“Remember,” said the art teacher, Mr. Ramirez, “our class has volunteered to paint a mural for the school beautification project. We’re looking for a few good ideas, and then we’ll vote on the best one. Any suggestions”  I thought about the sketchbook in my backpack. When Mr. Ramirez announced the mural project last week, I drew my idea. Every time I went to submit it, though, my stomach tied up in knots. So each day I slipped out of class with everyone else, my sketchbook tucked away in my backpack.  Mr. Ramirez stood by the blackboard with a piece of chalk in his hand, waiting. The class looked around uneasily. Josh, the boy who sat across the table from me, spoke up first. “That’s easy, Mr. R. You should paint me.” A few of Josh’s friends on the opposite side of the room snickered. Others in the  class rolled their eyes.  5 “Seriously,” Josh said. “I’m good-looking. I’m a model student. I’m well-loved  by all the girls. I’m a regular icon of everything this school represents.”  6 “You are a regular icon of modesty, Josh,” said the teacher.  7 Alana Jackson raised her hand. “Mr. Ramirez,” she said, “I have an idea that I  think would represent more than just one person.” She glared at Josh, then  turned away. “Let’s make a rainbow. The colors could represent the diversity of  our school.”  8 As Mr. Ramirez wrote “rainbow” on the blackboard, Josh called out, “Way to go,  rainbow girl. Did you think of that all by yourself?”  9 I pulled my sketchbook from my bag. The class was silent. This was my chance  to speak up—but I didn’t say anything. I couldn’t. Instead, I buried my head in  my arms.  10 “Don’t be upset,” Josh said to me, “pretty soon we’ll have a lovely rainbow  mural in the courtyard to cheer everyone up.”  11 A few people had other ideas, but none reflected the whole school. The bell  rang, and as everyone filed out of the room, Mr. Ramirez called out for us to keep thinking and bring more suggestions tomorrow.  12 That night at home, I opened my sketchbook and looked at my idea for the  mural. I had stayed after school one day to brainstorm mural ideas that would  reflect the life of our school. At first everything had seemed quiet, but then I  came across some boys playing basketball behind the gym. I sketched the  outline of one of the boys leaping into the air for a slam dunk. The girl’s softball  team was practicing out in the field, so I drew the outline of my friend Maggie at  bat. In the art hall, I found a girl working on a painting. I sketched another  silhouette of her with canvas and brush. I also found a boy in the library with a  pile of books, a few students working on a science lab, and the drama club  rehearsing lines. Silhouettes of all these people wound up in my mural sketch. I  thought I was finished, but as I waited for my mom in the parking lot, I saw a  few boys practicing skateboard tricks across the parking lot. One of them was  Josh. I added one last outline to my drawing.  13 I sat on my bed looking at the sketch. Who was I kidding? No matter how pleased I was with my idea at home, no matter how resolved I felt to share it, I always chickened out when surrounded by blackboards and classmates. How was tomorrow going to be any different? I was tired of being a spineless  jellyfish, though. I packed my sketchbook in my bag and placed the bag by the  door.  14 The next day, the class added a few new ideas to the list, but no one was  excited by any of them. I held my sketchbook on my lap, like a soldier ready for  battle. Now was the time, this was the day . . . but nothing happened. My hand  didn’t go up in the air. My voice didn’t speak up. I just sat there.  15 After a few minutes, Mr. Ramirez looked over at me. “Marianna, do you have an  idea to share?”  16 “Me?” I said. Everyone was looking. The walls were laughing at me. “No, not  me. Sorry.”  17 I melted. It was over. For good. As Mr. Ramirez reviewed our list of ideas, I opened my sketchbook to the mural silhouettes. It didn’t matter now, did it? I  took a deep breath and prepared to tear the page out.  18 “Hey, that’s not too bad,” someone said behind me. It was Josh.  19 I slammed the sketchbook shut. I had thought he was asleep.  20 “Come on,” he said, “let me see it again.”  21 I don’t know why, but I handed the sketchbook to him. The next thing I knew,  he winked at me and flew to the front of the room.  22 "Mr. R!” he announced. “We have a winner! I have our mural right here!” 23 I turned redder than any can of red paint. Oh, to be some kind of burrowing  creature that could dig a hole and hide in the sand!  24 When Mr. Ramirez asked if this was my idea for the mural, I felt my thoughts  were peeled away by my classmates’ stares. I sat up straight. “Yes, it is,” I said.  25 The class voted, and my idea was chosen for the mural. Afterward, Josh patted  my shoulder. “I can’t believe you were going to let us get stuck with the  rainbow,” he said.  26 I smiled.  27 “No need to thank me,” he said. “It’s just another day’s work for the best looking guy on campus!”  Which phrase from paragraph 12 helps the reader understand the meaning of  silhouette?

“Remember,” said the art teacher, Mr. Ramirez, “our class has volunteered to paint a mural for the school beautification project. We’re looking for a few good ideas, and then we’ll vote on the best one. Any suggestions” I thought about the sketchbook in my backpack. When Mr. Ramirez announced the mural project last week, I drew my idea. Every time I went to submit it, though, my stomach tied up in knots. So each day I slipped out of class with everyone else, my sketchbook tucked away in my backpack. Mr. Ramirez stood by the blackboard with a piece of chalk in his hand, waiting. The class looked around uneasily. Josh, the boy who sat across the table from me, spoke up first. “That’s easy, Mr. R. You should paint me.” A few of Josh’s friends on the opposite side of the room snickered. Others in the class rolled their eyes. 5 “Seriously,” Josh said. “I’m good-looking. I’m a model student. I’m well-loved by all the girls. I’m a regular icon of everything this school represents.” 6 “You are a regular icon of modesty, Josh,” said the teacher. 7 Alana Jackson raised her hand. “Mr. Ramirez,” she said, “I have an idea that I think would represent more than just one person.” She glared at Josh, then turned away. “Let’s make a rainbow. The colors could represent the diversity of our school.” 8 As Mr. Ramirez wrote “rainbow” on the blackboard, Josh called out, “Way to go, rainbow girl. Did you think of that all by yourself?” 9 I pulled my sketchbook from my bag. The class was silent. This was my chance to speak up—but I didn’t say anything. I couldn’t. Instead, I buried my head in my arms. 10 “Don’t be upset,” Josh said to me, “pretty soon we’ll have a lovely rainbow mural in the courtyard to cheer everyone up.” 11 A few people had other ideas, but none reflected the whole school. The bell rang, and as everyone filed out of the room, Mr. Ramirez called out for us to keep thinking and bring more suggestions tomorrow. 12 That night at home, I opened my sketchbook and looked at my idea for the mural. I had stayed after school one day to brainstorm mural ideas that would reflect the life of our school. At first everything had seemed quiet, but then I came across some boys playing basketball behind the gym. I sketched the outline of one of the boys leaping into the air for a slam dunk. The girl’s softball team was practicing out in the field, so I drew the outline of my friend Maggie at bat. In the art hall, I found a girl working on a painting. I sketched another silhouette of her with canvas and brush. I also found a boy in the library with a pile of books, a few students working on a science lab, and the drama club rehearsing lines. Silhouettes of all these people wound up in my mural sketch. I thought I was finished, but as I waited for my mom in the parking lot, I saw a few boys practicing skateboard tricks across the parking lot. One of them was Josh. I added one last outline to my drawing. 13 I sat on my bed looking at the sketch. Who was I kidding? No matter how pleased I was with my idea at home, no matter how resolved I felt to share it, I always chickened out when surrounded by blackboards and classmates. How was tomorrow going to be any different? I was tired of being a spineless jellyfish, though. I packed my sketchbook in my bag and placed the bag by the door. 14 The next day, the class added a few new ideas to the list, but no one was excited by any of them. I held my sketchbook on my lap, like a soldier ready for battle. Now was the time, this was the day . . . but nothing happened. My hand didn’t go up in the air. My voice didn’t speak up. I just sat there. 15 After a few minutes, Mr. Ramirez looked over at me. “Marianna, do you have an idea to share?” 16 “Me?” I said. Everyone was looking. The walls were laughing at me. “No, not me. Sorry.” 17 I melted. It was over. For good. As Mr. Ramirez reviewed our list of ideas, I opened my sketchbook to the mural silhouettes. It didn’t matter now, did it? I took a deep breath and prepared to tear the page out. 18 “Hey, that’s not too bad,” someone said behind me. It was Josh. 19 I slammed the sketchbook shut. I had thought he was asleep. 20 “Come on,” he said, “let me see it again.” 21 I don’t know why, but I handed the sketchbook to him. The next thing I knew, he winked at me and flew to the front of the room. 22 "Mr. R!” he announced. “We have a winner! I have our mural right here!” 23 I turned redder than any can of red paint. Oh, to be some kind of burrowing creature that could dig a hole and hide in the sand! 24 When Mr. Ramirez asked if this was my idea for the mural, I felt my thoughts were peeled away by my classmates’ stares. I sat up straight. “Yes, it is,” I said. 25 The class voted, and my idea was chosen for the mural. Afterward, Josh patted my shoulder. “I can’t believe you were going to let us get stuck with the rainbow,” he said. 26 I smiled. 27 “No need to thank me,” he said. “It’s just another day’s work for the best looking guy on campus!” In paragraphs 3 through 6, Josh is  best  described as --

“Remember,” said the art teacher, Mr. Ramirez, “our class has volunteered to paint a mural for the school beautification project. We’re looking for a few good ideas, and then we’ll vote on the best one. Any suggestions” I thought about the sketchbook in my backpack. When Mr. Ramirez announced the mural project last week, I drew my idea. Every time I went to submit it, though, my stomach tied up in knots. So each day I slipped out of class with everyone else, my sketchbook tucked away in my backpack. Mr. Ramirez stood by the blackboard with a piece of chalk in his hand, waiting. The class looked around uneasily. Josh, the boy who sat across the table from me, spoke up first. “That’s easy, Mr. R. You should paint me.” A few of Josh’s friends on the opposite side of the room snickered. Others in the class rolled their eyes. 5 “Seriously,” Josh said. “I’m good-looking. I’m a model student. I’m well-loved by all the girls. I’m a regular icon of everything this school represents.” 6 “You are a regular icon of modesty, Josh,” said the teacher. 7 Alana Jackson raised her hand. “Mr. Ramirez,” she said, “I have an idea that I think would represent more than just one person.” She glared at Josh, then turned away. “Let’s make a rainbow. The colors could represent the diversity of our school.” 8 As Mr. Ramirez wrote “rainbow” on the blackboard, Josh called out, “Way to go, rainbow girl. Did you think of that all by yourself?” 9 I pulled my sketchbook from my bag. The class was silent. This was my chance to speak up—but I didn’t say anything. I couldn’t. Instead, I buried my head in my arms. 10 “Don’t be upset,” Josh said to me, “pretty soon we’ll have a lovely rainbow mural in the courtyard to cheer everyone up.” 11 A few people had other ideas, but none reflected the whole school. The bell rang, and as everyone filed out of the room, Mr. Ramirez called out for us to keep thinking and bring more suggestions tomorrow. 12 That night at home, I opened my sketchbook and looked at my idea for the mural. I had stayed after school one day to brainstorm mural ideas that would reflect the life of our school. At first everything had seemed quiet, but then I came across some boys playing basketball behind the gym. I sketched the outline of one of the boys leaping into the air for a slam dunk. The girl’s softball team was practicing out in the field, so I drew the outline of my friend Maggie at bat. In the art hall, I found a girl working on a painting. I sketched another silhouette of her with canvas and brush. I also found a boy in the library with a pile of books, a few students working on a science lab, and the drama club rehearsing lines. Silhouettes of all these people wound up in my mural sketch. I thought I was finished, but as I waited for my mom in the parking lot, I saw a few boys practicing skateboard tricks across the parking lot. One of them was Josh. I added one last outline to my drawing. 13 I sat on my bed looking at the sketch. Who was I kidding? No matter how pleased I was with my idea at home, no matter how resolved I felt to share it, I always chickened out when surrounded by blackboards and classmates. How was tomorrow going to be any different? I was tired of being a spineless jellyfish, though. I packed my sketchbook in my bag and placed the bag by the door. 14 The next day, the class added a few new ideas to the list, but no one was excited by any of them. I held my sketchbook on my lap, like a soldier ready for battle. Now was the time, this was the day . . . but nothing happened. My hand didn’t go up in the air. My voice didn’t speak up. I just sat there. 15 After a few minutes, Mr. Ramirez looked over at me. “Marianna, do you have an idea to share?” 16 “Me?” I said. Everyone was looking. The walls were laughing at me. “No, not me. Sorry.” 17 I melted. It was over. For good. As Mr. Ramirez reviewed our list of ideas, I opened my sketchbook to the mural silhouettes. It didn’t matter now, did it? I took a deep breath and prepared to tear the page out. 18 “Hey, that’s not too bad,” someone said behind me. It was Josh. 19 I slammed the sketchbook shut. I had thought he was asleep. 20 “Come on,” he said, “let me see it again.” 21 I don’t know why, but I handed the sketchbook to him. The next thing I knew, he winked at me and flew to the front of the room. 22 "Mr. R!” he announced. “We have a winner! I have our mural right here!” 23 I turned redder than any can of red paint. Oh, to be some kind of burrowing creature that could dig a hole and hide in the sand! 24 When Mr. Ramirez asked if this was my idea for the mural, I felt my thoughts were peeled away by my classmates’ stares. I sat up straight. “Yes, it is,” I said. 25 The class voted, and my idea was chosen for the mural. Afterward, Josh patted my shoulder. “I can’t believe you were going to let us get stuck with the rainbow,” he said. 26 I smiled. 27 “No need to thank me,” he said. “It’s just another day’s work for the best looking guy on campus!” What statement BEST summarizes paragraph 12?

“Remember,” said the art teacher, Mr. Ramirez, “our class has volunteered to paint a mural for the school beautification project. We’re looking for a few good ideas, and then we’ll vote on the best one. Any suggestions” I thought about the sketchbook in my backpack. When Mr. Ramirez announced the mural project last week, I drew my idea. Every time I went to submit it, though, my stomach tied up in knots. So each day I slipped out of class with everyone else, my sketchbook tucked away in my backpack. Mr. Ramirez stood by the blackboard with a piece of chalk in his hand, waiting. The class looked around uneasily. Josh, the boy who sat across the table from me, spoke up first. “That’s easy, Mr. R. You should paint me.” A few of Josh’s friends on the opposite side of the room snickered. Others in the class rolled their eyes. 5 “Seriously,” Josh said. “I’m good-looking. I’m a model student. I’m well-loved by all the girls. I’m a regular icon of everything this school represents.” 6 “You are a regular icon of modesty, Josh,” said the teacher. 7 Alana Jackson raised her hand. “Mr. Ramirez,” she said, “I have an idea that I think would represent more than just one person.” She glared at Josh, then turned away. “Let’s make a rainbow. The colors could represent the diversity of our school.” 8 As Mr. Ramirez wrote “rainbow” on the blackboard, Josh called out, “Way to go, rainbow girl. Did you think of that all by yourself?” 9 I pulled my sketchbook from my bag. The class was silent. This was my chance to speak up—but I didn’t say anything. I couldn’t. Instead, I buried my head in my arms. 10 “Don’t be upset,” Josh said to me, “pretty soon we’ll have a lovely rainbow mural in the courtyard to cheer everyone up.” 11 A few people had other ideas, but none reflected the whole school. The bell rang, and as everyone filed out of the room, Mr. Ramirez called out for us to keep thinking and bring more suggestions tomorrow. 12 That night at home, I opened my sketchbook and looked at my idea for the mural. I had stayed after school one day to brainstorm mural ideas that would reflect the life of our school. At first everything had seemed quiet, but then I came across some boys playing basketball behind the gym. I sketched the outline of one of the boys leaping into the air for a slam dunk. The girl’s softball team was practicing out in the field, so I drew the outline of my friend Maggie at bat. In the art hall, I found a girl working on a painting. I sketched another silhouette of her with canvas and brush. I also found a boy in the library with a pile of books, a few students working on a science lab, and the drama club rehearsing lines. Silhouettes of all these people wound up in my mural sketch. I thought I was finished, but as I waited for my mom in the parking lot, I saw a few boys practicing skateboard tricks across the parking lot. One of them was Josh. I added one last outline to my drawing. 13 I sat on my bed looking at the sketch. Who was I kidding? No matter how pleased I was with my idea at home, no matter how resolved I felt to share it, I always chickened out when surrounded by blackboards and classmates. How was tomorrow going to be any different? I was tired of being a spineless jellyfish, though. I packed my sketchbook in my bag and placed the bag by the door. 14 The next day, the class added a few new ideas to the list, but no one was excited by any of them. I held my sketchbook on my lap, like a soldier ready for battle. Now was the time, this was the day . . . but nothing happened. My hand didn’t go up in the air. My voice didn’t speak up. I just sat there. 15 After a few minutes, Mr. Ramirez looked over at me. “Marianna, do you have an idea to share?” 16 “Me?” I said. Everyone was looking. The walls were laughing at me. “No, not me. Sorry.” 17 I melted. It was over. For good. As Mr. Ramirez reviewed our list of ideas, I opened my sketchbook to the mural silhouettes. It didn’t matter now, did it? I took a deep breath and prepared to tear the page out. 18 “Hey, that’s not too bad,” someone said behind me. It was Josh. 19 I slammed the sketchbook shut. I had thought he was asleep. 20 “Come on,” he said, “let me see it again.” 21 I don’t know why, but I handed the sketchbook to him. The next thing I knew, he winked at me and flew to the front of the room. 22 "Mr. R!” he announced. “We have a winner! I have our mural right here!” 23 I turned redder than any can of red paint. Oh, to be some kind of burrowing creature that could dig a hole and hide in the sand! 24 When Mr. Ramirez asked if this was my idea for the mural, I felt my thoughts were peeled away by my classmates’ stares. I sat up straight. “Yes, it is,” I said. 25 The class voted, and my idea was chosen for the mural. Afterward, Josh patted my shoulder. “I can’t believe you were going to let us get stuck with the rainbow,” he said. 26 I smiled. 27 “No need to thank me,” he said. “It’s just another day’s work for the best looking guy on campus!” What is the theme of the story?

After the class votes on the mural design, Mariana probably feels--

How would the story be different if it had  had been told from Mr. Ramirez’s point of view?

“Remember,” said the art teacher, Mr. Ramirez, “our class has volunteered to paint a mural for the school beautification project. We’re looking for a few good ideas, and then we’ll vote on the best one. Any suggestions” I thought about the sketchbook in my backpack. When Mr. Ramirez announced the mural project last week, I drew my idea. Every time I went to submit it, though, my stomach tied up in knots. So each day I slipped out of class with everyone else, my sketchbook tucked away in my backpack. Mr. Ramirez stood by the blackboard with a piece of chalk in his hand, waiting. The class looked around uneasily. Josh, the boy who sat across the table from me, spoke up first. “That’s easy, Mr. R. You should paint me.” A few of Josh’s friends on the opposite side of the room snickered. Others in the class rolled their eyes. 5 “Seriously,” Josh said. “I’m good-looking. I’m a model student. I’m well-loved by all the girls. I’m a regular icon of everything this school represents.” 6 “You are a regular icon of modesty, Josh,” said the teacher. 7 Alana Jackson raised her hand. “Mr. Ramirez,” she said, “I have an idea that I think would represent more than just one person.” She glared at Josh, then turned away. “Let’s make a rainbow. The colors could represent the diversity of our school.” In paragraph 5, the word "icon" means--

Which of the following is an example of personification?

Which phrase is an example of a metaphor?

Why Participate? Understanding history is vital to understanding ourselves as a people and as a nation. History is much more than the study of dusty relics and events long past. It is an essential part of who we are today and who we will become. History shows us our progression from the past to the present and helps us build a better future. The History Fair Competition makes understanding history exciting, engaging, and fun! All students who enter the Thornton competition have a chance to compete in the Virginia History Day District 8 Competition, Virginia History Day State Competition, and the National History Day Competition at the University of Maryland. As further inducement, all entrants in the Thornton History Fair Competition have a chance to win a $50, $75, or $100 U.S. Savings Bond. This Year’s Topic All entries must address how agriculture, communication, or transportation technology has improved the quality of life for Americans. To many people, technology means computers, handheld devices, or vehicles that travel to distant planets. However, technology is the application of scientific knowledge to solve a problem, so technology touches lives in countless ways. Individual middle school teachers will preview student topic proposals. Projects should focus on technology that may have become less commonly employed or even obsolete in its original form but has evolved into something that is still meaningful today. Individual students or groups may enter one of the following categories: • Exhibit • Documentary • Performance • Essay Category Requirements Exhibit: A traditional three-panel board presentation. Size is limited to 72” tall, 40” wide, and 30” deep. The exhibit should be freestanding. The student must be present during judging to answer questions. Performance: A dramatic portrayal of the topic no more than 10 minutes long. If costumes are used, they should be authentic representations of the period portrayed. Documentary: A visual presentation (such as a video, slide show, or computer project) no more than 10 minutes long. A desktop computer, screen, projector, and speakers will be available. Students must provide their presentations on CDs before Friday, March 23. Students needing other equipment should contact the Multimedia Resource Center by Monday, March 19. Essay: An academic paper of no fewer than 2,000 and no more than 2,500 words. No illustrations are allowed. Use standard font and margins. Please do not include covers. A list of references must be included. Important Dates January 5 Submit a preliminary topic proposal to your history teacher. The teacher may require a second proposal if the preliminary proposal is off-topic or needs elaboration. February 5 Submit a first draft of essay, exhibit materials, performance script, or documentary storyboard. February 19 A committee of Thornton teachers will critique materials and provide feedback. Students then have an opportunity to revise and improve their final products. March 9 Submit a final draft of essay. March 15 Exhibit, performance, and documentary committee preview March 24 Thornton Middle School History Fair • 7:00 A.M. – 9:00 A.M. Participants set up in gym • 10:00 A.M. – 6:00 P.M. Fair opening and judges’ review • 7:00 P.M. Awards ceremony and picnic Projects should focus on past technology that may have become less commonly employed or even obsolete in its original form but has evolved into something that is meaningful today. What does the word "obsolete" mean in this sentence?

A committee of Thornton teachers will critique materials and provide feedback. What does the word "critique" mean in this sentence?

Why Participate? Understanding history is vital to understanding ourselves as a people and as a nation. History is much more than the study of dusty relics and events long past. It is an essential part of who we are today and who we will become. History shows us our progression from the past to the present and helps us build a better future. The History Fair Competition makes understanding history exciting, engaging, and fun! All students who enter the Thornton competition have a chance to compete in the Virginia History Day District 8 Competition, Virginia History Day State Competition, and the National History Day Competition at the University of Maryland. As further inducement, all entrants in the Thornton History Fair Competition have a chance to win a $50, $75, or $100 U.S. Savings Bond. This Year’s Topic All entries must address how agriculture, communication, or transportation technology has improved the quality of life for Americans. To many people, technology means computers, handheld devices, or vehicles that travel to distant planets. However, technology is the application of scientific knowledge to solve a problem, so technology touches lives in countless ways. Individual middle school teachers will preview student topic proposals. Projects should focus on technology that may have become less commonly employed or even obsolete in its original form but has evolved into something that is still meaningful today. Individual students or groups may enter one of the following categories: • Exhibit • Documentary • Performance • Essay Category Requirements Exhibit: A traditional three-panel board presentation. Size is limited to 72” tall, 40” wide, and 30” deep. The exhibit should be freestanding. The student must be present during judging to answer questions. Performance: A dramatic portrayal of the topic no more than 10 minutes long. If costumes are used, they should be authentic representations of the period portrayed. Documentary: A visual presentation (such as a video, slide show, or computer project) no more than 10 minutes long. A desktop computer, screen, projector, and speakers will be available. Students must provide their presentations on CDs before Friday, March 23. Students needing other equipment should contact the Multimedia Resource Center by Monday, March 19. Essay: An academic paper of no fewer than 2,000 and no more than 2,500 words. No illustrations are allowed. Use standard font and margins. Please do not include covers. A list of references must be included. Important Dates January 5 Submit a preliminary topic proposal to your history teacher. The teacher may require a second proposal if the preliminary proposal is off-topic or needs elaboration. February 5 Submit a first draft of essay, exhibit materials, performance script, or documentary storyboard. February 19 A committee of Thornton teachers will critique materials and provide feedback. Students then have an opportunity to revise and improve their final products. March 9 Submit a final draft of essay. March 15 Exhibit, performance, and documentary committee preview March 24 Thornton Middle School History Fair • 7:00 A.M. – 9:00 A.M. Participants set up in gym • 10:00 A.M. – 6:00 P.M. Fair opening and judges’ review • 7:00 P.M. Awards ceremony and picnic The reader can be conclude that one important goal of the History Fair Competition is for students to--

Why Participate? Understanding history is vital to understanding ourselves as a people and as a nation. History is much more than the study of dusty relics and events long past. It is an essential part of who we are today and who we will become. History shows us our progression from the past to the present and helps us build a better future. The History Fair Competition makes understanding history exciting, engaging, and fun! All students who enter the Thornton competition have a chance to compete in the Virginia History Day District 8 Competition, Virginia History Day State Competition, and the National History Day Competition at the University of Maryland. As further inducement, all entrants in the Thornton History Fair Competition have a chance to win a $50, $75, or $100 U.S. Savings Bond. This Year’s Topic All entries must address how agriculture, communication, or transportation technology has improved the quality of life for Americans. To many people, technology means computers, handheld devices, or vehicles that travel to distant planets. However, technology is the application of scientific knowledge to solve a problem, so technology touches lives in countless ways. Individual middle school teachers will preview student topic proposals. Projects should focus on technology that may have become less commonly employed or even obsolete in its original form but has evolved into something that is still meaningful today. Individual students or groups may enter one of the following categories: • Exhibit • Documentary • Performance • Essay Category Requirements Exhibit: A traditional three-panel board presentation. Size is limited to 72” tall, 40” wide, and 30” deep. The exhibit should be freestanding. The student must be present during judging to answer questions. Performance: A dramatic portrayal of the topic no more than 10 minutes long. If costumes are used, they should be authentic representations of the period portrayed. Documentary: A visual presentation (such as a video, slide show, or computer project) no more than 10 minutes long. A desktop computer, screen, projector, and speakers will be available. Students must provide their presentations on CDs before Friday, March 23. Students needing other equipment should contact the Multimedia Resource Center by Monday, March 19. Essay: An academic paper of no fewer than 2,000 and no more than 2,500 words. No illustrations are allowed. Use standard font and margins. Please do not include covers. A list of references must be included. Important Dates January 5 Submit a preliminary topic proposal to your history teacher. The teacher may require a second proposal if the preliminary proposal is off-topic or needs elaboration. February 5 Submit a first draft of essay, exhibit materials, performance script, or documentary storyboard. February 19 A committee of Thornton teachers will critique materials and provide feedback. Students then have an opportunity to revise and improve their final products. March 9 Submit a final draft of essay. March 15 Exhibit, performance, and documentary committee preview March 24 Thornton Middle School History Fair • 7:00 A.M. – 9:00 A.M. Participants set up in gym • 10:00 A.M. – 6:00 P.M. Fair opening and judges’ review • 7:00 P.M. Awards ceremony and picnic Under the heading "Category Requirements" which organizational pattern is used to present information?

Why Participate? Understanding history is vital to understanding ourselves as a people and as a nation. History is much more than the study of dusty relics and events long past. It is an essential part of who we are today and who we will become. History shows us our progression from the past to the present and helps us build a better future. The History Fair Competition makes understanding history exciting, engaging, and fun! All students who enter the Thornton competition have a chance to compete in the Virginia History Day District 8 Competition, Virginia History Day State Competition, and the National History Day Competition at the University of Maryland. As further inducement, all entrants in the Thornton History Fair Competition have a chance to win a $50, $75, or $100 U.S. Savings Bond. This Year’s Topic All entries must address how agriculture, communication, or transportation technology has improved the quality of life for Americans. To many people, technology means computers, handheld devices, or vehicles that travel to distant planets. However, technology is the application of scientific knowledge to solve a problem, so technology touches lives in countless ways. Individual middle school teachers will preview student topic proposals. Projects should focus on technology that may have become less commonly employed or even obsolete in its original form but has evolved into something that is still meaningful today. Individual students or groups may enter one of the following categories: • Exhibit • Documentary • Performance • Essay Category Requirements Exhibit: A traditional three-panel board presentation. Size is limited to 72” tall, 40” wide, and 30” deep. The exhibit should be freestanding. The student must be present during judging to answer questions. Performance: A dramatic portrayal of the topic no more than 10 minutes long. If costumes are used, they should be authentic representations of the period portrayed. Documentary: A visual presentation (such as a video, slide show, or computer project) no more than 10 minutes long. A desktop computer, screen, projector, and speakers will be available. Students must provide their presentations on CDs before Friday, March 23. Students needing other equipment should contact the Multimedia Resource Center by Monday, March 19. Essay: An academic paper of no fewer than 2,000 and no more than 2,500 words. No illustrations are allowed. Use standard font and margins. Please do not include covers. A list of references must be included. Important Dates January 5 Submit a preliminary topic proposal to your history teacher. The teacher may require a second proposal if the preliminary proposal is off-topic or needs elaboration. February 5 Submit a first draft of essay, exhibit materials, performance script, or documentary storyboard. February 19 A committee of Thornton teachers will critique materials and provide feedback. Students then have an opportunity to revise and improve their final products. March 9 Submit a final draft of essay. March 15 Exhibit, performance, and documentary committee preview March 24 Thornton Middle School History Fair • 7:00 A.M. – 9:00 A.M. Participants set up in gym • 10:00 A.M. – 6:00 P.M. Fair opening and judges’ review • 7:00 P.M. Awards ceremony and picnic Based on the "Important Dates" section, the reader may best infer that contestants are encouraged to--

Why Participate? Understanding history is vital to understanding ourselves as a people and as a nation. History is much more than the study of dusty relics and events long past. It is an essential part of who we are today and who we will become. History shows us our progression from the past to the present and helps us build a better future. The History Fair Competition makes understanding history exciting, engaging, and fun! All students who enter the Thornton competition have a chance to compete in the Virginia History Day District 8 Competition, Virginia History Day State Competition, and the National History Day Competition at the University of Maryland. As further inducement, all entrants in the Thornton History Fair Competition have a chance to win a $50, $75, or $100 U.S. Savings Bond. This Year’s Topic All entries must address how agriculture, communication, or transportation technology has improved the quality of life for Americans. To many people, technology means computers, handheld devices, or vehicles that travel to distant planets. However, technology is the application of scientific knowledge to solve a problem, so technology touches lives in countless ways. Individual middle school teachers will preview student topic proposals. Projects should focus on technology that may have become less commonly employed or even obsolete in its original form but has evolved into something that is still meaningful today. Individual students or groups may enter one of the following categories: • Exhibit • Documentary • Performance • Essay Category Requirements Exhibit: A traditional three-panel board presentation. Size is limited to 72” tall, 40” wide, and 30” deep. The exhibit should be freestanding. The student must be present during judging to answer questions. Performance: A dramatic portrayal of the topic no more than 10 minutes long. If costumes are used, they should be authentic representations of the period portrayed. Documentary: A visual presentation (such as a video, slide show, or computer project) no more than 10 minutes long. A desktop computer, screen, projector, and speakers will be available. Students must provide their presentations on CDs before Friday, March 23. Students needing other equipment should contact the Multimedia Resource Center by Monday, March 19. Essay: An academic paper of no fewer than 2,000 and no more than 2,500 words. No illustrations are allowed. Use standard font and margins. Please do not include covers. A list of references must be included. Important Dates January 5 Submit a preliminary topic proposal to your history teacher. The teacher may require a second proposal if the preliminary proposal is off-topic or needs elaboration. February 5 Submit a first draft of essay, exhibit materials, performance script, or documentary storyboard. February 19 A committee of Thornton teachers will critique materials and provide feedback. Students then have an opportunity to revise and improve their final products. March 9 Submit a final draft of essay. March 15 Exhibit, performance, and documentary committee preview March 24 Thornton Middle School History Fair • 7:00 A.M. – 9:00 A.M. Participants set up in gym • 10:00 A.M. – 6:00 P.M. Fair opening and judges’ review • 7:00 P.M. Awards ceremony and picnic The flier encourages students to participate in the History Fair because it provides an opportunity to--

Before submitting an entry, a student who made a 15-minute  documentary would have to --

Which of these  best  describes the role that the committee of Thornton  teachers plays in the competition?

Which of these topics would qualify for the History Fair Competition?

In paragraph 3, the author uses the words “bulldozing,” “squeezed out,”  and “conflicts” to show that —

Elephant Refuge Elephants may be the largest land mammals on Earth, but they have little chance of holding their own against human progress. In both Africa and Asia, where elephants live in the wild, herds are being threatened by changes in their natural habitats. People are moving into the elephants’ territories and endangering their survival. In the country of Sri Lanka, there is one place where elephants are not only protected but also respected. It is called the Elephant Transit Home (ETH), in Udawalawe National Park. The ETH was established in 1995. Sri Lanka is an island nation in the Indian Ocean about 20 miles off the southeastern coast of India. It is a small country, only 274 miles wide and 725 miles long. In 1900 there were 12,000 wild elephants living in Sri Lanka’s tropical environment. Now that number has dwindled to fewer than 6,000. What caused this devastation? The primary cause has been the increasing competition between people and elephants for land and resources. Endangered Baby Elephants Today, the human population of Sri Lanka has surpassed 20 million. People are bulldozing forests into farmland. They are building highways over centuries-old elephant migration routes. Elephants are being squeezed out of their habitats. This change causes turmoil, resulting in an increased number of conflicts between elephants and humans. The ETH’s mission is to protect and nurture baby elephants that are found injured or living without their mothers in the wild. In most cases, the baby animals have been separated from their mothers and their herd. Without the protection of other elephants, the calves are in danger of perishing. Every year about 30 baby elephants in Sri Lanka need refuge. As many as possible are brought to the ETH. After what is often a long and difficult journey, the elephant calves arrive at Udawalawe. There they are given food, shelter, and medical care. Most importantly, they are given the opportunity to be with other elephants and become part of a herd. There are normally between 15 and 30 elephants at the home. They range in age from three weeks to four years old. A New Home Return to the Wild A day at the refuge begins early in the morning when the baby elephants are given their first feeding of milk. During the course of the day, each baby will drink an average of 13 gallons of milk. Older elephants are fed mostly coconut leaves as well as other native plants. Then the elephants are released to roam on the preserve’s land, grazing on the grass and forming a herd. The cost of caring for the baby elephants is high, especially by Sri Lankan standards. The ETH spends approximately $125,000 each year on powdered milk for the calves. To help pay for food and medical supplies the elephants need, the ETH has a foster parent program. Anyone, even schoolchildren, can become a benefactor by donating money to care for a baby elephant. While some foster parents are too far away to visit the baby elephant being cared for at the ETH, local schoolchildren are also participants in the program. Foster parents can name their adopted elephants, take photographs of them, and even help release them into the wild. At the refuge, workers try to minimize human contact with the elephants. They also try to maximize bonds between the elephants. The goal of the orphanage is for the elephants eventually to return to the wild. It usually takes three years for a baby elephant to be released into its natural habitat. The elephants are released together with other orphans with whom they have bonded. This program helps them return to the wild as members of a herd that will communicate with each other and take care of each other. The ETH is considered one of the best animal protection sites in the world. Not only are the elephants cared for, they are treated with respect and dignity. Most importantly, these magnificent mammals go back to live in the wild, where they belong. In paragraph 3, the word "turmoil" means a--

Elephant Refuge Elephants may be the largest land mammals on Earth, but they have little chance of holding their own against human progress. In both Africa and Asia, where elephants live in the wild, herds are being threatened by changes in their natural habitats. People are moving into the elephants’ territories and endangering their survival. In the country of Sri Lanka, there is one place where elephants are not only protected but also respected. It is called the Elephant Transit Home (ETH), in Udawalawe National Park. The ETH was established in 1995. Sri Lanka is an island nation in the Indian Ocean about 20 miles off the southeastern coast of India. It is a small country, only 274 miles wide and 725 miles long. In 1900 there were 12,000 wild elephants living in Sri Lanka’s tropical environment. Now that number has dwindled to fewer than 6,000. What caused this devastation? The primary cause has been the increasing competition between people and elephants for land and resources. Endangered Baby Elephants Today, the human population of Sri Lanka has surpassed 20 million. People are bulldozing forests into farmland. They are building highways over centuries-old elephant migration routes. Elephants are being squeezed out of their habitats. This change causes turmoil, resulting in an increased number of conflicts between elephants and humans. The ETH’s mission is to protect and nurture baby elephants that are found injured or living without their mothers in the wild. In most cases, the baby animals have been separated from their mothers and their herd. Without the protection of other elephants, the calves are in danger of perishing. Every year about 30 baby elephants in Sri Lanka need refuge. As many as possible are brought to the ETH. After what is often a long and difficult journey, the elephant calves arrive at Udawalawe. There they are given food, shelter, and medical care. Most importantly, they are given the opportunity to be with other elephants and become part of a herd. There are normally between 15 and 30 elephants at the home. They range in age from three weeks to four years old. A New Home Return to the Wild A day at the refuge begins early in the morning when the baby elephants are given their first feeding of milk. During the course of the day, each baby will drink an average of 13 gallons of milk. Older elephants are fed mostly coconut leaves as well as other native plants. Then the elephants are released to roam on the preserve’s land, grazing on the grass and forming a herd. The cost of caring for the baby elephants is high, especially by Sri Lankan standards. The ETH spends approximately $125,000 each year on powdered milk for the calves. To help pay for food and medical supplies the elephants need, the ETH has a foster parent program. Anyone, even schoolchildren, can become a benefactor by donating money to care for a baby elephant. While some foster parents are too far away to visit the baby elephant being cared for at the ETH, local schoolchildren are also participants in the program. Foster parents can name their adopted elephants, take photographs of them, and even help release them into the wild. At the refuge, workers try to minimize human contact with the elephants. They also try to maximize bonds between the elephants. The goal of the orphanage is for the elephants eventually to return to the wild. It usually takes three years for a baby elephant to be released into its natural habitat. The elephants are released together with other orphans with whom they have bonded. This program helps them return to the wild as members of a herd that will communicate with each other and take care of each other. The ETH is considered one of the best animal protection sites in the world. Not only are the elephants cared for, they are treated with respect and dignity. Most importantly, these magnificent mammals go back to live in the wild, where they belong. Which detail could BEST be included in the section, "Endangered Baby Elephants"?

Elephant Refuge Elephants may be the largest land mammals on Earth, but they have little chance of holding their own against human progress. In both Africa and Asia, where elephants live in the wild, herds are being threatened by changes in their natural habitats. People are moving into the elephants’ territories and endangering their survival. In the country of Sri Lanka, there is one place where elephants are not only protected but also respected. It is called the Elephant Transit Home (ETH), in Udawalawe National Park. The ETH was established in 1995. Sri Lanka is an island nation in the Indian Ocean about 20 miles off the southeastern coast of India. It is a small country, only 274 miles wide and 725 miles long. In 1900 there were 12,000 wild elephants living in Sri Lanka’s tropical environment. Now that number has dwindled to fewer than 6,000. What caused this devastation? The primary cause has been the increasing competition between people and elephants for land and resources. Endangered Baby Elephants Today, the human population of Sri Lanka has surpassed 20 million. People are bulldozing forests into farmland. They are building highways over centuries-old elephant migration routes. Elephants are being squeezed out of their habitats. This change causes turmoil, resulting in an increased number of conflicts between elephants and humans. The ETH’s mission is to protect and nurture baby elephants that are found injured or living without their mothers in the wild. In most cases, the baby animals have been separated from their mothers and their herd. Without the protection of other elephants, the calves are in danger of perishing. Every year about 30 baby elephants in Sri Lanka need refuge. As many as possible are brought to the ETH. After what is often a long and difficult journey, the elephant calves arrive at Udawalawe. There they are given food, shelter, and medical care. Most importantly, they are given the opportunity to be with other elephants and become part of a herd. There are normally between 15 and 30 elephants at the home. They range in age from three weeks to four years old. A New Home Return to the Wild A day at the refuge begins early in the morning when the baby elephants are given their first feeding of milk. During the course of the day, each baby will drink an average of 13 gallons of milk. Older elephants are fed mostly coconut leaves as well as other native plants. Then the elephants are released to roam on the preserve’s land, grazing on the grass and forming a herd. The cost of caring for the baby elephants is high, especially by Sri Lankan standards. The ETH spends approximately $125,000 each year on powdered milk for the calves. To help pay for food and medical supplies the elephants need, the ETH has a foster parent program. Anyone, even schoolchildren, can become a benefactor by donating money to care for a baby elephant. While some foster parents are too far away to visit the baby elephant being cared for at the ETH, local schoolchildren are also participants in the program. Foster parents can name their adopted elephants, take photographs of them, and even help release them into the wild. At the refuge, workers try to minimize human contact with the elephants. They also try to maximize bonds between the elephants. The goal of the orphanage is for the elephants eventually to return to the wild. It usually takes three years for a baby elephant to be released into its natural habitat. The elephants are released together with other orphans with whom they have bonded. This program helps them return to the wild as members of a herd that will communicate with each other and take care of each other. The ETH is considered one of the best animal protection sites in the world. Not only are the elephants cared for, they are treated with respect and dignity. Most importantly, these magnificent mammals go back to live in the wild, where they belong. What is the main idea of the section "Return of the Wild"?

Elephant Refuge Elephants may be the largest land mammals on Earth, but they have little chance of holding their own against human progress. In both Africa and Asia, where elephants live in the wild, herds are being threatened by changes in their natural habitats. People are moving into the elephants’ territories and endangering their survival. In the country of Sri Lanka, there is one place where elephants are not only protected but also respected. It is called the Elephant Transit Home (ETH), in Udawalawe National Park. The ETH was established in 1995. Sri Lanka is an island nation in the Indian Ocean about 20 miles off the southeastern coast of India. It is a small country, only 274 miles wide and 725 miles long. In 1900 there were 12,000 wild elephants living in Sri Lanka’s tropical environment. Now that number has dwindled to fewer than 6,000. What caused this devastation? The primary cause has been the increasing competition between people and elephants for land and resources. Endangered Baby Elephants Today, the human population of Sri Lanka has surpassed 20 million. People are bulldozing forests into farmland. They are building highways over centuries-old elephant migration routes. Elephants are being squeezed out of their habitats. This change causes turmoil, resulting in an increased number of conflicts between elephants and humans. The ETH’s mission is to protect and nurture baby elephants that are found injured or living without their mothers in the wild. In most cases, the baby animals have been separated from their mothers and their herd. Without the protection of other elephants, the calves are in danger of perishing. Every year about 30 baby elephants in Sri Lanka need refuge. As many as possible are brought to the ETH. After what is often a long and difficult journey, the elephant calves arrive at Udawalawe. There they are given food, shelter, and medical care. Most importantly, they are given the opportunity to be with other elephants and become part of a herd. There are normally between 15 and 30 elephants at the home. They range in age from three weeks to four years old. A New Home Return to the Wild A day at the refuge begins early in the morning when the baby elephants are given their first feeding of milk. During the course of the day, each baby will drink an average of 13 gallons of milk. Older elephants are fed mostly coconut leaves as well as other native plants. Then the elephants are released to roam on the preserve’s land, grazing on the grass and forming a herd. The cost of caring for the baby elephants is high, especially by Sri Lankan standards. The ETH spends approximately $125,000 each year on powdered milk for the calves. To help pay for food and medical supplies the elephants need, the ETH has a foster parent program. Anyone, even schoolchildren, can become a benefactor by donating money to care for a baby elephant. While some foster parents are too far away to visit the baby elephant being cared for at the ETH, local schoolchildren are also participants in the program. Foster parents can name their adopted elephants, take photographs of them, and even help release them into the wild. At the refuge, workers try to minimize human contact with the elephants. They also try to maximize bonds between the elephants. The goal of the orphanage is for the elephants eventually to return to the wild. It usually takes three years for a baby elephant to be released into its natural habitat. The elephants are released together with other orphans with whom they have bonded. This program helps them return to the wild as members of a herd that will communicate with each other and take care of each other. The ETH is considered one of the best animal protection sites in the world. Not only are the elephants cared for, they are treated with respect and dignity. Most importantly, these magnificent mammals go back to live in the wild, where they belong. What tone is created by the author's word choice?

Which is the  best  summary of this article?

Which sentence  best  shows the author’s attitude towards elephants?

The author uses section heading to--