READ THE PASSAGE Pause after each paragraph and consider what that paragraph was mostly about.

Prometheus In ancient Greek mythology, Prometheus was a Titan, one of the most powerful gods. Yet even though he was a god, he found humans interesting. Zeus, the ruler of all the gods, did not care about human struggles, but Prometheus wanted to help mortals.

According to the myths, Prometheus looked for ways to help humans solve their problems. For example, he taught people how to make bricks to build homes, how to tell the seasons by looking at the stars, and how to navigate their ships. Humans, with the help of Prometheus’s knowledge, began to advance. They became more independent.

Zeus ordered Prometheus not to help the humans, but Prometheus continued. After Prometheus stole fire from Zeus and gave it to people, Zeus grew incredibly angry. Until then, Zeus alone had controlled fire.

By giving it to the humans, Prometheus was offering them the final power they needed to grow and prosper without the help of the gods. Zeus was furious. “You dared to defy me?” cried Zeus. “You brought fire to those too foolish to use it properly. Now you must be punished!” Zeus chained Prometheus to a mountain and sent an eagle to tear at his flesh. While Prometheus remained bound and helpless, the eagle ate his liver. Each day, the liver grew back, and the eagle attacked it anew.

Prometheus’s torture continued for years. Finally, Heracles, a brave warrior and one of Zeus’s sons, could no longer stand to see Prometheus suffer. Heracles killed the eagle and set Prometheus free.

STRATEGY PRACTICE Summarize what you learned about Prometheus for a partner.

1. Which of these statements best tells the main idea of the passage? a) Zeus and Prometheus fought about Heracles. b) Zeus told Prometheus to avoid humans. c) Prometheus was chained to a mountain, and an eagle ate his liver. d) Prometheus disobeyed Zeus by sharing knowledge with humans.

2. Which of these is the main idea of the second paragraph? a) Prometheus wanted to see humans prosper. b) Prometheus thought humans were foolish. c) Zeus kept Prometheus away from humans. d) Prometheus helped humans, but they were ungrateful.

3. Which detail explains why Zeus finally decided to punish Prometheus? a) Prometheus gave fire to humans. b) Prometheus was a Titan. c) Prometheus taught humans to make bricks and build homes. d) Prometheus got help from Heracles.

4. Which of these details shows that Prometheus’storture was ongoing? a) Zeus chained Prometheus to a mountain. b) Prometheus’s liver grew back, and the eagle attacked it again and again. c) Prometheus was bound and helpless. d) Heracles killed the eagle and freed Prometheus.

READ THE PASSAGE Think about the similarities and differences between fruits and vegetables.

A Fruit? A Vegetable? Which Is It? What’s the difference between a fruit and a vegetable? The differences are not as straightforward as you may think. The way you categorize these foods may depend on whether you’re a scientist or a chef. For example, most people think of fruits as sweet and vegetables as bitter, bland, or savory. So what would you call a tomato? Tomatoes are often added to foods such as pasta sauce, tacos, and stews, so most of us think of them as vegetables. However, a tomato is really a fruit. What about cucumbers and peas? They’re green like many vegetables, and we eat them as side dishes, not on ice cream or cereal! But they’re actually fruits, too. So are squash, beans, and nuts.

Botanists, or scientists who study plants, define a fruit as any plant part that can generate a new plant or the seeds of the parent plant. A fruit is formed from the flower of a plant.

Vegetables, on the other hand, are all the other edible parts of a plant—the roots, the stalks, the leaves, and so on. Carrots and beets and potatoes are root vegetables; celery and asparagus are stalks; and leafy vegetables include lettuce, kale, and spinach. Of course, when we’re eating, we don’t worry so much about whether our food is a fruit or a vegetable. We mainly focus on flavor. But the debate over fruits and vegetables can get heated. In a famous court case (Nix vs. Hedden) in 1893, the U.S. Supreme Court decided that it is correct for people to call a tomato a vegetable, even though, scientifically speaking, it is a fruit.So the next time someone tells you to eat your veggies, ask if they really mean fruits instead.

STRATEGY PRACTICE On a separate piece of paper, draw a Venn diagram to show the similarities and differences between fruits and vegetables mentioned in the passage.

1. Botanists will probably say that a fruit is differentfrom a vegetable because .

A) a fruit is edible B) a fruit contains the plant’s seeds C) the U.S. Supreme Court ruled that they are different D) a fruit is sweeter than a vegetable

2. How do scientists think about fruits andvegetables differently from most other people?

A) They care only about the flavor. B) They focus on how many recipes the plant part can be used in. C) They think about the job that the plant part does. D) They pay attention to how the Supreme Court rules on cases about fruits and vegetables.

3. What is the main similarity between fruits and vegetables?

A) Both have led to court cases. B) Both are green. C) Both are sweet. D) Both are parts of a plant.

4. Based on what you can infer from the passage, how are strawberries and walnuts alike?

A) Both grow from a plant’s flowers. B) Both grow on trees. C) Both are savory foods. D) Both are considered vegetables.

READ THE PASSAGE Pay attention to the information given in the map and how it supports the information in the passage.

STRATEGY PRACTICE If someone wanted to re-create Cox’s swim in Antarctica, what information is notincluded in the passage that would be important to know?

1. What information is included under the subheading “From Cold to Colder”?

A) details about Cox’s unusual body structure B) facts about Cox’s swim in the Bering Strait C) possible future challenges for Cox D) information about Cox’s swim in Antarctica

2. According to the map & passage, Big Diomede is.

A) part of Russia B) part of the United States C) off the coast of Antarctica D) in the Diomede Ocean

3. According to her quote, Cox thinks she can swimin very cold water because she .

A) is extremely strong B) has very thick skin C) is unafraid of whales, walruses, and seals D) has body fat that acts like a sweater

4. Based on the map and passage, Cox’s Bering Strait swim went mainly from.

A) east to west B) west to east C) north to south D) south to north

READ THE PASSAGE Think about how the author feels about animals and people working together.

Helping Horses Many people with visual impairment use guide dogs to help them get safely from place to place and to alert them to danger. But what can blind people do if they are allergic to dogs or just don’t like them? For some people, the answer is provided by the Guide Horse Foundation.

Janet and Don Burleson founded the nonprofit organization in 1999. They began training miniature horses to help guide visually impaired people. Miniature horses look just like regular horses, only much smaller. They are generally less than 34 inches tall.

Cuddles was the foundation’s first guide horse in full service. She became 45-year-old Dan Shaw’s helper. Shaw has an eye disease that caused his sight to deteriorate. One night, while filling out an application to get a guide dog, Shaw heard a news story on TV about people training horses to guide the blind. Shaw loves horses and wanted a guide animal that would live a long time. He applied, and a year later, Cuddles and Shaw began training as a team.

On a trip to New York, Cuddles helped Shaw safely navigate Times Square, a very busy part of the city at night. The next day, Cuddles calmly rode the elevator with Shaw to the crowded top of the Empire State Building, a famous skyscraper. Cuddles even guided Shaw on the ferry ride to the Statue of Liberty, rode the escalator in a store, and traveled on the subway system.

Shaw says that he feels truly blessed to have Cuddles. He believes that Cuddles has changed his life for the better by giving him more independence and self-reliance.

STRATEGY PRACTICE Describe how you visualized Cuddles and Dan Shaw on the city streets.

1. How did people probably feel when they sawCuddles in New York City?

a) annoyed that the horse blocked traffic b) surprised by seeing a miniature horse in a building c) disappointed that Shaw did not have a guide dog d) pleased that Cuddles is very cute

2. You can tell that an important quality for a guide horse is .

a) having the ability to handle many situations b) being small in size c) being independent d) having the ability to run quickly

3. How did Cuddles change Dan Shaw’s life?

a) She became Dan Shaw’s best friend. b) She made Dan Shaw famous. c) She helped Dan Shaw start a business. d) She gave Dan Shaw confidence.

4. Which of these is a theme in the passage?

a) Visually impaired people are brave for facing many challenging situations. b) Animals are special because they can help people do otherwise impossible things. c) Horses are better than dogs as guide

animals. d) New York City is a magical city with unique attractions.

READ THE PASSAGE Ask yourself questions to make sure you understand what you read.

The Smilodon and the Tiger Although the now-extinct smilodon is also known as the saber-toothed tiger, it was not a close relative of the modern tiger. The more scientists study the two big cats, the more differences they find.

Tigers travel by themselves and run fast while chasing their prey. The smilodon, on the other hand, probably lived in packs. With much shorter tails than today’s tigers, the smilodon did not have the balance to run at top speeds. It probably caught its prey by hiding quietly until an animal came near. Then, the smilodon would surprise its prey.

Another main difference between today’s tiger and the smilodon is the size of the smilodon’s teeth. It is known as a “saber-toothed” cat because of two enormous teeth that grew from the top of its jaw. These teeth grew up to seven inches long and were surprisingly fragile. The smilodon probably used the teeth to bite into soft parts of its prey’s body, such as its stomach. A modern tiger’s teeth are much smaller, but they are stronger.

The smilodon lived in North and South America from about two million years ago until about ten thousand years ago. Tigers, of course, still exist today and live in eastern and southeastern Asia. No one knows for sure why the smilodon became extinct. However, scientists do know that many of today’s tiger species are in danger of becoming extinct because of loss of habitat and human activity.

STRATEGY PRACTICE Write a question you had while reading. If you learned the answer, write it down.

1. Although the smilodon and the tiger were not close relatives, what did they have in common?

a) Both lived in North and South America. b) Both had long tails and long legs. c) Both hunted prey. d) Both became extinct because of hunting.

2. What is the author’s purpose of the passage?

a) to persuade readers to protect tigers b) to entertain readers with a story about a make-believe animal c) to inform readers about tiger habitats d) to describe two kinds of big cats

3. According to the passage, one difference between the smilodon and the tiger is .

a) the size of their teeth b) the size of their ears c) the kind of food eaten d) the length of time they lived on Earth

4. One message of the passage is that.

a) the largest animals are the best hunters b) animals that look similar can actually be quite different c) modern tigers need to be more like smilodons if they are to survive d) the fate of animals of the past was controlled by humans

READ THE PASSAGE Look for cause-and-effect relationships that the author describes. Think about the evidence that the author gives to support her claims.

What Mosquitoes Like About You Do you ever feel like mosquitoes single you out in a crowd? Do you think your blood must be extra tasty because you’re the one who always gets bitten when no one else does? It turns out that mosquitoes do have preferences, but it isn’t tasty blood that attracts them to their target. It’s all about how easy a person is to find. Mosquito expert Susan Paskewitz explains that “the main things are how you smell and how warm you are.”

Two scents that are particularly attractive to mosquitoes are carbon dioxide and lactic acid. Both of these chemicals are produced when you breathe or sweat. So, when you exercise, mosquitoes may zoom after you. That’s because exercising causes your muscles to build up lactic acid. Also, your sweat emits carbon dioxide, and your body temperature increases. But not everyone produces carbon dioxide and lactic acid at the same rate. Some people produce higher levels, so they are more likely to attract mosquitoes.

Even your sense of style can affect whether or not you get bitten. Mosquitoes use color to decide where to land, and they prefer dark colors. Wearing a black or dark blue T-shirt is a good way to turn yourself into a giant target for mosquitoes. Wear white, and they might fly right by.

STRATEGY PRACTICE What information does the author give as evidence of which senses mosquitoes use to find their prey?

1. Which of the following is most likely to cause a mosquito to find and bite you?

a) the way you look b) the way you taste c) the way you smell d) the way you sound

2. The writer would probably agree that a reasonable way to discourage mosquito bites is to .

a) avoid all types of exercise b) wear light-colored clothing c) stop producing carbon dioxide when you breathe d) try to increase your lactic acid levels

3. Which of the following is not a reason that mosquitoes are attracted to people who have justexercised?

a) Their body temperature is higher than normal. b) They produce higher levels of carbon dioxide. c) Their lactic acid level increases. d) Their blood sugar level increases.

4. The writer quotes mosquito expert SusanPaskewitz in order to.

a) explain what attracts mosquitoes b) prove that mosquitoes like blood

c) show that mosquitoes have an important job in the ecosystem

d) support the idea that mosquitoes spread deadly diseases

READ THE PASSAGE Use clues from the passage to infer information about the ancient library.

Ashurbanipal’s Library Many of us have to pay fines when we return overdue library materials. Even worse, if we lose the materials, we may have to pay to replace them. While we may dislike these penalties, we should consider ourselves lucky. At least one early library threatened people with much harsher punishments. The world’s first known library with a system of organization and cataloged materials was in the ancient city of Nineveh, Assyria, near what is now Mosel, Iraq.

Unlike Egyptians, who wrote on a paper called papyrus, Assyrians wrote manuscripts on clay tablets. In the 1800s, archaeologists discovered vast numbers of these manuscripts in Nineveh’s ruins. Scholars were able to read them and found notes at the bottom of each tablet that told who had owned them. They were part of the private library of King Ashurbanipal (AH-shoor-BAHN-ih-pahl), who ruled Assyria from 668 bc to 627 bc. Unlike many kings of that time, Ashurbanipal was able to read and write.

Scholars believe that Ashurbanipal’s library contained more than 1,200 titles on thousands of tablets. Many had been taken from defeated enemies during wartime—a common practice at the time. Others had been copied from earlier tablets. The library contained dictionaries as well as tablets on religion, science, magic, and history. It also contained literature, such as the Epic of Gilgamesh, a famous story from the region. Materials were even organized into different rooms, much like today’s libraries.

Although this was a private library, other people could use it. However, unlike today’s library books, materials from Ashurbanipal’s library contained curses threatening the wrath of the gods against anyone stealing or writing on the manuscripts. Maybe today’s library fines really aren’t so bad.

STRATEGY PRACTICE Describe something in the passage that you understood better after rereading it.

1. Information in the passage suggests that manuscripts in the ancient world.

a) belonged to religious leaders b) were considered valuable c) contained useless information d) were used as weapons

2. Based on information in the passage, what can you infer about ancient Assyria?

a) It fought many needless wars. b) It was primitive and undeveloped. c) It was a powerful kingdom.

d) It was disorganized and lawless.

3. What can you infer about Ashurbanipal?

a) He was a brutal leader. b) He was unable to read and write. c) He was intelligent and cultured. d) He was not religious.

4. Why might Assyria’s manuscripts have survived while those of ancient Egypt did not?

a) Ashurbanipal’s library was well protected.

b) No one was interested in Assyria’s manuscripts.

c) Ashurbanipal placed a curse on the materials. d) Clay does not decay as easily as paper.

READ THE PASSAGE Pay attention to the author’s evidence for how hoodoos formed in the region.

Hoodoos in Bryce Canyon Imagine the spires at the top of a sand castle—the kind you create by dripping layers of very wet sand. Hoodoos, a type of rock formation found primarily in Bryce Canyon, Utah, look something like wet sand, but they are made from colorful rock. Every year, millions of people come to Bryce Canyon to look at the pole-shaped hoodoos, which range from 5 to 150 feet tall.

What caused these amazing formations? Scientists believe that water is responsible. Over millions of years, water and ice have shaped the limestone of the area, creating canyons, deep bowls, plateaus, and hoodoos. On many days in this region, the temperatures are freezing at night and much warmer during the day. The sun melts snow, and the resulting water flows into cracks in the limestone. When the water freezes at night, it expands and causes the cracks to widen and pull the rock apart. This is called frost wedging.

Another way that water shapes the hoodoos is simply through rainfall. The rain contains a small amount of acid, which causes the soft limestone to dissolve. Some layers of rock in the hoodoos are harder than other layers, making parts of the hoodoos wear away more slowly. This gives hoodoos their unusual shapes and appearances.

Visitors to Bryce Canyon can hike through miles of natural mazes formed by hoodoos. However, to protect the fragile spires, visitors are asked to stay on the trails. If they were to climb on the hoodoos, they could damage the formations and rob future generations of the chance to see something that took eons to form.

STRATEGY PRACTICE What information from the passage would be important for writing a report about weathering in Bryce Canyon?

1. Why does the author discuss sand castle spires at the beginning of the passage?

a) to help readers visualize hoodoos b) to remind readers of their childhood c) to show that hoodoos are made of sand d) to explain how people create hoodoos

2. Which phrase provides the best evidence that hoodoos have an amazing appearance?

a) Some layers of rock in the hoodoos are harder. b) Over millions of years, water and ice have shaped the limestone. c) When the water freezes at night, it expands.

d) Every year, millions of people come to Bryce Canyon to look at the hoodoos.3. Which statement is not made in the passage?

a) Frost wedging shapes limestone. b) Wind shapes limestone. c) Water shapes limestone. d) People can harm hoodoos.

4. Which phrase best supports the idea that humans can affect the rock formations?

a) Every year, millions of people come to Bryce Canyon. b) Visitors can hike through miles of natural mazes formed by hoodoos.

c) If they were to climb on the hoodoos, they could damage the formations.

d) Scientists believe that water is responsible.

READ THE PASSAGE Use clues from the passage and your background knowledge to make inferences.

Are Humans the Only Animals with Emotions? Do animals besides humans have emotions, and if so, which ones? Scientists and animal lovers often debate this issue. In the past, many scientists believed that animals were not capable of showing complex human emotions such as empathy. Empathy is the understanding of and sharing in another’s feelings. For example, if your little brother’s turtle dies, you probably would feel bad for him.

Several recent experiments and observations support the theory that animals feel empathy. In 1964, one study showed that rhesus monkeys would not accept food if another monkey got an electric shock. Likewise, biologist Marc Bekoff reports that when he was watching elephants in Kenya, he noticed an elephant that had been crippled for years. Although the elephant moved very slowly, the herd never left it behind. They’d stop walking, check on her, and then wait for her. Bekoff also tells of Alaskan bear cubs that were orphaned when their mother was shot. One cub had been wounded, so he limped along and swam painfully slowly, but his sister never left his side. She even fished salmon out of the river for him.

There are reports of animals showing emotions besides empathy, too. In 2005, a humpback whale became tangled in fishing lines off California’s coast. After divers freed the whale, it played with and nuzzled each diver, seeming to show gratitude. Gorillas, llamas, and many other animals appear to express grief when a mate dies. And then there’s the story of the two abandoned terriers that were taken to an animal shelter. When one of them went blind, the other led his companion around the new environment by the scruff of the neck until the blind dog learned its way around. Maybe humans and animals aren’t so different after all.

STRATEGY PRACTICE Describe an example you have seen of an animal appearing to express an emotion.

1. What might cause a person to feel empathy?

A) getting injured before a big game B) watching a friend be chosen last for a team C) being invited to a birthday party D) having to move to another state

2. Which animal or animals described in the passage showed empathy? A) the blind dog B) the humpback whale C) gorillas and llamas D) the elephant herd

3. What makes the author wonder whether humans and animals are really so different?

A) Animals appear to express emotions, too. B) Animals have been shown to use tools. C) Many animals live in pairs or groups. D) Animals can suffer injuries, too.

4. You can infer from the passage that.

A) animals and people experience all the same

emotions B) some animals do not want another animal to suffer C) animals feel greater pain than people do

D) empathy is an emotion shown only by

humans

READ THE PASSAGE Look at the information presented in the graph.

STRATEGY PRACTICE According to the passage, why is the shape of a population pyramid significant?

1. A decline in population growth can be causedby a.

a) high death rate b) low death rate c) high birth rate d) low rate of people leaving the country

2. Which generalization about the U.S. population is supported by the graph?

a) There are more females over 80 than males under 9. b) There are more males aged 60 to 69 than

females ages 60 to 69. c) There are more females under 9 than males under 9. d) There are more females over 80 than males over 80.

3. A population pyramid for a country with a highbirth rate and low death rate would be .

a) shaped like a rectangle b) shaped like an hourglass c) wider at the bottom than at the top d) wider at the top than at the bottom

4. According to the graph and information in thepassage, the U.S. population shows .

a) negative population growth b) positive population growth c) zero population growth

d) maximum population growth

READ THE PASSAGE Read the passage and study the line graph.

STRATEGY PRACTICE What trend about Internet users does the graph show?

1. What does the word “Boom” in the title mean? a loud noise a government job a computer program a rapid increase2. The facts in the first paragraph support the ideathat the Internet . is available mainly in the United States has a wider use today than it did in the past is seldom used by people in other countries is used mainly by government scientists today3. Which idea does the graph support?

The Internet stopped growing in 2008. The Internet stopped growing after 2000. The Internet grew rapidly after 2000. The Internet was invented in 2000.4. Based on the graph, which statement is true? There were fewer Internet users in 2000. There were more than 500 million Internetusers in 2000. The number of Internet users decreasedeach year from 2000 to 2008. Internet growth was slight between 2000and 2005.

READ THE PASSAGE Look for descriptions of things or practices that have changed since 1899.

Newsies Strike New York Today, people can buy a newspaper from a machine or at a newsstand. But back in the 1800s,newsboys, or “newsies,” were the principal sellers of newspapers. Newsies sold their newspapers, or“papes,” on New York’s streets. Newsies bought their newspapers from the companies that printed them. The newsboys then made their money by selling the newspapers to customers. For two weeks in 1899, however, the newsies went on strike, refusing to sell papers. Boys from 5 to 15 years old united to make two newspaper companies reduce the price that they charged newsies for the newspapers. Striking newsboys held rallies, gave speeches, and chose leaders. One rally drew more than 7,000 striking newsies. Newsboys who continued to sell papers were harassed by the strikers. Some strikers threw the newspapers away, and others threatened to hurt the newsboys who wouldn’t stop selling newspapers.

What started the strike? During the Spanish-American War, people were eager to read the news, so the Journal and Evening World raised the price that they charged for their newspapers. Newsies had to pay ten cents more for the papers. A dime made a difference to the kids who earned less than a dollar each day. Most newsies lived on the streets. Others used their earnings to help their struggling families. When the war ended, newsies expected newspaper companies to reduce their prices, but that did not happen. Although the cost of papers to newsies never dropped, the strike was considered a success. The two offending newspaper companies agreed to buy back all unsold papers, and eventually this strike helped bring about child labor laws in the United States.

STRATEGY PRACTICE What does the newsies’ strike of 1899 remind you of today?

1. Where and when did the strike occur?

a) in a Spanish-American colony in the 1800s b) in New York City in the 1950s and 60s c) in New York City in 1899 d) in Spain in the 1890s

2. How do you think the strike helped bring about labor laws?

a) The public became aware of the newsboys’ problems. b) The newspaper companies decided to help

all newsboys.

c) People decided to buy their newspapers from machines and newsstands. d) Newspaper companies stopped selling their newspapers to the public.

3. What lesson can you learn from the passage?

a) Working together gets things done. b) People should not read about war. c) Holding rallies is not a good strategy for changing things. d) Businesses that treat workers badly do not succeed.

4. Based on the passage, which characteristics were most common in a newsboy?

a) kind, sweet-tempered, and gentle b) cruel, defiant, and undependable

c) smart, quiet, and considerate d) self-reliant, hardworking, and loyal

READ THE PASSAGE Look for the reasons the author gives to prove the claims he makes.

A Mystery in Macedonia Alexander the Great’s accomplishments are well-known. One of the greatest military leaders of all time, this Greek king of ancient Macedonia was undefeated in battle. Yet one part of his life remains a mystery—the cause of his death one month before his 33rd birthday.

Historians agree on a few facts about his death. On May 29, 323 bc, Alexander became ill afterattending a banquet. He remained in bed with a high fever. By June 9, he was unable to move or speak, and could only acknowledge visitors by waving his hand. Two days later, he was dead.Today, there are several theories about the cause of his death. Some experts believe he died of adisease. Malaria and typhoid fever were both common in the region at that time. Drinking alcohol, as he did at the banquet, might have increased the effects of the disease.

Other historians suspect that Alexander was murdered—poisoned by one of his many enemies. Critics of this theory point out that twelve days passed before Alexander died, and long-acting poisons were not common in ancient Macedonia. Supporters of the theory, however, respond by suggesting that Alexander might have been poisoned once on May 29 and then again before he died.

Recently, some historians have suggested another possibility. People who knew Alexander oftendescribed his unusual posture. He held his head high, looking upward and outward. This pose might have been the result of a spinal condition known as scoliosis. It’s possible that a related spinal infection was the cause of his inability to move and may have led to his death. For now, however, the questions surrounding Alexander’s death remain unanswered.

STRATEGY PRACTICE Before you read the passage, write a question you have about Alexander the Great.If you find the answer as you read, write it, too.

1. Which possible meaning of the title is supportedby information in the passage?

a) The location of Macedonia is a mystery. b) The date of Alexander’s death is a mystery. c) The cause of Alexander’s death is a mystery. d) The cause of scoliosis was a mystery to Macedonians.

2. Which detail supports the theory that Alexanderdied of a disease?

a) Alexander died before his 33rd birthday. b) Malaria and typhoid fever were common. c) Alexander’s posture was unusual. d) Alexander attended a banquet before dying.

3. Which evidence is used to dispute the theorythat Alexander was murdered?

a) Alexander may have been poisoned twice. b) Alexander had a lot of enemies.

c) Alexander consumed alcohol before his final illness. d) Long-acting poisons were uncommon.

4. Which detail supports the theory that Alexander’s death was related to scoliosis?

a) Alexander died after going to a banquet. b) Alexander was unable to move just before he died. c) Alexander had many enemies. d) Alexander drank alcohol heavily.

READ THE PASSAGE Look for words that help you form a mental picture.

Kids Take to the Airwaves On the first Sunday in March each year, kids get to take over the world’s airwaves. The United Nations Children’s Fund (UNICEF) has designated that day as the International Children’s Day of Broadcasting, or ICDB. Television and radio stations around the world invite young people to be part of their programming.

Thousands of broadcasters and kids participate, and the programs focus on children’s interests and issues. Kids are also involved in the broadcast process, learning how radio and television programs are made. ICDB gives children a voice that can be heard around the world.

On ICDB in 2009, young people all over the globe reported on issues that affected them. Nearly 100 children from India recorded stories about a flood in their area. Children in China drew pictures with messages for their parents. In Senegal, young people spoke out against violence by giving reports, conducting interviews, writing poems, and singing songs. German children talked with young people in Serbia and shared drawings and photographs. Australian kids voiced their opinions to children in Cambodia, Fiji, and Tonga. Kids produced videos on a variety of different topics, from air pollution to loneliness. Across the world, young people expressed their feelings and sent messages about what mattered most to them.

After ICDB is over, UNICEF holds a contest for the best radio or television program. People who make the programs that air during ICDB can send submit their programs. The winners attend a special celebration. The 2009 radio winner was a station in Brazil that broadcasted a show for 24 hours about children from poor communities. The show used interviews, diaries, and music to promote peace. The winner for the television program was a station in Kenya. The show, which was hosted by two Kenyan youths, talked about the challenges that Kenyan children face and highlighted positive stories about young people in their communities.

STRATEGY PRACTICE Write three nouns (people, places, or things) that were easy for you to picture.

1. What is the first paragraph mostly about?

a) what UNICEF is b) young people on television c) the ICDB d) children communicating

2. What is the second paragraph mostly about?

a) programs that UNICEF offers b) Australian children c) the ICDB in 2009 d) Malaysian videos

3. What do TV and radio stations both do on ICDB?

a) invite children to be part of programming b) ask young people to talk to their parents

c) raise money for UNICEF d) encourage children to join UNICEF

4. The purpose of the ICDB is to .

a) raise money for children

b) give young people a voice c) help kids get jobs in broadcasting d) give awards for broadcasting

READ THE PASSAGE Think about the order in which the events in the passage occurred.

Growing Good Examples at the White House In 2009, people praised First Lady Michelle Obama for planting a vegetable garden soon after moving into the White House. The hope was that growing vegetables on the White House lawn would encourage Americans to eat more healthfully and motivate other families to grow fresh produce, too. It might seem like a new idea to plant a presidential garden to influence national behavior. However, earlier presidents and first ladies also used the White House grounds to set a good example.

In 1943, during World War II, First Lady Eleanor Roosevelt planted a “victory garden” at the WhiteHouse. The goal was to get Americans to grow small gardens to feed themselves. That way, more food was available to send to American soldiers fighting overseas. Mrs. Roosevelt was widely admired, and her garden inspired many families to plant more food for themselves.

Twenty-five years earlier, during World War I, President Woodrow Wilson used the White House lawn to send a message to Americans. Wilson brought in a flock of sheep to cut the grass. It was a novel way to show how to use “natural resources” during wartime.

There was a time when a vegetable garden at the White House was simply practical. President John Adams planted the first garden in 1800. Adams didn’t need to set an example, since most of the nation were already farmers. He just wanted food for his family and guests to eat!

STRATEGY PRACTICE Why do you think the author chose this way of organizing the passage?

1. Which of these events happened third?

a) World War I took place. b) Michelle Obama became First Lady. c) John Adams planted a garden. d) Eleanor Roosevelt planted a victory garden.

2. According to the passage, one reason for starting a White House garden is.

a) to help support the war effort b) a lack of natural resources c) being part of a nation of mainly farmers d) having a first lady the country admired

3. Which statement is evidence that influencing national behavior is not a new idea?

a) Michelle Obama planted a garden in 2009. b) A White House garden can encourage people to eat more vegetables. c) The White House had a garden as early as 1800. d) Most Americans grow their own fresh produce.

4. The earliest White House garden was used to.

a) feed a flock of sheep

b) feed the president’s family c) inspire others to grow food d) support the war effort on the home front

READ THE PASSAGE Use clues from the passage to make inferences about microfinance.

A Little Can Go a Long Way In a village in Uganda, a woman named Fatima Serwona ran a small store. She sold food and other useful items. However, she had trouble making enough money to keep the shelves stocked. To stay in business, Fatima got a microfinance loan—a small sum of money from a person in another country. It was just enough for her to buy a cell phone. She let villagers make calls using her phone and charged them a small fee for each call. This helped her make enough money to keep her shelves stocked with items. Fatima then used the money to send her children to school and improve their lives, as well as her own.

Microfinance is the practice of giving small loans to people in need. Most microfinance loans are for less than two hundred dollars. The loans are used to start or expand a small business, such as catching fish, raising chickens, weaving, or selling produce. Lenders are willing to make these loans because most of the people who receive them are very likely to repay the loans.

Microfinance loans are important for several reasons. The businesses that these loans support often provide needed services or goods to their communities. Also, many of the people who receive microfinance loans cannot get money any other way. And although they have to pay a high rate of interest on the money they borrow, the rate is lower than if they borrowed from a local moneylender.

It doesn’t seem like such a small amount of money could make a big difference, but microfinance loans have been shown to help improve individual lives and revitalize whole communities like Fatima’s.

STRATEGY PRACTICE If you were given a microfinance loan, what would you do with the money?

1. Why did Fatima Serwona buy a cell phone?

a) to make calls to order goods b) to make additional money for her business c) to link her village with other villages d) to call villagers to tell them about her store

2. Why do you think so many microfinance borrowers are likely to repay their loans?

a) The borrowers are both successful and grateful.

b) The lenders threaten them if they do not repay. c) The interest rates are very low. d) The borrowers become rich from the loans.

3. One way Fatima Serwona’s loan helped her community was by.

a) making her wealthier than her neighbors b) giving villagers a way to make phone calls c) helping villagers get their own loans

d) sending children from her village to school

4. Based on information in the passage, whichstatement about Fatima’s village is most likely true?

a) Many people own their own stores. b) All of the children go to school. c) Most people receive microfinance loans. d) Few people have phone service.

Disaster and the Challenger By Jane Runyon

The day was January 28, 1986. It was lunch time for many school children. Teachers and students alike were full of excitement. The Challenger space shuttle was finally going to launch. This was no ordinary launch. Today there would be someone on the space shuttle who would represent every student and every teacher in every classroom in every school across the nation. Today, Christa McAuliffe, a teacher, would be launched into space.

The sky was bright blue. The sun was shining brightly. It was a crisp, cool day for Florida. A cold snap had dropped temperatures below freezing in this area known for its warmth. If you were in central Florida that day, you could look up into the sky and see the vapor cloud that trailed the shuttle. Suddenly, that vapor trail started twisting and turning in on itself. Even an inexperienced eye could see that something was wrong -- terribly wrong.

NASA began planning a shuttle program in the 1970s. In earlier space exploration, the capsule used by astronauts was destroyed by reentry and landing. The engineers involved in the program felt that there just had to be a way to recycle equipment used in one flight for future flights. The first shuttle, Columbia, was launched in 1981. One year later, Challenger joined the Columbia in the United States shuttle fleet. They would later be joined by Discovery, Atlantis, and Endeavor.

This particular shuttle mission was designed to carry cargo for the Halley's Comet Experiment Deployable Module. It was a routine mission in most ways. The most exciting element of this mission was that the first school teacher would be joining the crew. Christa McAuliffe was chosen from 11,000 teacher applicants for this flight. McAuliffe trained with other astronauts and was proud to be going on the journey of her dreams.

If you are a superstitious person, you might say that there were signs of trouble with this launch from the very beginning. The Challenger was originally scheduled to launch at 2:43 P.M. on January 22, 1986. Trouble on the previous Challenger flight caused NASA to reset the date for January 23. When it began to look like problems wouldn't be cleared up on the 23rd, the date was moved to the 24th. Bad weather at one of the emergency landing areas forced the launch to be moved to the 25th. Predictions of bad weather at the Kennedy Space Center caused another delay until the 27th.

On the morning of the 27th, other problems were found. First there was a malfunction in a set of indicator switches. Then a damaged bolt was found on one of the hatches. By the time these problems were remedied, winds had picked up at the landing facility. It was judged that this made an emergency landing dangerous. By the time the winds died down, the window of launch opportunity had passed. The launch was postponed again.

The morning of the 28th was unusually cold. Engineers at NASA were concerned. Some of them voiced their concerns at a press conference. They were afraid that if the temperature got too cold, rubber O-rings that sealed some of the joints might not be able to work properly. Other engineers argued that this would not cause a problem on this flight.

The temperature got so low on the night of the 27th that ice formed on the structure holding the shuttle. The launch was postponed long enough for workers to rid the area of ice. At 11:38 A.M., the shuttle was ready for launch.

Everything seemed to be going smoothly. Launch sequence found the astronauts ready for the mission ahead of them. Just six tenths of a second after the shuttle launched, puffs of gray smoke could be seen coming from the right hand side. The shuttle continued to climb into that bright blue sky. Just as it reached the point where the shuttle experiences the most pressure, it hit the strongest wind shear that the space program has ever seen.

Almost 59 seconds into the flight, cameras recorded a plume of smoke that was a sign that burning fuel was leaking from one of the joints. This was one of the joints that should have been sealed by the O-rings. These were the same O-rings that had been a reason for concern just the day before. The crew of the shuttle had no clue that anything was wrong. When they were 68 seconds into the flight, they were given the okay to "go at throttle up." The commander of the shuttle, Dick Scobee, radioed back to Kennedy that they were ready to go at throttle up. Those were the last official words heard from the shuttle. When the launch was at 72.5 seconds, pilot Michael Smith was heard to utter, "Uh,oh." Less than one second later, the shuttle began to break up into little pieces.

The module holding the seven crew members remained intact. It plummeted from the sky to the ocean floor. The impact of the module is believed to have caused the deaths of all crew members.

No more space flights took place for 32 months. President Ronald Reagan, Congress, and the citizens of the world mourned the seven who died in this spectacular accident. Pilots Dick Scobee and Michael Smith were buried in Arlington National Cemetery. A special space shuttle Challenger Memorial, also located in Arlington National Cemetery, honors all the crew members.

A lasting tribute to the "teacher in space" has been the creation of Challenger Learning Centers throughout the United States, Canada, and Great Britain. Students of all ages can go to a Challenger Learning Center and take part in a simulated space mission. Perhaps you will have the opportunity to visit one yourself and honor those who died in the Challenger.

A Day without Immigrants By Sharon Fabian

The House of Representatives passed a bill, HR 4437, in 2005. The bill said that illegal immigration would now be considered a felony. Anyone who entered the country illegally and anyone who helped someone enter the country illegally, even family members, would be classified as a felon, a criminal accused of a serious crime.

HR 4437 sparked a nationwide protest. Groups of immigrants came together in cities across the country to protest. Rallies were held with large turnouts. Immigrants who had entered the country legally and immigrants who had entered illegally participated together.

Immigrants wanted to show that they were important to the United States. They wanted people to know that they contributed to the economic prosperity of the United States by working and by spending their money here. They wanted the government to offer a way to end their illegal status and become citizens - some path to citizenship.

Throughout the year, the calls for immigrants' rights increased. More and more people became involved.

The following year, a huge event was planned. It would take place in cities all across the United States, and it would show how important immigrants were to the prosperity of the United States.

The event became known as A Day Without Immigrants. It happened on May 1, 2006. On that day, participants did not go to work. They did not go to school. They did not shop or eat in restaurants.

Special events were planned for the same day. Rallies were planned in major cities including Los Angeles, Chicago, New York, Houston, and Milwaukee. Church services, picnics, and candlelight vigils were held. In New York, twelve thousand people formed human chains. Spanish language television and radio stations broadcast the events. English language TV and radio stations broadcast news of the events, too.

It was estimated that over one million people participated that day. When the flags of Mexico and other Latin American countries caused a problem at the rallies, organizers chose to have participants carry U.S. flags instead.

The effects of A Day Without Immigrants varied from place to place. It had little economic impact in some states. In other places, the effects were obvious. In Los Angeles, restaurants and markets that were usually bustling were empty. In Florida, construction businesses and nurseries faced a day with few workers. Some businesses were forced to close for the day. Tyson Foods, the meat producer, closed several plants. So did the chicken producer, Perdue Farms.

Counter-rallies were also planned for the same day. These were much smaller events. Participants at these events criticized illegal immigrants. They blamed immigrants for everything from advertisements in Spanish to traffic congestion to kids getting bullied in school. They said immigrants should go back to Mexico.

HR 4437 never did pass the Senate, so it never became law.

The Senate passed its own bill. This one offered chances to become citizens for certain immigrants who had entered the country illegally, and it also called for strengthening the border between Mexico and the United States to limit illegal entry in the future. This bill didn't become law either.

There was little middle ground on this issue. Some people were angry about illegal immigration and wanted it treated as a criminal issue. Others focused on the positive contributions of the millions of immigrants in our country. They wanted to find some way so those immigrants who wanted to could become citizens. It was not the kind of problem that could be solved quickly.

A Day without Immigrants

An Unusual Word By Colleen Messina

This item is an important part of many people's daily lives. Most people have at least one, and many people have more than one. It is not a physical object, and each person's is unique. It is made up of letters and/or numbers. This unusual word can unlock virtual places. It can be used at an ATM or online to check bank balances, and it can be used online to renew library books. People need one of these to use Facebook. Students can often use one to visit their school website to check up on assignments or grades. Experts say that this item should not be a dictionary word or contain personal information. If people forget this item, they often need to answer a security question to recover it. If a person has a common _____, he or she may change it frequently for greater security. What word fits in the blank?

Berlin Wall Is Falling Down By Jane Runyon

Did you ever sing "London Bridge Is Falling Down" as a child? This is a song about a structure in London that was getting old and falling apart. The people of Germany were singing a different song in 1989. They were seeing history first hand as the Berlin Wall began falling down. What was the Berlin Wall? Why was it there?

After World War II, the Communist Party of the USSR started its campaign to take over Europe. The Communist system appealed to many people who were poor and had no hope of bettering their lives. Communism proposed that a country of very rich people and very poor people could not survive. They wanted everyone in the system to be controlled by the government. The government would own the factories and the apartment buildings. The government would decide what salaries would be paid. The government made sure that no one became rich from independent business dealings.

Many Eastern European countries fell under Communist control in the late 1940's and 1950's. The capital city of Germany, Berlin, presented a unique situation. After Germany was defeated in World War II, Berlin was divided into four sections. Russia, France, Great Britain, and the United States were each given responsibility for one of the sections. It was their job to help the citizens of Berlin to recuperate from the damages of war and become productive again. It was also a good way for these countries to keep an eye on the Germans to make sure they wouldn't start another war.

Russia installed a Communist government in their eastern section of the city. In the years following the war, the entire eastern portion of Germany fell into Communist hands. France, Great Britain, and the United States continued to support the western section of Berlin. By 1961, this western portion of the city was completely surrounded by the Communists.

Communist leaders were not completely certain that they could keep the support of the people. They worried that if the people saw some of the economic advantages enjoyed by their non-Communist neighbors, they might be harder to handle. The leaders decided to erect a wall that would separate West Berlin from the rest of the German people. This wall was erected in 1961. Family members were cut off from each other. Trade between the two areas ceased. Germans who tried to leave the Communist portion of the city were stopped at gates erected as check points. If they were stopped and tried to escape, they were shot by armed guards patrolling the wall. People on both sides of the wall were unhappy with situation.

Things began to change in the world in 1984. The leadership in Russia changed. It was discovered that Communist rule had not been the happy ending that people were looking for. The economy of the Soviet Union got worse instead of getting better. The people wanted change. Reforms were instituted by the Russian leaders. Trade with other countries was now encouraged instead of banned. Communist countries were now seeing what products were available in free countries. Workers in Communist countries

began to complain about the conditions they were working under. Poland fought for a labor union and won the right to form one in 1989.

Restrictions at borders were lightened. On August 23, 1989, Hungary opened its border with Austria. In September of that year, 13,000 East Germans escaped by going through Hungary into free territory. East Germans began to demonstrate their dissatisfaction with Communist rule in September. The head of state in East Germany was forced to resign in October. The new government decided to allow the citizens of East Germany to travel freely. At 6:53 P.M. on the night of November 9, 1989, a government official was asked when the new travel laws would take effect. His answer was, "Well, as far as I can see,...straightaway, immediately." Upon hearing this, thousands of East Germans converged on the gates that had been used to keep them from freedom. At 10:30 that night, the gates were opened. The people swarmed through the gates. Some were reunited with family members they had not seen for decades. Other people took hammers to the wall that had kept them in the Communist hold. The wall no longer existed in their minds.

Berlin Wall Is Falling Down

A War for Peace By Mary Lynn Bushong Caption: Cree chief Big Bear in 1885.

As men pushed West, they saw a land of beauty. They saw a land that could be turned under the plow and made fruitful. There was just one small problem; it was already occupied.

The Macdonald government went about getting control of the territory. Most of the First Nations tribes were friendly. Most of the great bison herds were gone as result of over-hunting.

Many of the plains tribes were gathered together to discuss Treaty Six with the government. In it, they were promised land, food, and instruction on how to farm. The bison were gone, but they could learn another way to live.

Chief Big Bear wanted nothing to do with the treaty. He thought the government was merely out to trap the tribes. Poundmaker also disliked the treaty. He was a leading voice critical of it. In the end though, both men were forced to accept it on behalf of their people.

The tribes were confined to areas that could not meet their needs. The government's appointed agents were generally disinterested in fulfilling their half of the treaty. Help in learning to farm was slow in coming. It seemed that once they had control of the First Nations lands, nothing else mattered.

By the early 1880's, food had become scarce. The native people began to starve. The chiefs approached the government agents for help but were ignored. Many times the men actually had the food there in storage, but they did not think the problems were bad enough to ease.

Some of the chiefs tried to contact the government directly, but they received little response. The transcontinental railway was being built across the prairie. It was over budget, leaving no extra money to help the First Nations.

Big Bear traveled all over the West trying to unite the tribes. If they all stood together, they had a great chance of getting help.

The first conflict occurred in June 1884. Two starving men were refused food by the local agent. When one of the men hit him in anger, the agent had them arrested. Big Bear did his best to calm the situation.

When the Métis rebelled in March 1885, some of the First Nations joined in. On March 30, 1885, several warriors ransacked the town of Battleford looking for food while the people hid in the fort.

A few days later the Frog Lake Massacre occurred. A war chief named Wandering Spirit gained control of Big Bear's camp. The war chief went to the settlement at Frog Lake. He and others killed nine men before they were stopped.

Many settlers across the prairie were in fear of their lives. Somehow the government found the money to give the First Nations the food they so desperately needed, and tempers calmed.

On April 14, Wandering Spirit and his warriors came to Fort Pitt. Inside were sixty-seven settlers. Big Bear did not want to see the settlers killed. He gave them all protection with his people while Wandering Spirit looted and burned the fort.

On May 2, a group of Canadian troops approached Chief Poundmaker's camp on Cut Knife Hill. Colonel Otter was unsure of where the camp was. While he and his men attempted to find their target, the natives were warned. They surrounded Otter and his men.

The resulting battle would have been much like the Battle of Little Big Horn, but Poundmaker insisted that the soldiers be allowed to leave.

On May 26, 1885, the Cree surrendered at Battleford. Chief Poundmaker insisted he had only tried to help his people to keep them from starving to death. General Middleton ignored him.

In the end he and Big Bear were convicted of being involved in the war. Both were sentenced to prison for three years.

When it became obvious that both men were ill in prison, they were released. Both chiefs who had worked hard to preserve the lives of the settlers were rewarded with broken health and early graves.

Cultural Casualties of War By Colleen Messina

Caption: The National Museum of Iraq

A Russian artist named Nicholas Roerich once wrote, "In Beauty, we are united, through Beauty we pray, with Beauty we conquer." He understood the power of culture. He wrote an international treaty to protect it during war. Franklin D. Roosevelt signed Roerich's treaty in 1935. It is too bad that his idea has not been fully appreciated in the twenty-first century. One example of lost culture was the theft of relics during the Iraq war.

On April 10, 2003, a "cultural casualty" happened in Baghdad. Looters raided the Iraqi National Museum. The raid lasted for three days. American forces in Iraq didn't protect the museum. Museum staff did what they could to protect their treasures and had the foresight to move some objects before the raids. They hid many valuable artifacts in the basement. Other valuable items went into bank vaults.

Unfortunately, thieves found some of the treasures anyway. They stole thousands of artifacts including about 5,000 cuneiform tablets. Cuneiform was the language invented

by the Sumerians. Looters also stole cylinder seals. A cylinder seal was a cylinder-shaped stone with carved designs on it. The cylinder was rolled over wet clay. These seals were used to create receipts. One carved cylinder seal had a shiny, gold cap on it. It was an important seal: it belonged to a Sumerian prince who had been in charge of a royal warehouse. Looters also stole religious objects. They took a 4,600-year-old statue of a man praying to a Sumerian god.

These old objects might not seem that important, but to archaeologists and historians, they are priceless. Iraq and the surrounding areas have been called the "Cradle of Civilization." Iraq is the site of ancient Mesopotamia. The Sumerians, the Babylonians, and the Assyrians lived there. Modern ideas about laws and science had their roots in these cultures. They invented the wheel. They invented writing. No wonder the curator of the Iraq museum said after the raids, "It's the crime of the century because it affects the heritage of all mankind."

The stolen relics from the National Museum of Iraq ended up in different places. Museum directors purchased some of them. Fine art dealers bought others. Some people think that spreading these antiques all over the world was a bad idea. An archaeologist named McGuire Gibson explained why: "They are people who seem to be thinking they are saving these objects for posterity by buying them, but every time they do, it sends more looters into the desert in Iraq to destroy more archeological sites to look for more artifacts."

Fortunately, according to an Iraqi Museum investigation document, many relics have been recovered, such as the beautiful Sacred Vase of Warka. German archaeologists discovered the vase in 1940. An artist made the vase out of white limestone in about 3,200 B.C. According to the report, experts felt that it was the most significant artifact in the museum.

In April 2008, the Oriental Institute Museum at the University of Chicago had a temporary exhibit called "Catastrophe." Its purpose was to remind people of the theft of the Iraqi treasures. Investigators have created websites for about 1,500 of the stolen items so art dealers can spot them. Experts say that about 6,000 of the 15,000 stolen items have been recovered. Even Indiana Jones would be impressed with the tireless efforts to find them. Many people want to protect artifacts and museums even in the midst of war. Maybe Nicholas Roerich's dream of protecting culture can still be achieved.

A New Jewish Homeland By Jane Runyon

The Jewish religion began thousands of years ago in the Middle East. Jerusalem is a holy city to the Jews. Many Jewish families moved to Europe over the years. In the early 1900's, Jews began to mount a movement to reestablish a homeland for themselves in Palestine. The British government issued the Balfour Declaration in 1917. It stated that they were in favor of the Jews establishing a national homeland for the Jewish people. The League of Nations, established after World War I, went along with the Balfour Declaration. In 1922, they put Great Britain in charge of Palestine.

You can imagine that the Arabs living in Palestine did not like this idea at all. They felt that foreign nations were coming into their country and telling them what to do. The Jewish people in Europe, however, started to feel hopeful that their dream of a return to their homeland would finally come true. They started moving to the area in large numbers. The Arabs resented this sudden move. It didn't take long before fighting broke out between the two sides. In 1939, the British put a restriction on the number of Jews who could immigrate to Palestine. The Arabs were somewhat satisfied. The Jews felt that the British were turning their backs on them.

Starting in the 1930s, Hitler's Holocaust tried to rid Europe of Jews and other peoples of non-German descent. Hitler's system of concentration camps and mass “exterminations” led to the deaths of more than six million Jews, or about two-thirds of Europe's population of Jewish people. This created an even deeper longing for a homeland for the Jewish people.

The United States tended to side with the Jewish people. President Franklin Roosevelt felt sympathy for the Jewish cause. Yet, he also told the Arabs of Palestine that he would not interfere in the problem. After Roosevelt's death, President Harry Truman voiced his support of the Jewish claim more positively.

He had to be careful. The Arab nations had a close connection to the Soviet Union. The United States was having its own problems with the Soviet Union. They were just beginning a "cold war" with the Communists. The Arab nations also controlled a great deal of oil in the area. The United States needed that oil. Many in Washington feared that siding with the Jews would not be a good thing for the American government to do.

In 1946, a committee was set up to study the situation. They gave a compromise recommendation. Their suggestion was that neither the Arabs nor the Jews should control Palestine. They believed that the Arabs and Jews should rule together with the help of the United Nations. Neither the Arabs nor the Jews liked this plan. By February 1947, negotiations between the two groups had broken down completely.

In April 1947, the United Nations General Assembly requested that Great Britain be relieved of their control of Palestine. The British were glad to comply. The UN also asked that two states be established in the area, one for the Jews and one for the Arabs. Although the Jews had hoped for more, many were thankful that they now had a land of

their own. The UN passed their plan to establish two separate states on November 29, 1947.

At the stroke of midnight on May 14, 1948, the Provisional Government of Israel declared itself the new State of Israel. President Harry Truman recognized the new government that very same day. On May 15, 1948, Arab armies invaded Israel. The Arab-Israel wars which continue today had begun.

Bird Flu By Sharon Fabian

Bird flu has been around for a long time. So why have scientists and everyday people around the world become so concerned about it in the past ten years?

The reason is that bird flu has only affected humans since the 1990s. Before that, bird flu was only known to affect birds.

Probably no one knows when the first birds in the wild became ill from bird flu. The flu was probably first noticed when it began to affect domestic birds such as chickens. There were two forms of the virus. One form barely made the chickens sick and it might have gone unnoticed, too. The other form was much more deadly. The mortality rate of this severe form was almost one hundred percent.

This deadly form of bird flu spread rapidly. It could be carried on farm workers' clothes, and on cages, equipment, and farm vehicles. The only known way to stop an outbreak of this bird flu was to destroy an entire infected flock of chickens.

In the 1990s, bird flu also began to make people sick. People who worked with poultry or who had contact with dead or sick birds seemed to be most at risk. Bird flu made people ill in countries in Europe, Asia, and Africa. China, Egypt, Indonesia, Thailand, and Vietnam were some of the countries where humans were most affected by the flu.

Bird flu is a deadly disease for humans. The disease starts out with symptoms like a fever and a sore throat, but it progresses rapidly to pneumonia. Of the known cases of bird flu in humans, sixty percent of the people infected with the virus have died.

So far, the bird flu virus is not able to pass from person to person. Only a person who had been in contact with infected or dead birds can catch the virus. No one has caught it from other sick people. This is because the bird flu virus was not adapted to humans.

Even though the virus did not make large numbers of people ill, many feared that some day it might. They had a good reason to be afraid, and it had to do with a special property of viruses. Viruses can change, or mutate, very rapidly. There have already

been several different strains of bird flu. What if a new strain developed that was adapted to humans? What if it was able to pass directly from human to human?

If that happened, there could be a worldwide epidemic. Bird flu might pass from one person to the next as easily as the common cold.

No one knew if a new strain would develop, but scientists knew that we should be prepared in case it did. Otherwise, the results could be disastrous. Hospitals and other medical services could quickly become overloaded. Medical supplies could run out quickly. Essential services like transportation of food could be interrupted because of the large number of workers affected by the virus. Millions of people could die.

But how could we be prepared to fight a virus that wasn't even around yet? That was the problem. Scientists could not develop a vaccine for the bird flu because, so far, there was no form of bird flu that passed from human to human. A vaccine could only be developed if and when a new strain of bird flu developed.

What else could be done?

There were some medicines that seemed to be helpful in treating bird flu once a person caught it. The World Health Organization stockpiled a supply.

Poultry farms developed new methods that limited the spread of disease. When chickens were discovered with the flu, whole flocks were destroyed quickly to prevent the flu from spreading to other places.

The most useful thing that can be done now is probably sharing information. Countries are gathering and sharing data so that scientists will know as soon as possible if a new strain of bird flu develops. At least eighty-eight countries as well as the World Heath Organization are involved in this effort to gather data. If a new strain of the flu is discovered, scientists can go to work right away to develop a vaccine.

The thought of an epidemic of bird flu is a frightening one, and hopefully an epidemic will never happen. But if it should occur, we will be best equipped to combat a bird flu epidemic if scientists are prepared in advance with as much information as possible.