The Mills and Dams of Wisconsin Teacher Resources
Mills and Dams Teacher Resources Table of Contents Alignment with Wisconsin Social Studies Standards
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Content Resources
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Key Vocabulary
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Vocabulary Cards
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Chapter Guided Reading Questions
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Student Chapter Worksheets (short answer)
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Student Chapter Quizzes
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Inq1.b: Plan an inquiry
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Inq4.b: Critique conclusions
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Econ3.a: Economic indicators
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Econ2.c: Firm/business behavior and costs of production
Econ2.b: Supply, demand, and competition
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Econ2.a: Consumers, producers, and markets
Econ1.b: Incentives
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Econ1.a: Choices and decision making
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Standard SS.Econ1: Wisconsin students use economic reasoning to understand issues.
BH4.a: Progression of technology
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Dam Removal
Chapter 9
BH3.a: Social interactions
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Paper Mills
Chapter 8
BH2.b: Cultural patterns
BH2.a: Relationship of people and groups
BH1.b: Personal identity and empathy
BH1.a: Individual cognition, perception, and behavior
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Standard SS.BH1: Wisconsin students will examine individual cognition, perception, behavior, and identity
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Hydroelectric Dams
The Restoration of Beckman Mill
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Chapter 7
Chapter 6
Inq5.a: Civic engagement
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Inq4.a: Communicate conclusions
Inq3.c: Elaborate how evidence supports a claim
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Inq3.b: Cite evidence from multiple sources to support a claim
Inq3.a: Develop claims to answer an inquiry question
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The Tale of Two Mills
Chapter 5
Inq2.b: Evaluate sources
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Inq1.a: Develop questions based on a topic
Inq2.a: Gather diverse sources (electronic, digital, print, and other mass media) applicable to the inquiry
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Building Dams and Mills
Growth of Farming
Turning Points in History
Getting Started
Chapter 4
Chapter 1 Chapter 2 Chapter 3
Standard SS.Inq4: Wisconsin students will communicate and critique conclusions
Learning Priority
Mills and Dams of Wisconsin_ Alignment _Wisconsin Social Studies Standards Grades 4 - 6
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Econ 3.c: Economic fluctuations and business cycles
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Geog1.b: Spatial thinking (map interpretation)
Hist4.a: Historical context
Hist3.c: Current implications
Hist3.b: Perspective
Hist3.a: Connections x
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Hist2.c: Contextualization
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Hist2.b: Patterns change over a period of time
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Hist1.b: Effect
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Hist1.a: Cause
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Standard SS.Hist1: Wisconsin students will use historical evidence for determining cause and effect.
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Hist2.a: Patterns stay the same over a period of time
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Geog5.b: Interdependence
Geog5.a: Human environment interaction
Geog4.a: Characteristics of place
Geog3.b: Networks
Geog3.a: Distribution of resources
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Geog2.c: Impact of movement
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Geog2.b: Reasons people move
Geog2d. Urbanization
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Geog2.a: Population and place
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Geog1.a: Tools of geography
Geog1.c: Mental mapping and maps from memory
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Standard SS.Geog1: Wisconsin students will use geographic tools and ways of thinking to analyze the world.
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Econ4.e: Specialization, trade, and interdependence
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Econ4.d: Impact of government interventions
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Chapter 6
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Chapter 5
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Chapter 4
Econ4.c: Role of government
Econ4.b: Institutions
Econ4.a: Economic systems and allocation of resources
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Chapter 1 Chapter 2 Chapter 3
Econ3.b: Money
Learning Priority
Mills and Dams of Wisconsin_ Alignment _Wisconsin Social Studies Standards Grades 4 - 6
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Chapter 7
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Chapter 8
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Chapter 9
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PS3.d: Public policy
PS4.b: Compromise, diplomacy, and consensus building
PS4.a: Argumentation
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Chapter 5
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Chapter 4
PS3.c: Power in government
PS3.b: Linkage institutions
PS3.a: Political participation
PS2.c: Asserting and reaffirming of human rights
PS2.b: Fundamentals of citizenship
PS2.a: Civil rights and civil liberties
PS1.b: Origins and foundation of the government of the United States x
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Standard SS.PS1: Wisconsin students will identify and analyze democratic principles and ideals.
PS1.a: Values and principles of American constitutional democracy
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Chapter 1 Chapter 2 Chapter 3
Hist4.d: Point of view (POV)
Hist4.b: Intended audience
Learning Priority
Mills and Dams of Wisconsin_ Alignment _Wisconsin Social Studies Standards Grades 4 - 6
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Chapter 6
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Chapter 7
Chapter 8
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Chapter 9
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https://wgnhs.wisc.edu/catalog/publication/000915/resource/fs06
https://www.icpsr.umich.edu/web/ICPSR/studies/9514 https://www.sco.wisc.edu/wp-content/uploads/2015/11/Mapping%20Initial%20European%20Settlement%20in% 20Wisconsin.pdf
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https://tinyurl.com/4868nc5x
https://en.wikipedia.org/wiki/Northwest_Ordinance https://data-wi-dnr.opendata.arcgis.com/datasets/plss-townships/explore?location=42.443932%2C-84.013912%2C6. 22&showTable=true
https://www.jstor.org/stable/pdf/25106763.pdf
https://www.wisconsinhistory.org/Records/Article/CS1836
https://tinyurl.com/7tbdcyw2
https://www.wisconsinhistory.org/Records/Article/CS408 https://www.wisfarmer.com/story/life/2018/11/01/manitowoc-county-remembering-threshing-wisconsin-farms-1920s/1851767002/
https://www.lib.niu.edu/2001/iht810102.html
https://www.maxpixel.net/Insect-Chinch-Bugs-Bug-Raubwanze-Box-Bug-Animal-3761379
https://commons.wikimedia.org/wiki/File:Ug99_Wheat_(05410068)_(9685680032).jpg
The Mill Past and Present (La Valle) Sauk County Historical Society archives
https://villageoflavalle.com/about-us/
https://wecnmagazine.com/article/milling-around-in-rural-wisconsin/
https://kuscholarworks.ku.edu/bitstream/handle/1808/21911/Weichelt_ku_0099D_14597_DATA_1.pdf?sequence=1
https://www.wisconsinhistory.org/Records/Article/CS337
https://www.old-mill.com/oldmill-blog/what-is-a-grist-mill
https://commons.wikimedia.org/wiki/File:Buckwheat_Flour_(4107890675).jpg
https://whatscookingamerica.net/charlottebradley/buckwheatflour.htm
https://dnr.wisconsin.gov/topic/dams/hydroElectric.html
https://www.usgs.gov/media/images/flow-water-produces-hydroelectricity
https://www.wisconsinhistory.org/Records/Article/CS337
https://www.wisconsinhistory.org/Records/Article/CS2055
https://kuscholarworks.ku.edu/bitstream/handle/1808/21911/Weichelt_ku_0099D_14597_DATA_1.pdf?sequence=1
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https://www.loc.gov/collections/pioneering-the-upper-midwest/articles-and-essays/history-of-the-upper-midwestoverview/northwest-and-ordinances/
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https://www.blm.gov/sites/blm.gov/files/histrect.pdf
Resources
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Chapter
Mills and Dams of Wisconsin References.xlsx
https://www.recyclingtoday.com/article/wisconsin-ranks-first-pulp-paper-mills-economic-output-us-2018/
https://www.wpr.org/paper-mill-closures-drove-bust-northwoods-loggers-and-some-are-leaving-industry
https://archive.jsonline.com/business/paper-industry-digital-china-wisconsin-181832171.html
https://en.wikipedia.org/wiki/Fox_River_(Green_Bay_tributary)
https://www.recyclingtoday.com/article/wisconsin-ranks-first-pulp-paper-mills-economic-output-us-2018/
https://sandcountyfoundation.org/uploads/publications/Running-Free-The-Baraboo-River-Restoration-Story-FINAL.pdf
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Mills and Dams of Wisconsin References.xlsx
reservoir penstock downstream natural gas
ruins
remarkable
volunteers
Sauk County Historical Society https://saukcountyhistory.org/mill-and-dams
buckwheat
engineers
renewable energy
grist
scrip warrant
investment
land patent
historical fiction
generates
federal
storytellers
hydroelectric
Indigenous People
secondary source
distillery
driving question
historians
restoration
grit
artifacts
Chapter 7
close-knit
innovation
curators
Chapter 6
steam-powered
ingenuity
primary source
ripple effect
manufacturing
compete
industry
newsprint
Chapter 8
threshing machine
harvesting
Chinch Bug
Rust Disease
wheat
cash crop
lead
turning point
primary
Chapter 3
Chapter 2
Chapter 1
Key Vocabulary_Mills and Dams of Wisconsin
springs
watershed
economy
costs and benefits
Chapter 9
industrious
self-sufficient
elevation
volume
earthen
interlocking
interlocking
water power
miller
Chapter 4
bygone
looms
oxbow
millrace
residents
staves
cooperative
employment
rural
Chapter 5
turning point
The building of mills was a turning point in Wisconsin history.
turning point an event that changes the course of history
Students can use the cards for study or create vocabulary games with them as a team or small group activity.
Print the cards on cardstock. Have students cut out the cards and write the vocabulary word and correct definition on the back of each card. (Optional) Have students add a sentence correctly using the term.
Flashcard instructions
secondary source
artifacts
primary source
historial fiction
primary
storyteller
historian
Chapter 1
curator
grit
federal
turning point
Indigenous People
land patent
ingenuity
script warrant
innovation
Chapter 2
driving question
cash crop
steam-powered
lead
threshing machiine
close-knit
wheat
harvesting
rust disease
Chapter 3
chinch bug
interlocking
industrious
water power
self-sufficient
earthen
Chapter 4
volume
elevation
cooperative
looms
employment
oxbow
rural
millrace
bygone
staves
Chapter 5
residents
grief
buckwheat
investment
engineers
restoration
volunteers
remarkable
Chapter 6
ruins
generates
natural gas
hydroelectric
downstream
renewable energy
Chapter 7
reservoir
penstock
newsprint
industry
Chapter 8
compete
manufacture
ripple effect
costs and benefits
economy
Chapter 9
watershed
springs
Guided Reading Strategies
Chapter Vocabulary Introduce the chapter vocabulary. Write the words on the board and have students read them. Have students write the words in their History Journal. Have students work in pairs to write definitions for the words using the text and / or a dictionary. Have students use each word in a sentence. You may wish to print the chapter vocabulary cards on card stock and distribute them to students to use for individual study or as a partner activity.
Chapter Questions The guided reading questions are meant to reinforce facts presented in each chapter, develop critical thinking skills, develop summarizing skills, and foster group discussions. Read the questions to the students to prepare them for the information presented on the page. Discuss any photographs or diagrams on the page. Have students read the page silently or read the page to them. Round robin reading, where students each take a turn reading a paragraph, is strongly discouraged as it is not an effective reading comprehension technique. However, choral reading, where the entire class reads together can help struggling readers work through each paragraph. You may also wish to have students pair and read to each other. Revisit the questions after the page has been read. Have students answer the questions as a group activity. Answers are not provided for teachers for individual questions. Instead, questions are intended to promote student critical thinking, so allow for a variety of ideas to be shared. List ideas on the board when helpful. Be sure to have students work through each History Detective activity. Allow time for students to take a deep dive into the questions and responses required for them to be effective History Detectives. At the end of each chapter, have students summarize the information presented in the chapter. You may want to have students write a summary paragraph in their History Journal.
Chapter 1 Getting Started Guided Reading Chapter Vocabulary primary
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primary source curators source storytellers
artifacts historians historical fiction
secondary
1. What did the building of mills and dams in Wisconsin also help build? 2. What did farmers mainly grow beginning in the 1840s? 3. Why would building a dam across a river be difficult? 4. What do you think life was like in the 1800s? 5. What is the job of a curator? 6. What does a historian use to help us learn about history? 7. How do storytellers share history? 8. What details do you see in the photo? 9. What historical facts does the photo help you to understand? 10. What story could be told from the photo? 11. What is a History Detective? 12. What will you need to be an effective History Detective? 13. When was this story written? 14. Why is it a primary resource? 15. What is the story about? 16. How did the building of a mill in Baraboo help the farmer? 17. What do you think it was like to be a farmer in 1914? 18. Why did the farmers decide to grow wheat? 19. What else was being built during this time that would help farmers get their wheat to market? 20. How does the author describe Sauk County at the time he was a boy growing up on a farm?
Chapter 2 Turning Points in History Guided Reading Chapter Vocabulary turning point ingenuity innovation grit Indigenous People federal land patent
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driving question scrip warrant
1. What is a turning point in history? 2. Why are turning points like a set of gears? 3. How were the gears of change in play in Wisconsin in the 1800s? 4. What do you think was used to build the early dams across Wisconsin's rivers? Why? (Hint: Explore the photo on page 6.) 5. What is a driving question? 6. What is another question that could be asked that will help us discover the answer to the Driving Question on page 6? 7. What was the Northwest Territory? 8. In what way did the Land Ordinance of 1785 set up the division of land that would become Wisconsin? 9. What is a treaty? 10. What are three things the Northwest Ordinance of 1787 established? 11. When thinking about the various Indian tribes living in Wisconsin, what was the policy of the U.S. government toward the Indians? 12. What was the result of treaties signed between the U.S. government and the various Indian nations? 13. Who was Chief Yellow Thunder? 14. How was Chief Yellow Thunder able to prevent being removed to west of the Mississippi River a final time? 15. How many counties are there in Wisconsin? 16. How big is a township? 17. How many acres are there in a quarter section? 18. What are three things round in the 1820 Land Act? 19. What is a land patent? 20. Who was given script warrants and how were they used?
Chapter 3 Growth of Farming Guided Reading Chapter Vocabulary lead cash crop wheat Rust Disease Chinch Bug harvesting threshing machine steam-powered close-knit
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1. What did French fur traders begin to trade in regions along the Mississippi River? 2. Why was wheat considered a cash crop? 3. What limited a farmer's ability to planting and harvesting more than a few acres of wheat at a time in the early 1800s? 4. How did the invention of the steel blade plow change farming? 5. How would you describe horse and oxen power? 6. What does the painting show? Why is this a primary source? 7. What was the effect of planting the same crop year after year? 8. What was the impact of railroads on wheat farming? 9. Look at the threshing photos on pages 14 and 15. What is the same? What is different? 10. How would you describe the job of threshing grain? 11. What problems might weather cause for farmers? 12. What problems might insects cause for farmers? 13. What two challenges made growing wheat in Wisconsin in the late 1860s particularly difficult? 14. What are three new types of crops farmers in Wisconsin began planting after wheat farming failed? 15. Which of the crops noted on page 16 do you particularly like? Which do you prefer not to eat? 16. What new crops became top producers for Wisconsin farmers in the late 1800s? 17. How did the threshing machine change farming? 18. From the photo on page 17, what can you say about machine maintenance? 19. What was the effect of steam-power on farming? 20. Why were mills needed in Wisconsin's growing communities?
Chapter 4 Building Dams and Mills Guided Reading Chapter Vocabulary water power elevation
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interlocking earthen volume self-sufficient industrious
1. How would you describe a mill? 2. How were mills powered in the 1800s? 3. What were the names of the two types of mechanisms that were turned by water? 4. What might you expect to see in the movie? 5. What are three things you learned while watching the movie? 6. What was the purpose of dams built across the rivers in Wisconsin? 7. Why was it important to create a strong flow when building an earthen dam? 8. Why did the community come together to rebuild a dam after a heavy rain storm might wash it out? 9. What are three details you discovered in the photo of the La Valle Mill Dam? 10. Compare and contrast the two dams on page 22. What is the same? What is different? 11. Look at a map of Wisconsin. Find your area. How many communities do you think began in the 1800s and had a mill and dam as part of the community? 12. What two factors must be taken into consideration when choosing a place to build a dam? 13. Together, what do volume and elevation determine? 14. What do you notice in the photo of the Mirror Lake Dam? List at least 5 things, 15. How did the growth of mills lead to a growth of communities? 16. What is the most interesting thing you learned from the video? 17. How would you describe a home industry? 18. What were some products of home industries in the 1800s? 19. What do you notice in the photo of the men making maple syrup? 20. Break down making maple syrup into five important steps. What are these steps?
Chapter 5 The Tale of Two Mills Guided Reading Chapter Vocabulary rural
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employment cooperative staves residents millrace oxbow looms bygone
1. Why was the ability to provide employment so important for Wisconsin's growing communities? 2. Do you think all of the employees are shown in the photo? Why or why not? 3. What is meant by a rural community? 4. What might be a clue that at least one mill was once part of your community? 5. Explore the photo on page 28. What details in the photo help you understand that the mill was part of the community? 6. Explore the photo on page 29. Compare it with communities today. What is different about the community from the early 1900s and today's communities? What is the same? 7. How do you think the coming of the telephone changed the lives for the people of the Village of La Valle? 8. Would you say that the mill brought prosperity, or good times, to the people living in and around the Village of La Valle? Why or why not? 9. What did the mill make in 1874? Why do you think this was an important product? 10. What two disasters struck the La Valle Mill in the 1800s? 11. What was the effect of those two disasters? 12. How do you think the coming electricity changed the lives for the people of the Village of La Valle? 13. Why did the turbine grow silent in 1999? What do you think was the effect on the village when that happened? 14. In what way was the Island Woolen Mill similar to the La Valle Mill? In what ways was it different? 15. What are three things you discover about the city of Baraboo from the 1872 map? 16. Was the job of a loom? 17. Why do you think the products made at the Island Woolen Mill were important to those living in other communities? Why was it important to the people of Baraboo? 18. What happened to the Island Woolen Mill in 1969? 19. Why is the story found on page 38 a secondary source? 20. What is the difference between a grist mill and a flour mill?
Chapter 6 The Restoration of Beckman Mill Guided Reading Chapter Vocabulary restoration remarkable
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distillery investment volunteers engineers
grist ruins buckwheat
1. Why do you think the type of products produced in the mill changed over time? 2. Why might a group of individuals want to restore an old mill that no longer produces any products to sell? 3. Is the map a primary or secondary resource? Why? 4. What does this map show? 5. What are three different types of details shown on the map? 6. What is shown in the jars pictured on page 41? 7. Explore the before and after photos of the Beckman Mill. What do you notice after looking carefully at both images? 8. Would you agree that the volunteers needed to work together in order to restore the Beckman Mill? Why or why not? 9. What is a "We can do this" attitude? 10. Carefully explore the photos of the old and new dam. What improvements were made? 11. Why was it necessary to improve the dam? 12. What was the purpose of the fish ladder? 13. What did you learn about how a mill works from watching the video? 14. Why is being listed as on the National Register of Historic Places a special honor? 15. What are three things it will take to ensure that the Beckman Mill does not fall to disrepair again? 16. If you could ask a question of the Friends of Beckman Mill, what would you ask them? 17. What are some foods that are made with buckwheat flour? 18. Why do some people use buckwheat flour instead of flour made from wheat? 19. What does the diagram show? 20. What do you think it sounded like when all of the mechanical systems of the Beckman Mill were working? Why?
Chapter 7 Hydroelectric Dams Guided Reading Chapter Vocabulary hydroelectric generates renewable energy reservoir penstock downstream natural gas
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1. What is a hydroelectric dam? 2. Why is hydroelectric power considered renewable energy? 3. Which hydroelectric dam is closest to where you live? 4. Why is the flow of water important to the workings of a hydroelectric dam? 5. Why is elevation important to the workings of a hydroelectric dam? 6. Why is volume important to the workings of a hydroelectric dam? 7. What is the job of the generator? 8. Where does the water flow after it moves away from the dam? 9. How does electricity get to nearby businesses and homes? 10. How would you describe the work of a hydroelectric dam in one word? 11. Thinking back to earthen dams built to power mills, what is different about the look of a hydroelectric dam? 12. Along with hydroelectric dams, what other resource is used to generate electricity in Wisconsin? 13. What is located behind the dame at Prairie du Sac? 14. Why do you think both the hydroelectric dam at Prairie du Sac and Lake Wisconsin are important to the economy of the area? 15. What does the poet refer to when he uses the term "plant"? 16. What does the poet refer to the men who designed and engineered the dams "pioneers"? 17. How does the poet describe the work that was done to build the dam? 18. How are the workings of the plant different today from when it was first built? 19. What does the diagram show? 20. What happens when water flows onto the blades?
Chapter 8 Paper Mills Guided Reading Chapter Vocabulary newsprint
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industry
compete
manufacturing
ripple effect
1. What type of paper products do you use in school? Name three. 2. What type of paper products do you use at home? Name three. 3. What type of paper products do businesses use? Name three. 4. What was once used to make newsprint? 5. What later was used to make newsprint? 6. Why was there a need for more paper mills in Wisconsin? 7. Why was Wisconsin a good place to build paper mills? 8. Where were paper mills mostly built in Wisconsin? 9. What happened to the paper industry in Wisconsin beginning in the 1920s? 10. Which countries became strong competitors with Wisconsin for the sale of paper products? 11. Why are paper mills important to the local economy? Name three ways a paper mill helps the local economy. 12. What has been the effect of competition from other states and other countries on the Wisconsin paper industry? 13. Why is the paper industry important to the health of the timber industry? 14. Why is it difficult for a mill to change from manufacturing one type of paper product to another type of paper product? 15. Explore the photo of inside the paper mill. What are three things you notice? 16. What happens to the local economy when a paper mill closes? 17. Why are schools affected when a local paper mill closes? 18. Why is the closing of a paper mill a turning point? 19. Why is the conversion of a paper mill to a new use a turning point? 20. Do you agree that it is a good idea to repurpose the buildings of an old paper mill into a new use, such as dividing up the building space into apartments? Why or why not?
Chapter 9 Dam Removal Guided Reading Chapter Vocabulary costs and benefits
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economy
watershed
springs
1. Why might a community decide to keep a dam after a mill closes? 2. Why might a community decide to remove a dam after a mill closes? 3. What does the term "cost and benefits" mean? 4. Why is the expansion of a mill, such as the Island Woolen Mill, a turning point for a community? 5. How might a mill power a local economy? 6. What does it mean for a mill to become part of a community's identity? 7. How many dams were built across the Baraboo River in the 1800s? 8. Why were the dams built? 9. How did the dams help build communities along the river? Describe three ways. 10. Look very carefully at the map. Where does the Baraboo River flow into the Wisconsin River? 11. What is a watershed? 12. How would you describe the watershed of the Baraboo River? 13. In which direction does the Baraboo River flow? 14. Which dams were removed after 1990 15. Which dam washed out on its own? 16. Which dams were removed after 1990? 17. Why do you think the dams in Reedsburg and Baraboo were removed in the 1970s? 18. Why did engineers believe the remaining dams built across the Baraboo River should be removed? 19. What the lasting impact of the removal of the dams? 20. What is something you would like to share after watching the movie Running Free?
Short Answer Worksheets Learning Strategies
To the Teacher: These worksheets are designed to develop critical thinking skills. While a handful of questions throughout the nine worksheets require recall of specific facts, most questions require students to synthesize information and draw conclusions. Students should be assessed on their ability to analyze and synthesize information.
1. Have students complete the worksheets independently. Allow use of the textbook for students to review the material. 2. Have students pair and share their answers in groups of two to three students. Students should have to support their answers by referring to specific information in the textbook. Emphasize that correct answers show the ability of students to use the information to draw accurate conclusions. 3. Have students in each group come to a consensus on the best answer for each question. One student in each group should be a notetaker and write the group's answer for each question, These answers will be shared with the class. 4. Review the questions with the class. Have students share the answers agreed to within their group. Discuss the facts that support student answers. Allow for critical thinking. Some answers many not be exactly alike. That's fine as long as students can back up their thinking with information from the text. 5. Allow students to grade their worksheets and hand them in for your review. 6. Meet with students who need to think through the questions aloud with you to improve their critical thinking skills.
Name:
Date:
Chapter 1 Getting Started Answer each question with a complete sentence.
How does a curator help us to understand history?
How does a historian help us to understand history?
What is historical fiction?
What must all history detectives have to discover facts?
What did you find most interesting in the story about Hauling Grain from Baraboo to Milwaukee?
The writer in the last paragraph says, "Gee, what a contrast." What is he describing?
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Chapter 2 Turning Points in History Answer each question with a complete sentence.
What is a turning point in history?
What was the Northwest Territory?
What did each treaty signed between the United States Government and Indian nations have in common?
What was a land patent?
How did the Homestead Act of 1862 help to set up farms in Wisconsin?
What was a military script and who could receive one?
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Chapter 3 Growth of Farming Answer each question with a complete sentence.
Why did Wisconsin miners turn to farming?
Why did so many farmers choose to grow wheat?
How did improvements in technology allow farmers to grow more wheat?
What three challenges were particularly difficult for wheat farmers to overcome?
Why could threshing be considered a community event?
How did steam power help farmers?
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Chapter 4 Building Dams and Mills Answer each question with a complete sentence.
What is a mill?
How was water used to power mills?
How did the building of mills and dams help Wisconsin communities to grow?
Maple syrup, home made rugs, and home canning are examples of home industries. What is another example? Why is it a home industry?
How would you describe the making of maple syrup?
Why did it take more than one person to make maple syrup?
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Chapter 5 The Tale of Two Mills Answer each question with a complete sentence.
How are the two mills described in Chapter 5 the same?
How are the two mills described in Chapter 5 different?
How would you describe the history of the La Valle Mill?
How would you describe the history of the Island Woolen Mill?
"The story of mills and dams is the story of amazing ingenuity and advances in technology." Do you agree? Why or why not?
Why was a flour mill important to growing Wisconsin communities?
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Chapter 6 The Restoration of the Beckman Mill Answer each question with a complete sentence. Why do you think the Beckman Mill changed ownership so many times before the Beckman Family purchased it?
How did volunteers help to save the Beckman Mill?
What three words would you use to describe the restoration of the Beckman Mill? Why?
Why was a fish ladder included in the design of the new Beckman Mill dam?
What do you think it means for a property to be placed on the National Register of Historic Places?
"It is important to preserve historical sites." Do you agree with this statement? Why or why not?
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Chapter 7 Hydroelectric Dams Answer each question with a complete sentence. What is a hydroelectric dam?
Why is hydroelectric power considered "renewable" energy?
What does the turbine do in a hydroelectric dam?
What does the generator do in an hydroelectric dam?
Where are hydroelectric dams built in Wisconsin? Why?
Why are hydroelectric dams important to many communities across Wisconsin?
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Chapter 8 Paper Mills Answer each question with a complete sentence. Where were paper mills built in Wisconsin in the 1800s? Why?
What effect did paper mills have on the growth of Wisconsin communities?
Why did the growth of paper mills spark the growth of the Wisconsin logging industry?
What caused the newsprint market in Wisconsin to change?
How is the closing of a paper mill a turning point in the life of a community?
If you were a city planner, how might you creatively reuse a closed paper mill in a way that would help the community?
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Chapter 9 Dam Removal Answer each question with a complete sentence. Why might a community decide to remove a dam?
Why might a community decide to keep an old dam even though the mill is gone or no longer in use?
What factors might a community consider when trying to decide whether or not to remove a dam?
What does "improve a river's ecosystem" mean?
Why do you think it took more than three years for the Baraboo River's ecosystem show improvement after the dams were removed?
How do recreational activities such as kayaking help spark new businesses in communities located along a river?
Chapter Quizzes Answer Key Have students take the quizzes individually or in pairs. (Optional) As an open book quiz: Have students write the page number where they found the correct answer. For questions that require higher level critical thinking, have students write the page number of where content was presented that helped them formulate their answer. Chapter 1
Chapter 4
Chapter 7
1. d
1. d
1. c
2. c
2. a
2. b
3. c
3. a
3. c
4. d
4. d
4. d
5. c
5. b
5. c
6. d
6. d
6. d
Chapter 2
Chapter 5
Chapter 8
1. a
1. d
1. b
2. b
2. a
2. a
3. a
3. c
3. a
4. c
4. d
4. d
5. a
5. a
5. b
6. a
6. a
6. d
Chapter 3
Chapter 6
Chapter 9
1. b
1. d
1. a
2. c
2. b
2. c
3. d
3. a
3. d
4. c
4. a
4. c
5. b
5. a
5. d
6. a
6. c
6. b
Chapter 1 Dam Removal Quiz Directions: Read each question. Underline the correct answer. Be sure to read all possible answers before marking the correct answer. 1. What did the building of mills and dams in Wisconsin also help build? a. ice rinks b. carnivals c. paper mills d. communities 2. Which is an example of a primary resource? a. story written by a storyteller b. article written by a historian c. photo taken at the time of an event d. map made from information found in a textbook 3. Which is a curator? a. person who write history stories b. person who reads about history c. person who catalogs artifacts d. person who teaches history 4. Which is a historian? a. person who catalogs artifacts b. person who mixes fact with fiction c. person who collects stories about people d. person who uses facts to write about historical events 5. Why did Wisconsin farmers decide to grow wheat in the mid 1800s? a. It was fun to grow. b. It was the best color. c. It grew well in the soil. d. It was the only crop to grow. 6. What do you need to be an effective History Detective? a. curiosity b. notebook for taking notes c. the ability to ask good questions d. all of the above
Chapter 2 Turning Points in History Quiz Directions: Read each question. Underline the correct answer. Be sure to read all possible answers before marking the correct answer. 1. Which describes a turning point in history? a. an event that causes important changes b. a county fair that is held every year c. a new show steaming on your TV d. an example of how to ride a bike 2. What was carved out of the Northwest Territory? a. New York b. Wisconsin c. Rhode Island d. the United States 3. What is a treaty? a. a signed agreement b. the first draft of a document c. a story handed down over the years d. the name of an event that happened long ago 4. Who was Yellow Thunder? a. a Sauk tribal member who lived in Wisconsin b. the person who received a script warrant in 1850 c. a Ho-Chunk chief who was able to get a land patent d. person who surveyed the land that became the Northwest Territory 5. How big is a township? a. six miles on each side b. 10 miles on each side c. no more than 640 acres d. as big as the town chair decides. 6. What did a script warrant give to veterans of the War of 1812? a. land b. money c. new shovels d. a mine in California
Chapter 3 Growth of Farming Quiz Directions: Read each question. Underline the correct answer. Be sure to read all possible answers before marking the correct answer. 1. Along with furs, what else did French settlers trade with Indians living in southwest Wisconsin? a. iron b. lead c. copper d. magnesium 2. What was the effect of planting wheat every year for several years? a. The production of wheat increased. b. Many people great tired of milling flour. c. The soil began to wear out and the wheat did not grow well. d. More and more people changed from planting beans to planting wheat. 3. What was the effect of Rust Disease? a. Wheat crops grew taller and stronger. b. Wheat crops usually doubled in size. c. Wheat crops were harvested twice. d. Wheat crops failed. 4. What was the effect of the Chinch Bug? a. Specks of light could be seen at night. b. It caused many people to move to Wisconsin. c. It destroyed wheat corps resulting in a poor harvest. d. It nourished the soil in ways that improved wheat harvest. 5. What effect did the threshing machine have on wheat farming? a. It made it cheaper to farm. b. It made harvesting far easier. c. It was so expensive no one used it. d. It made it harder because the machine kept breaking. 6. What is an example of a steam-powered machine used on a farm in the late1800s? a. tractor b. shovel c. pulley d. door
Chapter 4 Building Dams and Mills Quiz Directions: Read each question. Underline the correct answer. Be sure to read all possible answers before marking the correct answer. 1. What is a mill? a. a place where wheat is turned into flour b. a place where logs are sawed into lumber c. a place that uses water as a power source d. all of the above 2. Why were dams built across rivers in Wisconsin in the 1800s? a. to power the work of mills b. to slow the movement of the river c. to raise the level of the river for fishing d. to make new communities look interesting 3. What two factors are important for building a dam? a. elevation and volume b. community size and location c. amount of dry land available for flooding d. closeness of buildings to the side of the river. 4. Why did the growth of mills in Wisconsin lead to the growth of Wisconsin communities? a. It brought jobs to the area. b. It made it easier for farmers to sell their wheat. c. It made lumber available for settlers to build homes. d. all of the above 5. Which is an example of a home industry product? a. cheeseburger from a restaurant b. rug made from rags torn into lengths c. product made in another country and sold in Wisconsin d. tool made in a factory and sold in the local hardware store 6. What were most dams made from in the 1800s? a. concrete and water b. gravel and twigs c. straw and stones d. earth and rock
Chapter 5 The Tale of Two Mills Quiz Directions: Read each question. Underline the correct answer. Be sure to read all possible answers before marking the correct answer. 1. Why was the ability to provide employment important for Wisconsin's growing communities? a. It allowed people to have money to build homes. b. It allowed people to purchase goods from local businesses. c. It helped people identify the need for new products and businesses. d. all of the above 2. What defines a rural community? a. farms b. busy streets c. many different businesses d. many tall apartment buildings 3. When did electricity come to La Valle? a. 1850 b. 1898 c. 1912 d. 1939 4. What products were made at the La Valle Mill over the years? a. barrel staves b. ground corn c. flour d. all of the above 5. What was made at the Island Woolen Mill? a. wool blankets b. wool suits c. wool dresses d. wool rugs 6. Why was the Island Woolen Mill so important to the people of Baraboo in the early 1900s? a. Many people worked there. b. The fabric was sold only in Baraboo. c. It created park space for the city and rural areas. d. It made both cotton and wool products for many to use.
Chapter 6 The Restoration of Beckman Mill Quiz Directions: Read each question. Underline the correct answer. Be sure to read all possible answers before marking the correct answer. 1. Why were volunteers important for the successful restoration of Beckman Mill? a. They gathered funds to pay for the restoration. b. They took part in the physical rebuilding of the mill. c. They helped bring together agencies and people needed to restore the mill. d. all of the above 2. Following a fire in 1853, in which year was the Beckman Mill rebuilt as a grist mill? a. 1844 b. 1868 c. 1954 d. 1992 3. What is the purpose of the fish ladder? a. as a way for two endangered fish species to move from the stream below to the pond above b. as a means to attract tourists to come to Beckman Mill and volunteer to restore the dam c. as a way to showcase what can be done with modern dam building techniques d. as a means to show how important it is to restore old mills and dams 4. What is the National Register of Historic Places? a. a government register of important historic places b. a place for volunteers to sign up to restore buildings c. a state building that has photos of old buildings in it d. a local business that supports restoration projects 5. What was used to mechanically move grain, grist, and flour from place to place in the Beckman Mill? a. pulleys and elevators b. people and bags c. picks and axes d. cups and water 6. What is buckwheat? a. a type of grain grown only in Wisconsin b. a large plant that grows in very wet areas c. a fruit whose seed is ground into flour d. a type of rice that is used in hot dishes
Chapter 7 Hydroelectric Dams Quiz Directions: Read each question. Underline the correct answer. Be sure to read all possible answers before marking the correct answer. 1. What is a hydroelectric dam? a. a mill where trees are sawed into wood planks b. a dam where grist is ground into corn meal c. a dam where electricity is generated d. a mill where flour is sold 2. Why is the flow of water important to the workings of a hydroelectric dam? a. It turns the generator. b. It powers the turbine. c. It cools the machinery. d. It makes the gears run smoothly. 3. How is electricity first transferred from the workings of the hydroelectric dam to businesses? a. using batteries b. using electric vehicles c. using transmission lines d. using generators in many locations 4. Why are hydroelectric dams important in Wisconsin? a. They are a model for how mills and dams should be built. b. They are reminders of dams that were built in the past. c. They are only built in Wisconsin so are special. d. They provide electricity the people of Wisconsin. 5. Which of the following does NOT need electricity to work? a. computer b. kitchen light c. revolving door d. store elevator 6. Where are hydroelectric dams found in Wisconsin? a. along highways in large cities b. in rural areas near creeks c. by old restored mills d. across large rivers
Chapter 8 Paper Mills Quiz Directions: Read each question. Underline the correct answer. Be sure to read all possible answers before marking the correct answer. 1. When were paper mills first built in Wisconsin? a. 1805 b. 1848 c. 1890 d. 1920 2. What was made in the Wisconsin's first paper mills? a. newsprint. b. paper towels c. notebook paper d. colorful print wrapping paper 3. Why have paper mills been important to local economies? a. bring jobs b. bring fancy paper c. bring other types of mills d. bring new water routes for boating 4. Which industry supplies the paper industry with a natural resource needed to make its products? a. cheese making industry b. pottery making industry c. cardboard industry d. timber industry 5. Why is the closing of a paper mill a turning point for a community? a. It can cause businesses to grow. b. It means a possible loss of jobs. c. Roads are always improved. d. New schools are always built. 6. What change occurred to Wisconsin's paper mills as less newsprint was needed? a. They all closed. b. They all became flour mills. c. They converted to sawing timber. d. They converted to making specialty paper.
Chapter 9 Dam Removal Quiz Directions: Read each question. Underline the correct answer. Be sure to read all possible answers before marking the correct answer. 1. Why might a community decide to remove a dam? a. because it may be weak and can break b. because people feel the dam is part of the community c. because they want to reduce the types of fish in the river d. because they would sell the material used to build the dam 2. What does the term "costs and benefits" mean? a. It shows the difference in cost from today and when a dam was first built. b. It gives a total of the final cost for volunteer for a restoration project c. It is a comparison of dollars with and how helpful a project is. d. It is used to compare projects from the 1800s with today. 3. Which of the following reasons might people use to argue against removal of an old dam? a. It's part of its history. b. People like the way it looks. c. It still has some limited use. d. all of the above 4. Why did government officials believe all the dams on the Baraboo River should be removed? a. They felt they no longer looked interesting. b. They felt they stopped the flow of water. c. They believed they no longer were safe. d. They wanted to rebuild all of them. 5. What was the impact of the removal of the dams on the Baraboo River? a. It reduced boats on the river. b. It caused flooding across the region. c. It resulted in the river becoming twice as wide. d. It increased the amount and types of fish in the river. 6. What can be said about dams today? a. All dams in Wisconsin have been removed. b. Dams remain important to Wisconsin's economy. c. People are encouraged to build earthen dams near cities. d. Most old dams in Wisconsin have been restored to how they used to look.