a free paper craft kit and add to it http://www.spitefuls.com/disaster.html, or
make a land and city structure to resemble the city from 1871 with Lego’s or
cardboard.
● Fire Truck Paper Craft - http://www.kidscraps.com/Crafts/FireTruck.htm
● 4D Cityscape Puzzle of Chicago - http://amzn.to/2nbeuNs - Learn the
architectural history of Chicago from the 1800’s with the Time Poster included.
Puzzle features plastic 3D replicas of the most famous monuments and buildings.
2000 educational facts included. Suggested for children 8-12 years old.

● Landscape Art Project – Here are some links to some fun landscape art projects.
Each one is very different. http://artprojectsforkids.org/portfolio/pop-art-
landscape/, http://www.kinderart.com/painting/landscaperesist.shtml,
http://www.thatartistwoman.org/2013/11/prairie-landscapes-and-page-from-
art.html, https://www.youtube.com/watch?v=2b8Wk_-rCII
Field Trips: Below is a list of field trip ideas. This is not an exhaustive list. I encourage you
to review the list of activities, consider the ages and interests of your children, and search out
other options for yourself as well.
● Local Fire Station – Most fire stations enjoy giving tours to children and small
groups. The firefighters help the children feel comfortable so that they know they
do not need to be afraid if a firefighter comes to help them.
● Local Ranger Station- Many national and state park services have ranger programs
and tours. Contact yours to see what they can teach regarding forest fires.
● Local Fire Museum – Nearly every state has a fire museum. Check this link to find
one close to you. http://www.firemuseumnetwork.org/directory/dir.html
Survival Celebration Party: Try to include the children in cooking whenever possible.
Some suggestions for this event are roast turkey, soup, homemade bread, pudding,
cornbread, vegetables, custard, fish and fried potatoes. These are the food items common
for the time period – pick and choose what you like.
Set up a display for each child with their crafts and projects for the dads to see, and make it a
show-and-tell night, allowing the children to talk in front of everyone who comes to the
party.
Also, this would be a great time to play some games— like hop scotch, jump rope, jacks etc.
Maybe consider having a firetruck piñata. A great game is “Hot Seat.” My kids love this.
Each child thinks of one character they want to act out and all the other people at the party
take turns guessing who the child is portraying—a favorite at our house.

Weekly Plans and Schedule

The idea is that this would be a six week curriculum. The unit starts with reading the I
Survived book as a starting point into your adventure. You may do this as a read aloud or
have the children read on their own. The weeks that follow will focus on a specific topic
related to the book. For example, historical and geographical information, science and
survival information, lapbooking, crafts, spelling and vocabulary are all integrated on the
schedule. A suggested schedule is listed for you - but you may alter it as you see fit. Think of
all of the activities as a buffet, take what you want. Swap out some books or activities that
better fit your child and family - below is only an example for you. **Be sure to read
“Before Week 1” after the schedule - it tells you what to do before beginning this study to
make sure you have on hand so you will be prepared.
**Regarding Spelling - in our home I always give the kids a “pretest” on the first day of the
week. Then they practice only the words they missed until Friday - when they test on the
words they missed on Monday. Regarding Vocabulary - in our home we practice all the
words and definitions. How you choose to study these pieces is entirely up to you - you
know your children best.
Before Week 1:
● Order craft supplies. Plan ahead, go over directions, and leave plenty of time to work
on them.
● Review the list of field trips and plan your field trip days and locations according to
what works best for you. Not all of the trips, activities and crafts are meant to be
done – but rather a selection for you to choose from.
● Research other appropriate field trips and plan the best weeks for them. Field trips
are not planned into the grid on the previous page, as that is best determined by you.
● Consider if you want your children to do a larger project, such as, drawing an
elaborate map of the area, do compare and contrast reports, make a diorama, etc. If
so, then build a start and end time into your schedule.

Week 1
Read I Survived The Great Chicago Fire, 1871
Monday Chapters 1-4

Start lapbook - Color and paste the cover picture to your lapbook
**Complete a chapter summary page from the expansion pack. You may do
one for each chapter or for each day. In the end you will have a wonderful
keepsake of the pictures.
Tuesday Chapters 5-8

Lapbook pgs Author/Illustrator
Wednesday Chapters 9-12, Lapbook pgs Main Characters
Thursday Chapters 13-15

Complete the Character Interview page from the expansion pack and write a
short article.
Lapbook pgs Myths and Facts, Favorite Part of Book
Friday Read Back in Time

Complete the Character Study from the expansion pack
Lapbook pgs, Great Chicago Fire Timeline – See Resources for timeline info.
Complete the Fact or Fiction page and the book analysis page
(problem/solution, beginning/middle/end) from the expansion pack.
Take Book Adventure reading quiz - see the Resource List for the link.
Week 2
The Great Chicago Fire and Geography
Monday Introduce Spelling and Vocab for The Great Chicago Fire. Begin teaching about
the event and life in 1871. The best books for this are marked with * under The
Great Chicago Fire section of the Resource List
Tuesday Continue with the Chicago Fire study - introduce labor safety changes. Continue
working on spelling and vocab.
Complete the Life Then and Now page from the expansion pack.
Wednesday Continue with the Chicago Fire study - Lapbook - Then and Now Map pieces.
Continue with spelling and vocab. Complete a landscape art project – see
Resources Section.
Thursday Continue with the Chicago Fire study. Create a Diorama of the city of Chicago –
either of the fire event or of the city/skyline** (if the child is doing an elaborate
display - allow this project to take several weeks - if not – there is a papercraft
diorama that goes well with this unit – see the Resource pages for more
information. Continue with spelling and vocab.
Friday Finish up any projects that are not complete from the week. Take this week’s
spelling and vocab quiz.

Week 3
Other Fire Disasters
Monday Introduce Spelling and Vocab for Other Fire Disasters.

Begin teaching about other devastating fires and their locations. The best
books for this are marked with * under the Other Fire Disasters section of the
Resource List. Draw a picture of a buffalo or a horse and buggy – see
Resources List for more information.
Tuesday Continue Other Fire Disasters Study. Complete the state info sheet from the
expansion pack. Start the 4D puzzle of Chicago.
Wednesday Continue Other Fire Disasters Study.

Complete the Other Fires of the Time lapbook piece.
Thursday Continue Other Fire Disasters Study.

Make up a fire story and act it out.
Friday Continue Other Fire Disasters Study.

Take the Spelling and Vocab quiz for this week’s words.
Week 4
Fire Science and Safety
Monday Introduce the Fire Science and Safety. Introduce Spelling and Vocab for
Science of Fire and Safety. Watch Safety Smart Science with Bill Nye the
Science Guy
Tuesday Begin Vocabulary page of lapbook - you may use more than one of these if you
would like a vocab lapbook piece more than one week.
Wednesday Continue Fire Science and Safety Study. Complete worksheets found at link on
Resources List. Watch Fire Safety and You – Prevent, Prepare, Survive! – if
you have younger children, you may choose to watch Lots and Lots of Fire
Songs and Safety Tips
Thursday Make a Fire plan for your home. Complete Fire Safety lapbook pages – include
the fire safety things you feel are most important for your environment.
Friday Explore Fire science projects from the suggested book on the Resources list.
Introduce the Metric System. Take this week’s spelling and vocab quiz.

Week 5
Firefighting History and Modern Fire Service
Monday Introduce Firefighting History and Modern Fire Service with the books
suggested under that section of the Resources page and introduce the spelling
and vocab for this week also.
Tuesday Continue Firefighting History and Modern Fire Service Study. Begin the
History of Fire Fighting lapbook pages – work on these throughout the week.
Wednesday Firefighting History and Modern Fire Service – learn about how fires have
caused fire codes and laws to change over time.
Thursday Choose a Lego Fire Truck kit or create your own from the Legos you have.
Friday Complete any projects you may have started this week. Take the spelling and
vocab quiz for the week.
Week 6
Fire Trucks and Firefighters
Monday Introduce Fire Trucks and Firefighters with the books suggested under the
“Fire Trucks and Firefighters” section and introduce the spelling and vocab for
this week also.
Tuesday Draw a fire truck – see the resources page for a link to step by step
instructions from Kids Art Hub.
Wednesday Watch Firefighter George and Fire Engines Volumes 1.
Thursday Watch Firefighter George and Fire Engines Volumes 2.
Friday Finish up any projects from the last six weeks.

Week 1— I Survived The Great Chicago Fire 1871:

● Read the I Survived book
● Begin to assemble the lapbook.
● Chapter Summaries.
● Book Adventure Quiz
● Character Interview Page and Newspaper Article.
● Character Study page, Fact or Fiction and Book Analysis
● Timeline
Week 2— The Great Chicago Fire and Geography Study:

● Incorporate suggested books.
● Work on lapbook.
● Spelling and vocab.
● Then and Now worksheet
● Landscape art project
● Create Diorama - either use one of the paper crafts included or create your own
Week 3— Other Fire Disasters

 Incorporate suggested books
● State Information worksheet.
● Spelling and Vocab
● 4D Puzzle of Chicago
● Make up a fire story and act it out
● Work on lapbook
● Draw a buffalo or horse and buggy
Week 4 – Fire Science and Safety:

● Incorporate suggested books
● Work on lapbook.
● Watch DVDs
● Introduce the Metric System
● Create a Fire Safety Plan
● Complete Fire Safety worksheets
● Fire Science projects
Week 5: Firefighting History and Modern Fire Service:

● Work on lapbook
● Fire Codes and Laws
● Lego Fire Truck

Week 6: Fire Trucks and Firefighters:

● Draw a fire truck
● Watch DVDs
● Finish any crafts or projects that still need to be completed.

Timeline of the Literature Guides - All coming in 2017

All units include spelling and vocabulary, State/Country study, Character analysis
worksheets, then and now comparison worksheet, news article prep, book summary, chapter
summary with drawing, and digging deeper project suggestions. These literature guides work
exceptionally well alongside your existing history and science curriculums. Using these guides
for your literature and reading program will enhance the history and science learning
experience.
79 AD: Pompeii— (Unit 1)

Loyalty, courage and bravery are character traits that flow through this exciting story
of survival. Little is known about this mysterious time in history. What we have come to
know is that the Ancient Romans were fascinating, industrious and likes to live well. This
unit is filled with science studies in the following areas - Earth's layers, plate tectonics,
volcanoes and survival skills. The following is included in the unit to help enhance the
learning experience - lapbook, file folder game, art and craft ideas, science experiment
resources and survival resources.
1776: The American Revolution — (Unit 2)

A bloody and brutal war. A time of declaring justice and independence. This time in
history is packed full of information and historical heroes. It would be easy to spend
months on this time period. Choose what works for you, the ages of your children, and
what your curriculum includes. You can always come back to the time in history again, when
your children are older and go deeper. The following is included in the unit to help enhance
the learning experience - lapbook, file folder game, art and craft ideas from the time period,
and field trip ideas.
1863: The Battle of Gettysburg— (Unit 3)

Considered the bloodiest battle in the Civil War, this time in history is filled with so
much information you could easily spend months on it. Choose what works for you, the
ages of your children, and what your curriculum includes. You can always come back to the
time in history again, when your children are older and go deeper. The following is included
in the unit to help enhance the learning experience - lapbook, file folder game, art and craft
ideas from the time period, and field trip ideas.
1871: The Great Chicago Fire – (Unit 4)

Chicago during a time when growth was booming! The fire devastated the city. As
did several other fires during that time. Find out how the weather contributes to massive
fires. Learn about the history of firefighting, volunteer firefighters and fire codes and laws.
The following is included in the unit to help enhance the learning experience - lapbook, file
folder game, art and craft ideas from the time period, science and survival resources and field
trip ideas.
1906: The San Francisco Earthquake— (Unit 5)

During a time when the days were full of hustle and bustle and anything seemed
possible - suddenly everything went dark and the ground literally crumbled under everyone’s
feet. The following is included in the unit to help enhance the learning experience - lapbook,

file folder game, art and craft ideas from the time period, science and survival resources and
field trip ideas.
1912: The Titanic— (Unit 6)

Oh to be lucky enough to board and sail on the maiden voyage of the great Titanic!
That was what everyone thought at the time. Courage, sacrifice and hope are seen
throughout the story of I Survived The Sinking of the Titanic. The following is included in the
unit to help enhance the learning experience - lapbook, file folder game, art and craft ideas
from the time period, science and survival resources and field trip ideas.
1916: Shark Attacks— (Unit 7)

Who doesn’t love a swim in a cool creek on a hot summer day? No one would have ever
guessed that there would be a great white shark attacking people. Sharks used to be thought
of as calm creatures. The following is included in the unit to help enhance the learning
experience - lapbook, file folder game, art and craft ideas from the time period, science and
survival resources and field trip ideas.
1937: The Hindenburg— (Unit 8)

The Hindenburg airship was as big as the Titanic. Truly a thrilling adventure for anyone -
but especially for a young boy. The crash and destruction took only thirty-two seconds. The
following is included in the unit to help enhance the learning experience - lapbook, file
folder game, art and craft ideas from the time period, science and survival resources and field
trip ideas.
1941: Pearl Harbor— (Unit 9)

Accepting those different from us and fighting racism, courage and selflessness are
evident in this unit. In this unit, children will study World War II, Pearl Harbor, military
planes and geography. The following is included in the unit to help enhance the learning
experience - lapbook, file folder game, art and craft ideas from the time period and field trip
ideas.
1944: Nazi Invasion— (Unit 10)

This is a time in history that is filled with information. During this time period you
might consider including some background of WWI, countries involved in both WWI and
WWII, the Nazi Regime, Anne Frank, the occupations of Germans, Italians, and Japanese,
the Holocaust, and more. The following is included in the unit to help enhance the learning
experience - lapbook, file folder game, art and craft ideas from the time period geography
resources and field trip ideas.
1980: Mount St. Helens — (Unit 11)

Discover the Pacific Northwest through this unit study of the eruption of Mount St.
Helens. This unit is filled with science studies in the following areas - nature study, Earth's
layers, plate tectonics, volcanoes and survival skills. The following is included in the unit to
help enhance the learning experience - lapbook, file folder game, art and craft ideas, science
experiment resources and survival resources.

2001: September 11, 2001 Attacks — (Unit 12)

September 11, 2001 - a day when everything changed and ordinary people
became heroes alongside our honored firefighters and police officers. Endurance is a
common theme through the book I Survived The Attacks of September 11, 2001. The
following is included in the unit to help enhance the learning experience - lapbook, file
folder game, art and craft ideas, science experiment resources and survival resources.
2005: Hurricane Katrina — (Unit 13)

Bravery and perseverance are seen throughout the book I Survived Hurricane
Katrina, 2005. Hurricane was a devastating storm that left a city in ruins and people lost
and homeless. The following is included in the unit to help enhance the learning experience
- lapbook, file folder game, art and craft ideas, science experiment resources and survival
resources.
2011: Japanese Tsunami — (Unit 14)

Gratefulness and hope are scattered throughout the book I Survived the Japanese
Tsunami, 2011. Study the science of weather and power plants as well as survival skills
in this fantastic unit. Geography and Japanese art are also included. The following is
included in the unit to help enhance the learning experience - lapbook, file folder game, art
and craft ideas, science experiment resources and survival resources.
2011: Joplin Tornado — (Unit 15)

Tornado chasing - a thrilling hobby for some - but so very dangerous. Discover the
power of tornados and study weather in this exciting unit. The following is included in the
unit to help enhance the learning experience - lapbook, file folder game, art and craft ideas,
science experiment resources and survival resources.
True Stories – Nature Attacks— (Units 16-19)

These units use I Survived Nature Attacks! in this fascinating study that includes true
stories about shark attacks from 1916, the Great Peshtigo fire of 1871, poisonous jellyfish
attacks and the eruption of Mount Tambora. The following is included in the unit to help
enhance the learning experience - lapbook, file folder game, art and craft ideas, science
experiment resources and survival resources.
True Stories – Epic Disasters — (Units 20-24)

These units use I Survived Five Epic Disasters in this fascinating study of history and
science. It includes true stories about the Children’s Blizzard of 1888, the Titanic, the Great
Boston Molasses Flood of 1919, the Japanese Tsunami of 2011 and the Henryville Tornado
of 2012. The following is included in the unit to help enhance the learning experience -
lapbook, file folder game, art and craft ideas, science experiment resources and survival
resources.

Spelling and Vocabulary

The Great Chicago Fire
The Great Chicago Fire –
1. buggy – a small carriage pulled by a horse

2. debris – scattered pieces of something that has been wrecked or destroyed
3. goods – things that are sold
4. housing boom – a time when many new houses are built
5. legend – a story passed down from earlier times that cannot be proved true
6. looting – stealing from stores or houses during a disaster
7. martial law – rule by an army during a time of disaster
8. morgue – a place where dead bodies are kept before being buried
9. prairie – a large area of flat grassland
10. refugees – people forced to leave their homes because of a disaster or war
11. soup kitchens – places that give food to people in need
12. souvenirs – objects that remind people of something
13. temporary – lasting for only a short time
14. timer – wood used for building
15. waded – walked in or through shallow water
16. weary – very tired
17. tenement – a run-down apartment building, especially one that is crowded and in
a poor part of the city.
18. fire alarm box – boxes numbered to show location, placed at different areas
throughout the city; a signal from the alarm box sent an alarm to the fire station
nearest to the fire.
19. fire watch office – a central location in the cupola of the courthouse in 1871 in
Chicago; a firewatcher was stationed there at all hours to watch the city for any
unreported fires.
Other Fire Disasters

1. firestorm – strong currents of air drawn into a blaze, making it more intense.
2. flashover - when everything flammable in a room or small building catches fire
all at once
3. rollover- ignition of ceiling-level fire gases
4. bundles – groups of things that have been wrapped, tied or fastened together
5. commission – a group of people working together to study a problem
6. gloomy – filled with sadness
7. shirtwaists – loose shirts, or blouses, for women
8. disaster – an event causing much damage, loss or suffering
9. casualty – a person hurt in an accident
10. chronological – in order of time

Fire Trucks and Firefighting

1. waterworks - a system of pumps and pipes that provides water to a community
2. conflagration – a large fire
3. engine company – A group of firefighters assigned to an apparatus equipped with
water pump, fire hose and other firefighting tools.
4. firebreak – An open space cleared as mulch as possible of flammable material
5. Halligan bar – a firefighter’s tool that is like a combination of an ax and a pick,
used for forcing doors open
6. overhauling – looking for coals or embers that could rekindle a fire
7. pumper- a fire truck equipped with a pump and a water tank
8. turn out – respond to a fire
9. turn out gear – protective clothing worn by firefighters
10. safety nets – large, strong nets that are made to catch people who fall or jump
from high in the air
11. breathing apparatus – mask, pipe and supply of air
12. siren – a machine that makes a loud noise to catch people’s attention
Science of Fire and Safety

1. ablaze – on fire
2. fireproof – unable to be burned
3. convection whirls – spinning movements of air caused by heat
4. embers – the hot, glowing remains of a fire
5. flammable – likely to catch fire
6. flee – to run away from danger
7. firebrands – airborne embers
8. fire codes – regulations that help prevent fires
9. fire drill – A practiced method of getting people out of buildings during
emergencies in a calm and orderly way.
10. fire inspector – someone who issues permits, inspects buildings, and enforces
fire codes
11. fine – money that is paid as a punishment
12. backfire – a bush or forest fire lit deliberately by firefighters to burn toward an
approaching natural fire, designed to burn away fuel so the natural fire is stopped
13. chemical reaction – when two or more materials combine together and change to
make new materials
14. drought – a long period of time when there is much less rain than normal.
15. fireline – a corridor in a bush or forest made by firefighters by cutting and
clearing vegetation, designed to stop fire from spreading.
16. biohazard suit – special clothes worn for dealing with something dangerous
17. chemical – solid, liquid or gas that is used to make something.
18. cordoned off – closed to the public by a piece of tape or a barrier
19. fire door – a door that does not burn easily and therefore helps to stop a fire from
spreading
20. fire exit – a way out of a building if there is a fire

Photo By Currier & Ives (Chicago Historical Society (ICHi-23436)) [Public domain], via Wikimedia Commons
https://commons.wikimedia.org/wiki/File:Chicago_in_Flames_by_Currier_%26_Ives,_1871.jpg

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Author/Illustrator
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Main characters
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Favorite part of
the Book
Draw a picture

Other Fires of the Time
_____________________
_____________________
_____________________
_____________________
_____________________

_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________


Myths
&
Facts

October 8, 1871
Before the Fire
October 8, 1871
8:30 - 10 p.m.
October 8, 1871
10 p.m. - midnight
October 9, 1871
Midnight- 2 a.m.
October 9, 1871
2 a.m. – 4 a.m.
Timeline
October 9, 1871
4 a.m. – 6 a.m.
October 9, 1871
6 a.m. – 8 a.m.
October 9, 1871
8 a.m. – 10 a.m.
October 9, 1871
10 a.m. - noon
October 9, 1871
Noon – 6 p.m.
October 9, 1871
6 p.m. - midnight
October 10, 1871

After the Fire
The piece to the left

and the two pieces on
the previous page
should be cut out and
layered with the title
first, then the dates,
then the blank page.
Then staple along the
top edge (along the
long side) to make a
flip book. This link has
a really good timeline
article, also.
http://www.pbs.org/w
gbh/amex/chicago/ma
ps/chicago_fire_text.h
tml

MODERN CHICAGO

_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
America’s First Paid and First Volunteer Firefighters

_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
The Great Fire of Rome
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Early History of Fire Codes in America

_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
The Great Chicago Fire, the Peshtigo Fire, and the Great
Boston Fire

_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_
Triangle Waistcoat Factory Fire, Ohio State Penitentiary

Fire and Other Devastating Fires

Chicago Lapbook Instructions
It is suggested to use cardstock for any printable pieces and colored pieces. They hold up
better and make a better looking final project. Scotch tape can be used where needed – but
carefully placed packaging tape works better. Make sure to use plenty of glue on the edges
of all the pieces. Use a glue stick rather than liquid glue. Make sure there are no chunks of
glue under any pieces or you will have a bumpy page. Follow your instructions on the
weekly schedule for when to do certain pieces. The only exception is if you prefer to put the
back pocket piece on early – that would be recommended. You will find most of the
information to fill in these lapbook pages from the suggested books on the resource list.
There are also links to additional information. A few pieces may require some research to be
done by you and/or the child. The images in these instructions are not done in order of the
lesson plans – they are simply to show you where to place the pieces. The images below will
get you through the creation of a fantastic piece of work and memories for your child.

Glue the cover image down on one side of the folder. Open the folder and very carefully,
with a sharp knife or blade, cut the picture along the folder – do not allow a child to do this.
Once the other half is cut, glue it to the other side of the folder as shown.

Remove 2 ¼ inches from the length. – This is the pocket on the backside. Use this pocket for
any worksheets or additional items you want to keep from this unit.
Tape a full size piece of colored cardstock to the center top, this now becomes a full size
page. Use a piece of clear packaging tape as a hinge. Place the tape on the back side of the
folder with half of the adhesive exposed, place the colored cardstock on the adhesive and fold
it down. Directions for what to place on the colored cardstock will be on the next page of
instructions. Glue the pieces on as shown. Myths and Facts, Other Fires of the Time, Then
and Now Chicago Maps, Chicago Fire Timeline.

Cut out the pieces for History of Fire Fighting, stack them in order of size – smallest to
largest and staple them together across the top as shown. Glue the pieces in place. Fold
down the page and place the next pieces. Vocabulary, Fire Safety, About the Book

Stuck in
BACK crowd. Go
back
2 2.
Knocked Stop to help
down by someone.
looters. Go Lose a turn.
back 2.
BACK
BACK
1
2
Too parched
to go on.
BACK Water Card
2 needed.
Hit by falling
debris. Help
Card needed
to proceed.
Stuck in BACK BACK
crowd. Lose
2 1
turn.
BACK
2
BACK
2
BACK Go BACK TAKE

2 to Start SHORTCUT
BACK END
BACK 3
2
BACK
1 Family Card
Needed to
2 Proceed
The Great
Chicago Fire
BACK
2
Boat Card Boat

Needed to capsizes.
Proceed Go back 1.
BACK
2
START
The Great Chicago Fire

To Prepare: Print out game board on printer paper and glue to
file folder. Print out cards on card stock (one copy will be
enough, but you might have to reuse the cards).
Object of Game: To be the first player to escape the city and be
reunited with your family.
Needed: Playing pieces, one die, printed game board, printed
cards
How to Play: Each player rolls the die and proceeds.
You need to stop at the stop signs no matter what number you
rolled. At your next turn, draw a card. If you draw the card that
you need, roll the die and move ahead. Discard card if it is not
the correct card and wait for your next turn to try again.
At the crossroads, you may choose which direction to go. You
may either try to take a boat or take your chances on the bridge.
If you land on the shortcut tile, you need to take the shortcut.
Otherwise continue straight ahead. You may not take shortcut
unless you land on shortcut tile.
Alternate Play: If a player lands on “Stop to help someone,”
they may draw a card and save it for later.



Digging Deeper:
Projects
There are three main projects for any of these units. Some will depend on the age
of your child. However, with appropriate expectations, all three projects can be
done with 1st-12th grade.
Project 1: Notebooking
Project 2: Portfolio
Project 3: Diorama
Each of the projects serve both similar and different purposes. All of them allow
for multisensory learning, creativity and retention.

Digging Deeper:
Projects— Notebooking
Notebooking is an activity where a student collects notes, pictures, drawings,
maps, timelines, quotes, comprehension materials, and more into one central loca-
tion—whereby creating their own personal study guide and reflection journal.
Notebooks are not meant to be “final draft” projects. It is more of a collection
place for ideas, notes and a representation of work.
However, you do want your student to see this as a reflection of their workman-
ship. Unrelated doodles and sloppy work would not be the idea of this project.
Materials needed for this project depend on how you want to go about it. This
project can easily be done with a composition book. The younger composition
books with the top half of the page meant for drawing is especially helpful for
younger children. Spiral bound notebooks serve the purpose well. This project
can also be done in the form of lapbooking. If you are not interested in a full lap-
book, lapbook foldables can be added to any composition book or spiral notebook
as desired. The internet is full of notebooking templates and ideas. The pages of
the expansion pack is a good place to start. Of course markers, colored pencils,
glue, scrapbook paper and other craft items help to make this a memorable piece.
This project is best suited for elementary and middle school age children, but can
certainly be done for a high schooler as well.
The things you want your child to take away from this project are -
1. Good Note Taking Skills (interactive notebooking is a great term to search)

2. Good Workmanship and taking the time to create things that reflect what they
have learned. This can be in the form of a collage, drawings, research, sum-
maries, poetry, etc.
3. Ownership—this project has the potential to be something that they keep for a
long time. The work and time put into it should give them a sense of accom-
plishment that they would not want to soon get rid of. You may want to con-
tinue adding to it over the years as you work on additional units in a series.
You may also want to keep it as a record of their work and accomplishments.
Helpful Links—
http://www.slideshare.net/ncmsa/middle-school-conference-interactive-student-notebooks
http://www.theunlikelyhomeschool.com/2014/07/notebooking-101-helpful-tools-of.html
http://theinspiredclassroom.blogspot.com/2013/08/for-past-couple-of-days-i-have-been.html
http://collaborationcuties.blogspot.com/2014/01/social-studies-interactive-notebooks.html?m=1

Digging Deeper:
Projects— Portfolio
A portfolio is an activity where a student collects notes, pictures, drawings, maps,
timelines, quotes, comprehension materials, and more into one central location—
whereby creating their own personal text book and reflection journal.
Portfolios are meant to be “final draft” projects. Great care and craftsmanship
should go into this project, creating a memorable display piece.
Materials needed for this project depend on how you want to go about it. This
project can be done with a large, good quality sketch book, a scrapbook, photo al-
bum or three ring binder. I encourage you to spend a few minutes searching for
“student history portfolio sample”. The pages of the expansion pack is a good
place to start. Of course markers, colored pencils, glue, scrapbook paper and other
craft items help to make this a memorable piece.
This project is best suited for middle school and high school age children, but can
certainly be done for an elementary student as well. You will need to decide the
required number of items to be included in each lesson or on each page.
1. Good Note Taking Skills (interactive notebooking is a great term to search)

have learned. This can be in the form of a collage, drawings, research, sum-
maries, poetry, etc.
plishment that they would not want to soon get rid of. You may want to con-
tinue adding to it over the years as you work on additional units in a series.
You may also want to keep it as a record of their work and accomplishments.
Helpful Links—
https://www.teachervision.com/assessment/teaching-methods/20153.html
http://www.delightfullearning.net/2014/04/dave-raymond-american-history-
review.html—here is a great example of a high quality portfolio.


Digging Deeper:
Projects— Diorama
A diorama is an activity where a student takes the things learned from lessons and
research and recreates a miniature representation. This kind of project works great
with history and literature subjects.
Dioramas are meant to be “final draft” projects. Great care and craftsmanship
should go into this project, creating a memorable display piece.
Materials needed for this project depend on several factors. This project can easily
be done with a shoe box. Diorama supplies and structures are generally available
at most craft stores. But I encourage you use what you have at home and outside
as much as possible. With a little creativity—this can be a very affordable project.
I encourage you to spend a few minutes searching for “student diorama”.
This project is best suited for elementary through high school age children. You
will need to decide the requirements based on the age of the child.
have learned.
plishment that they would not want to soon get rid of. You may also want to
keep it as a record of their work and accomplishments.
3. Creativity and learning go hand in hand. If it were not for creative people in
this world, we would be without many of life’s pleasures.
Helpful Links—
http://www.studioartcenter.com/galleries/diorama-craft-gallery.html—younger children
http://thewholeworldsaneasel.blogspot.com/2015/04/tatebanko-japanese-diorama-making.html
https://s-media-cache-ak0.pinimg.com/
originals/04/9f/90/049f90ea784737d55892b65770cd8f49.jpg
https://s-media-cache-ak0.pinimg.com/originals/96/4f/e7/964fe71c65f7eba5b4064a1d554e3c46.jpg
https://s-media-cache-ak0.pinimg.com/originals/eb/ee/dd/ebeedd847ee6a86f91da05cf09471b04.jpg
http://www.stormthecastle.com/diorama/adding-realistic-rubble-to-your-diorama.htm
http://www.lausd.k12.ca.us/Allesandro_EL/docs%20and%20temps/Diorama%20rubric.pdf—
grading rubric


Character Study
Book Title:
Characters
Character
Traits
Words, Actions
and Thoughts
the Character
showed to
reflect those
character traits

Fact or Fiction
Historical Fiction is when an author uses a combi-
nation of historical and true events and false or
“fictional” details from his or her imagination.
Title of the Book:

Directions: Identify five facts and write them in the left column. Identify
five fictional details and write them in the column on the right. Indicate the
page numbers for which you found these these facts and details.
Historical Details Fictional Details

(True facts about historical events or (created from the author’s imagina-
research and information) tion)
Pg ____ Pg ____
Pg ____ Pg ____
Pg ____ Pg ____
Pg ____ Pg ____
Pg ____ Pg ____

Directions: Draw a picture of something that interested you from the chapter in the box above.
Write a 1-2 sentence summary in the box below. Identify which chapter this picture came from.
Make a new picture and summary for each chapter in your book and you will have a
wonderful collection when you are finished.

Book Title
Author
Characters Setting
Problem Solution
Beginning Middle End

Comparison of Life: Then and Now

Book Title:___________________________
Then Year Now Year
What Things are the Same?

Who, What Where, When, Why and How
Book Title:___________________________________________________
Pretend you are interviewing the main character for a news article. Gather your notes and write your story in the
center.
Who When
What Why
Where How

The State of . . . .
___________________________
Just the Basics . . . Fun Facts . . .

Square Miles - ___________________________.
Landmark - _________________________
Date this state came into the Union _________________.
State Tree - _________________________
The capital city is _______________________________.
State Flower - _______________________
The abbreviation for this state is _________.
State Bird - _________________________
Other Facts . . .
State Motto - _______________________________________________________________________________
State Song - _______________________________________________________________________________
Bordering States - ___________________________________________________________________________
Bodies of water in or around the state-

__________________________________________________________________________________________
__________________________________________________________________________________________
**Locate these bodies of water on a map.
Cities Discussed in this unit - __________________________________________________________________
**Locate these cities on a map.
Famous People from this State . . .
What I learned about this State . . .

Color and Label the States Discussed

The Country of . . . .
___________________________
Just the Basics . . .

Square Miles - __________________________ Population ____________________________
Date this country came to be ______ ________________.
The capital city is _______________________________.
The abbreviation for this country is _________.
On the continent of ________________________________.
Other Facts . . .
Holidays - _______________________________________________________________________________
Natural Resources - _________________________________________________________________________
Bordering Countries - ________________________________________________________________________
Bodies of water in or around the country-

__________________________________________________________________________________________
__________________________________________________________________________________________
**Locate these bodies of water on a map.
Draw a Picture of the Flag


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For Single Family Use Only

Historical Stories of Survival-Unit 4 Surviving The Great Chicago Fire – 1871

For Single Family Use Only

Historical Stories of Survival

For Single Family Use Only

Historical Stories of Survival

Unit 4 – Surviving The Great Chicago Fire – 1871

Copyright © 2017 Justine Gamble

Published by Justine Gamble

For Single Family Use Only

For additional information, Scholastic, Inc. may be contacted at:

For Single Family Use Only

About the I Survived Series

Weekly Plans and Schedule

Timeline of Literature Guides

Spelling and Vocabulary

Great Chicago Fire Lapbook

File Folder Game

Paper Craft – Fire Truck

Digging Deeper Projects

Chapter Picture and Summary

Comparison of Life: Then and Now

For Single Family Use Only

Historical Stories of Survival

About Historical Stories of Survival

For Single Family Use Only

For Single Family Use Only

Unit Four Overview of Content

For Single Family Use Only

For Single Family Use Only

The Great Chicago Fire –

For Single Family Use Only

Fire Disasters and Modern Fire Service –

Fire Trucks and Firefighters –

For Single Family Use Only

Fire Science and Safety –

For Single Family Use Only

For Single Family Use Only

For Single Family Use Only

Weekly Plans and Schedule

For Single Family Use Only

Monday Chapters 1-4

Tuesday Chapters 5-8

Wednesday Chapters 9-12, Lapbook pgs Main Characters

Thursday Chapters 13-15

Friday Read Back in Time

For Single Family Use Only

Monday Introduce Spelling and Vocab for Other Fire Disasters.

Wednesday Continue Other Fire Disasters Study.

Thursday Continue Other Fire Disasters Study.

Friday Continue Other Fire Disasters Study.

For Single Family Use Only

Wednesday Watch Firefighter George and Fire Engines Volumes 1.

Thursday Watch Firefighter George and Fire Engines Volumes 2.

Friday Finish up any projects from the last six weeks.

For Single Family Use Only

Week 1— I Survived The Great Chicago Fire 1871:

Week 2— The Great Chicago Fire and Geography Study: