Who Made It, and Why is a free printable Grade 3 to Grade 5 social studies worksheet on how a maker's perspective shaped a source, aligned to Common Core standard D2.His.6.3-5. It prints 2 questions with an answer key on its own sheet of paper, in 25 versions, 23 of them with different questions, so no two pupils in the class work from the same page. Print it from the browser or download it as a PDF — no account, no email.
Set 11 of 25 · the same problems every time you open this link.
Set 1 has all 25 in a single PDF. 23 of these 25 sets ask different questions — this skill does not have 25 questions to give. The rest reorder them, so no two pupils have the same paper in front of them.
Who Made It, and Why
D2.His.6.3-5
NameDate
Look at the source, then answer the questions.
1.Look at the source, then answer the questions.
Petition Against the Railway
A petition sent to Parliament in 1844 by canal workers and boat owners.
To the honourable members,
We are boatmen and wharf workers of this valley.
The proposed railway will take the coal and corn we carry.
Two hundred families live by the canal.
We ask that the line be refused, or that work be found for us.
Signed by 84 hands.
1. What did the petitioners want?
2. When was the petition sent and to whom?
2.Look at the source, then answer the questions.
A Modern History of the Valley
An extract from a local history book written in 2015. This is a SECONDARY work: the author was not there and is using the records.
THE COMING OF THE RAILWAY
The railway of 1846 transformed the valley within a decade.
Canal traffic fell away and wharf families lost their living.
The workhouse registers show the cost in admissions after 1846.
Yet the line also brought fresh milk to market and new work as porters.
The author argues the valley gained more than it lost, though not for everyone.
1. When was this written, and was the author there?
2. What is the author trying to do?
LessonPrint · D2.His.6.3-5 · Set 11 · free to copy for classroom use
Answer key — Who Made It, and Why
Set 11. Prints on its own sheet.
1.1. That the railway line be refused, or that work be found for them. 2. In 1844, to Parliament.
2.1. In 2015. The author was not there and is using the records. 2. To argue that the valley gained more than it lost from the railway.
More practice for D2.His.6.3-5
Describe how a source's maker shaped what the source says.
Teaching this next? The Maker Is in the Source is the 45-minute plan for it, with the misconceptions to expect.