WATER RAT TEACHER GUIDE	Water Rat Teacher Guide.pdf Requires Adobe Acrobat Reader

About the Guide

This Winslow Press Teacher Guide has been designed to be of use to the classroom teacher by offering enrichment activities and discussion materials to complement Water Rat! These activities can help students to better understand and enjoy the story as well as assist teachers in implementing strategies and experiences that support their district's learning standards for language arts.

The Guide presents a story synopsis and outlines pre-reading activities. It also presents some concepts related to the story and includes: a brief discussion of related curriculum areas; a list of vocabulary words; class discussion questions; and independent study ideas related to Water Rat! The activities are designed to cover a range of language arts skills development that meets the needs of multiple learning styles. The final part of the Guide lists additional resources (books, museums, reference materials, related Internet Web sites) for both teachers and students.

The interdisciplinary activities were developed to support the New York State Learning Standards for English Language Arts. The Standards can be downloaded from the New York State Education Department's Web site at http://www.nysed.gov/rscs/stds/contents.html. If you have questions about specific standards applied to these activities, please call Winslow Press at 800-617-3947.

We hope this Teacher Guide will be a useful and positive part of your teaching experience!

Sincerely,
Diane F. Kessenich
Chief Executive Officer and Publisher

Introduction
Water Rat represents a moving close-up of a significant time in the American colonial experience. Events in Fast Landing, Delaware, in the year 1748 are seen through the eyes of Matt, an orphan boy, who meets life's challenges with courage in this historical novel.

A sense of the period is gained as the reader moves through the issues and conflicts with the well-drawn characters portrayed in the story. There is mystery, adventure and heroism galore, as Matt helps capture menacing pirates and then defeats his archenemy, the wicked tavern keeper, Eli. Matt earns his right to a bright future and the esteem of the people he meets and comes to care about in the course of his adventures.

The historical fact of marauding pirates provides the backdrop for the story of Water Rat. The colonists in the lower counties of Delaware (at this time still a part of Pennsylvania) were angered when pacifist Quakers in Philadelphia refused to send armed militia against the pirates who prowled Delaware Bay, attacked merchant ships and preyed on the villages.

This is the story of how the brave colonists freed themselves from the pirate menace. The theme chronicles one boy's triumph over his handicap, tyranny and injustice to emerge a hero.

Background
Matt's World: The Delaware of Water Rat
In Brief: Delaware's Geography
Delaware is situated between the Atlantic Ocean and the Eastern Shore of the Chesapeake on a finger of land known as the Delmarva Peninsula ("Delmarva" combines the word "Delaware" with "Maryland" and "Virginia," parts of which states cover two-thirds of the peninsula). Most of Delaware's territory lies along the Atlantic coastal plain and is dotted with freshwater lakes and ponds. The state has about 28 miles of Atlantic coastline running from its southern border (with Maryland) up to the mouth of the Delaware Bay, at Cape Henlopen. The Delaware Bay coastline is home to a variety of wetlands, many of which are now federally protected. Rich in wildlife, especially during the colonial era, they provided both settlers and natives with food and with trading goods. The shoreline and salt marshes fostered a sizable fishing industry, while the interior of the state had excellent farm land and orchards, and lumbering was widespread and profitable. Towns like New Castle, situated on the Delaware River in the north of the state, were ideal ports for trade.

Native Americans in Delaware
Prior to the arrival of the first Europeans, the area that would eventually become "Delaware" was inhabited by many Native American tribes, the largest of whom were the Lenni-Lenape (meaning the "ordinary people"). The Lenni-Lenape, who would later be called "the Delaware," were a part of the Algonquian family, an eastern group of related tribes who shared similar customs and languages. Several other Native American groups lived in the area, including the Minqua (Iroquois peoples also known as "Mingo").

The Lenape had a reputation among their neighbors as a peaceful tribe, and other tribes often brought their disputes to the Lenape to be settled. Some believed the Lenape to be the source of all Algonquian tribes. As a sign of respect, these tribes called the Lenape "Grandfathers,"and the Lenape referred to them as "Our Grandchildren." Lenape children were taught to live as peacefully as possible and to treat both friends and strangers with kindness. However, the Lenape custom was to avenge any wrong to one's family, and under such circumstances, violence (and even murder) was condoned by their justice system. Women had important roles in tribal government, and the Lenape traced their ancestry through the maternal line.

Matt's friend, Quinn, around whom some crucial events in Water Rat revolve, is a Shawnee, not a Lenape. It is noted that Quinn is alone: his tribe has moved westward. We usually think of the Shawnee as a midwestern and western tribe, but they originally resided in the Ohio Valley as well as in portions of West Virginia and Pennsylvania (including the regions later known as Delaware). An Algonquian tribe, the Shawnee were driven from these areas in the mid-to-late seventeenth century, apparently by the Iroquois, who were then in the process of defeating and assimilating other tribes in the region. Little is known about the specific reasons for the Shawnees' expulsion from their homelands, but presumably their ongoing wars with the Iroquois forced them to leave.

They moved their settlements towards the south and midwest but did not surrender their claims to the eastern territory, returning often to hunt. A group of Shawnee who had migrated to Illinois after the Iroquois wars soon left the area and headed into Eastern Maryland, where they were found by a Lenape (Delaware) hunting party. The Lenape, using their influence as "grandfathers," persuaded the Shawnee to move up to Pennsylvania's Lehigh Valley and settle there, intervening with the Iroquois to ensure their safety. Thus, many of Quinn's people (and most likely Quinn himself) were able to remain close to their homelands for a few decades.

By the time of Water Rat, however, the Shawnee had been pushed out again-this time by the white settlers. In 1737 the colony of Pennsylvania cheated the Lenape out of their remaining land in the Lehigh Valley, and with the Lenape debilitated and forced (for the most part) to move on, the Shawnee had to leave as well. Quinn was living apart from his people and his culture but had chosen to stay in what he considered his native land despite the isolation he must have felt. Although he dies early in the story, he is a forceful character, one who has a profound (and continuing) effect on his friend Matt. Today there are no more than 1,500 Native Americans living in Delaware, according to Dennis Fradin (The Delaware Colony), and few of those are related to the tribes who lived there three and four hundred years ago.

The Europeans Arrive
Henry Hudson, in the service of the Dutch East India Company, sailed into what is now called Delaware Bay in 1609. He was the first European known to have visited the area. The following year, a British captain, Sir Samuel Argall, entered into the same bay while en route to Virginia. He named the bay after Baron De la Warr, then governor of Virginia; the name was later spelled Delaware. The Dutch and English contested the region from the time of its discovery.

In 1631, under the sponsorship of the Dutch West India Company, Dutch settled Zwaanendael ("Valley of the Swans") near the present-day town of Lewes. They established a good relationship with the local Lenape, who hoped that the Dutch would become their allies against a rival tribe.

Zwaanendael's future was looking bright, but just one unfortunate incident between the two cultures led to a tragedy. The Lenape were largely unfamiliar with metal, and any metal object was of great interest to them. A young Lenape took a tin shield, bearing a coat of arms, from the stake on which it was mounted outside the Dutch fort. So outraged were the colonists by this theft that they put great pressure upon the chief of the young man's village to punish him. The chief, anxious to appease the settlers (whom he wanted as allies), had the young man put to death. In the Lenape tradition of vengeance, his shocked and angry friends retaliated by attacking the colonists and destroying the settlement of Zwaanendael.

In 1637Ð38 Peter Minuit led two ships in a joint venture of the Netherlands and Sweden to establish the first permanent European settlement in Delaware, Fort Christina, named in honor of the Queen of Sweden. This settlement was built on the site of modern Wilmington. The Dutch soon withdrew from this project to focus on their settlement of New Amsterdam on the Hudson River.

However, Dutch interest in this region of Delaware remained strong, and in 1651, Peter Stuyvesant, governor of New Netherlands, established Fort Casimir on the Delaware River at present-day New Castle.

The Swedes captured Fort Casimir three years later, but Peter Stuyvesant regained it in 1655 and also managed to seize Fort Christina. This marked the destruction of Sweden's power base in the New World, though the Swedish colonists kept their property and continued to practice their Lutheran faith.

The English gained control of the Dutch holdings in 1664, but the Dutch again recaptured these outposts for a short time in 1673. During this period they set up three district courts that initiated Delaware's division into three counties. The next year, the English took back control and governed until the American Revolution. The duke of York (later James II) annexed the region to New York, land granted him earlier by Charles II.

In 1682 the duke of York transferred his claim to William Penn, who had no access to the ocean from his new colony of Pennsylvania. The three counties of Delaware thus became the three lower counties of Pennsylvania: New Castle, Sussex, and Kent. The inhabitants of Delaware were not happy at this turn of events, because they considered the Pennsylvania Quakers "radicals" and they did not want to have their affairs settled in far-away Philadelphia. Incidents in Water Rat reflect the real and constant conflict between the Delaware colonists and the Philadelphia Quakers regarding the use of force to protect settlements and to keep the waterways safe for commerce.

When the three counties were promised the right to separate assembly, they finally accepted the Penn Charter in 1701. Delaware remained largely autonomous until the Revolution.

Although there were many loyalists in Delaware just prior to the American Revolution, the colony supported independence, with two of its three delegates to the Continental Congress voting for independence.

Delaware signed the Declaration of Independence and in 1776 became a state (the second smallest of the present fifty). In 1787 it became the first state to ratify the new Constitution of the United States.

Matt's World: Life in the Delaware Colony
The world of the Delaware colony as Matt, the protagonist of Water Rat, knew it was both limited and rough. The climate of the Chesapeake region was hot and humid, always a breeding ground for epidemics (such as cholera and malaria) that swept through the colonies on a regular basis, killing entire families. The mortality rate was high, running from 25 to 50 percent depending on time and place, and the average life expectancy would have been about 45 years. In her book on colonial America, Dale Taylor points out that statistics for this period are difficult to interpret and vary widely. A large number of women died in childbirth or of childbirth-related illnesses, and a similar number of infants died at (or shortly after) birth. There were many orphans in the Chesapeake area, especially in the early days of colonization, who were customarily sent away to live with relatives.

However, as an orphan without living relatives, Matt had virtually no rights and no protection under either the laws or the customs of the colony. Since he received none of the help and concern one might have expected his parents' friends and neighbors to offer, indentured servitude would have been probably the best and most likely means of survival for a boy in Matt's position. As an indentured servant, he would have worked long and hard for no pay but with the knowledge that he would at least have room and board and that when his contract was up, he would, unlike the slave Mingo, be completely free. However, as both an indentured servant and a child, he would have been regarded by the law as property, not as a person. Matt himself was not indentured; he simply received room and board in exchange for hard labor.

Indentured servitude was a common part of colonial life-it was, in fact, the means by which many immigrants were able to afford the trip from Europe to America. People would pay for their passage on a ship by signing an "indenture" with the captain, who would then sell it to a colonist on arrival in America. By signing an indenture, you were essentially signing away your labor and your time for a specified number of years. You were, like a slave, not legally "free," although unlike a slave, you knew that this situation would last only for a predetermined time. Nonetheless, there were some parallels between the life of an indentured servant and that of a slave. Neither had any social or legal rights, and both could be physically exploited and abused with impunity by their masters. When slaves were first brought to the colonies in the seventeenth century, they were sold as indentures; this process gradually evolved to the point that slavery became legally established, though in the meantime some communities of free blacks formed in the colonies. Indentured servants who ran away or attempted to evade the terms of their contracts could, in some colonies, have their periods of service doubled. In other colonies, they could legally be punished with death.

Masters often regarded slaves as being more of an investment than indentured servants because a servant only belonged to you for a few years, but a slave and that slave's children were yours for a lifetime. Also, indentures arriving in this country had an especially high mortality rate-exposure to unfamiliar local diseases combined with relentless physical labor (as well as poor food, housing, and clothing) was lethal to many of them. Often, their masters would have preferred to acquire colony-born slaves. Eli was cruel to both Mingo and Matt, although he probably regarded Mingo as the more valuable piece of property.

The farmers and landowners of Delaware prospered during the 1700s, making the most of the colony's bountiful natural resources. Many landowners relied on slave labor for the success of their farms. The Dutch had begun shipping slaves to Delaware as early as the 1760s, and the practice became entrenched over the course of the next century despite the strong opposition of some colonists.

During this period, the concept of childhood was very different than it is now. The way that Matt was treated, prior to meeting the Campbells, would have raised far fewer eyebrows than it would today. "Childhood" as we now know it (as a time in which a child is, in theory at least, protected by adults and free of adult responsibilities) was a relatively short period, usually ending at around age five or six. This was the point at which most children, except for those of the very wealthy, were expected to assume substantial responsibilities and roles within the family. At this age, boys were "breeched," taken out of the tunics or dresses they had worn since birth and given breeches to wear. Their hair, usually grown long until this point, would be cut off (or shaved), and they might be fitted for wigs, though this could depend on social status. Matt, even if he had not been orphaned, would almost certainly not have worn a wig on a regular basis.

By the age of six, children were already helping out with chores and learning such skills as knitting. Adults felt less sentimental about the nature of childhood and, in some cases, perhaps, less compassion towards the very young. It wasn't economically feasible to do so-children's help was needed in most areas of domestic life.

Most household goods and much clothing had to be made from scratch, and all foods had to be grown (or raised) and prepared. (Tracy Barrett's Growing Up in Colonial America describes the role a child would play in the process of making a simple linen shirt, from planting and growing the flax to finally stitching the garment.) Household work done by children might include caring for younger siblings, helping to make soap and candles, cooking, weaving, sewing, tending to livestock, and working in the fields or gardens.

Many of the games and sports children played in eighteenth-century North America are still played by children today. Skating, wrestling, and boxing were popular, as were hopscotch, marbles, Blind Man's Bluff, and hide and seek. Board games like backgammon and dominoes were also played, often with the deliberate goal of teaching thinking skills.

Schooling was a haphazard experience for many children, and there was not much in the way of organized education (below the university level) in the colonies during Matt's childhood. The Quakers ran some public grammar schools, offering instruction in such subjects as writing, account-keeping, mathematics, grammar, and navigation and surveying. For the most part, however, the course your early education took was a matter of luck and social class.

If you were a boy, you might learn to read and to do some math as part of your apprenticeship to a trade. You would learn these (and other "basic" skills) to the extent that they were necessary to your job. Job requirements could range from the most primitive to extremely sophisticated, depending on the work. If you were a girl, you would be taught reading and embroidery at home, assuming there was someone to teach you. You would also acquire a variety of household skills, from dyeing or cleaning fabrics to making cleaning solutions and even medicines. Those children, male and female, whose parents could afford it might be tutored at home, and their education would include some instruction in Greek and Latin. The Bible was the one book found in most households or communities, and it was thus a basic textbook. Higher education was not considered a necessity nor was it affordable to most of the population. During the first half of the eighteenth century, an average of fifty people (men) per year graduated from universities in the colonies.

Many males completed apprenticeships and took up careers in textiles, woodworking/carpentry, pottery, metalworking, navigation/shipping, leatherworking, and other necessary businesses. They might also become fishermen or merchant sailors or work farms for themselves or for others. The colonists who made up Matt's world were mostly Scotch-Irish farmers, fishermen, and merchants. It might be interesting to speculate on Matt's future. Would he stay connected to the marshes somehow, or, if he continued to live with the Campbells, take up a more genteel occupation?

As students learn more about the colonial period, speculation about the past and future lives of characters in Water Rat will provide fuel for many rich discussions on a variety of social, historical, and other topics.

Sources Consulted for This Section Include:
*Barrett, Tracy. Growing Up in Colonial America. Brookfield, CT: Millbrook Press, 1995.

*Fradin, Dennis. The Delaware Colony. Chicago: Children's Press, 1992.

*Hakim, Joy. From Colonies to Country. "A History of US" series, Book 3. New York: Oxford University Press, 1993.

*Kent, Deborah. America the Beautiful: Delaware. America the Beautiful series. New York: Children's Press, 1991.

Sultzman, Lee. "Shawnee History," one of a projected set of "compact tribal histories" which can be found at http://dickshovel.netgate.net/shaw.html

Taylor, Dale. The Writer's Guide to Everyday Life in Colonial America. Cincinnati: Writer's Digest Books, 1997.

*Starred sources are also listed in the Extended Learning Opportunities section at the end of this Guide.

Critical Thinking Questions

Knowledge: List all the events you can think of that led to Matt's seeking refuge with the Campbell family.

Comprehension: In this story, Matt both fears and hates Eli yet continues to stay with him. Why is this so?

Application: How does Matt demonstrate to Tom his superior knowledge of the creek and the marsh area?

Analysis: How does the author's description of the pirate captain make him appear so menacing that you can feel Matt's terror?

Synthesis: Matt struggles with his feelings throughout the story. His relationships affect him deeply. Describe one such relationship.

Evaluation: Suppose you were Matt. What would you consider your greatest triumph in this story?

Introduction

Pre-reading Activity and Introduction to Chapter Reviews As a pre-reading activity to motivate and involve students, discuss the colonial period with the class to determine their understanding of the times during which the story takes place. Encourage them to discuss other books they have read about this period.
Water Rat Chapter Reviews: Introduction
Students vary widely in background and experience. Since Water Rat takes place in another time and culture, some of its terms and vocabulary may be unfamiliar to the young reader. However, many of these words will be readily understood in the context of the story as it unfolds. The section that follows contains a synopsis of each chapter, a list of vocabulary, and questions to encourage discussion and critical thinking. Encourage your students to use words that are unfamiliar in sentences (after they look up their meanings in a dictionary). To deepen their understanding, let them ask their own questions and explore issues.

Q&A Chapter 1

Water Rat begins in colonial Delaware in the year 1748. Matt, a fourteen-year-old orphan with a limp, is gathering wood and desperately trying to stay out of the way of his master, the drunken tavern keeper Eli. When a fearful Matt stumbles and drops the logs, Eli kicks him in the side with his heavy boot.
After a while, Matt rises and stacks the scattered logs by the fireplace. Then he straightens the tavern, which has been left in disarray by the rough group of trappers who have been in the night before.

When Mingo, a black man who is Eli's slave, comes in, he offers sympathy to Matt about the rough treatment. Matt hints that he might not stay around much longer. Mingo cautions him about being foolish, and the two continue with their chores.

When a stranger comes into the tavern to discuss business, Eli gives Matt and Mingo the rest of the day off.

Vocabulary

limped dawdling glared

tremors belched helter skelter

glanced stomped paneling

fetching pewter platter

waterman trapper departed

startled flicker

Discussion Questions

Can you describe the scene in the tavern as the story begins? In the tavern, we see the aftermath of the previous night's carousing-a group of trappers had come in, and the place is littered with dirty dishes and stale food. The floors and walls are dirty, and the place smells of smoke.
Can you recall some of Eli's actions that immediately portray him as the villain in the story? Within the first few paragraphs, Eli is clearly established as a villain. In his first appearance, Eli speaks unkindly to Matt as Matt is working, using very cruel language. When the boy, whom we are told has a limp, stumbles over a chair leg and falls, Eli kicks him as he lies on the floor.
What are some of the things we are told about Matt that immediately gain our sympathy? We find out that Matt is a fourteen-year-old "without home nor kin to call his own" and that he is lame. Also, we see him being abused by Eli, on whom we can guess he has been dependent "in the four years since Pa died." "I'm nothing but a slave here," he thinks.
How does Matt's behavior demonstrate how he feels about Eli? In Eli's presence, Matt feels "little tremors" throughout his body. He tries "to avoid Eli's stare." As the older man shouts, we are told that Matt's fear is "paralyzing him." While finishing his work, after being shouted at and kicked, Matt avoids Eli "as much as possible" and hurries as he does his work.
Can you remember (locate) a sentence in this chapter that tells us the time period and the location in which the story takes place? Who gives us this information? The time period and location of this story are revealed to us by customers at Eli's tavern. "Nice weather, warm for April," says one. Another refers to "this winter of 1748," as well as to New Castle and the Delaware River.
Who is Mingo and what is his relationship to Matt? Mingo and Matt both work at Eli's tavern. Mingo, a slave, does the "outside work" at the tavern, while Matt does the "inside work." They are friends who understand each other's situations.
Mingo thinks Eli is a bully. Can you find evidence in a statement of Eli's to support his claim? We can tell that Mingo thinks Eli is a bully when Mingo says he wishes he and Matt could trade jobs because "Maybe Eli wouldn't pick on a growed man so much."
Why do you think Eli gave Matt and Mingo the rest of the day off when the stranger appeared? It seems that Eli gave Matt and Mingo the rest of the day off in order to get them out of the way when the stranger came "on business."

Predicting Outcomes

Why do you think Eli wanted to conduct his business with the stranger in secrecy?
Do you think that later, the author will let us know what they talked about?

Q&A Chapter 2

Mingo helps Matt take his skiff out but declines an invitation to go fishing. Both are puzzled by Eli's decision to give them the afternoon off.
Matt's idyllic time on the river is shattered when two boys on the dock call him "Water Rat." With hurt feelings, Matt rows on, yearning to stay with his only other friend, Quinn, an Indian who lives in an old shack hidden in the marsh. He glides past Dr. Campbell's house, "Journey's End," on Campbell's Creek. Matt continues to enjoy the April sunshine and catches a large shad. When the sun goes down, the fog rolls in and a large ship appears suddenly, moving slowly in the fog, and then suddenly disappears.

Vocabulary

dingy coasting scanning

skiff tilted oarlocks

gear hummocks sloops

portside navigated guffawed

receded silhouetted bartering

jibs bows prit

mainsail wake shad

Discussion Questions

Can you describe the scene as Matt steps outside the tavern?Outside the tavern, in the "April sunshine," Matt sees the river and surrounding marshes. "He watched gulls, coasting on air currents, scanning the marshes for food. Here and there, faint touches of green signaled spring was on its way." As Matt takes the boat into the river, he smells "the sharp odor of the marshes . . . little waves slapped at the bow of his boat. Ahead of him, a muskrat slipped down the bank and swam away."
What is Matt planning to do? Why doesn't Mingo want to join him? Matt is planning to go fishing; Mingo wants to visit Bessie instead of joining him.
Matt was hurt by the taunts of the boys on the dock. What do you think were some of the reasons why they rejected him? Matt is taunted because he's "different" from other kids his age. The other boys have "homes and decent clothes to wear" and don't "have to work from dawn until way past nightfall."
Why do you think Matt wants to live with Quinn? Matt probably wants to live with Quinn because he needs to get away from Eli, and Quinn is his only friend apart from Mingo.
How do you know that Matt has vivid memories of his father? Matt remembers going out on the boat with his father and remembers advice his father has given him.
When the fog rolls in, what steps does Matt take that his father recommended? He remembers to stay close to the banks of the river and to stay calm. ("Keep your head and keep close to the bank.")
How do you know that Matt is apprehensive when the large ship suddenly appears in the swirling fog? He feels "prickles" on the back of his neck and thinks "it was as though a ghost ship, sailed by ghosts of men, had been close enough for him to reach out and touch." The mysterious appearance of the boat, with no sound or anything else to announce/warn of its appearance is eerie.

Predicting Outcomes

Who do you think is sailing the mysterious ship? Where did it come from? Where is it going?

Q&A Chapter 3

After his experiences with the mysterious ship and the fog, a shaken Matt returns to the tavern, fearing the worst from Eli. Matt is surprised when Eli suggests that they eat the shad for supper. After Mingo, Matt, and Eli finish eating, Eli goes down into the root cellar, where Matt and Mingo are not allowed. Matt tells Mingo about the large ship appearing suddenly out of the fog. Mingo relates a local tale about a ghost ship and cautions Matt against telling anyone about the mysterious ship he has seen.

Vocabulary

trudged slope peg

shad sniggered filleted

knob skillet rivulets

stubbled rickety lye

duel cruising herb

amulet pallet

Discussion Questions

Why was Matt so afraid of returning late from his fishing trip? Matt was afraid of being late to the tavern because he knew Eli would be "furious" with him if he were late and that he'd probably be punished. He may have been afraid that Eli would beat him.
What did Matt think about Eli's behavior? Matt was puzzled by Eli's behavior, which was calm. He was "astonished," and "looked questioningly" at Eli when the tavern keeper didn't shout at or hit him for being so late coming back.
Why do you suppose Matt and Mingo were not allowed down in the root cellar? Answers may vary. Eli may have something down there that he doesn't want them to see. Both Matt and Mingo know that the storeroom in the cellar "was where the whiskey was kept."
Why do you think Matt waited until Eli was gone to tell Mingo about the ship he saw in Herring Creek? Matt distrusted Eli and was afraid of him. He didn't know how Eli would react and didn't want Eli to overhear him.
Do you think Matt was firm in his statement that there was such a thing as a ghost ship? Give evidence from the book to support your answer. Matt didn't seem to be too firm about this. When he said to Mingo "ghosts ain't real," his voice "quavered."
Mingo truly believes in supernatural forces. Do you agree or disagree? Support your answer with evidence from the story. Answers may vary. When Matt tells Mingo about his experience in Herring Creek, Mingo's initial reaction is, "You seen the ghost ship!" He relates the tale about the origins of the ghost ship as if it were a factual report. The story refers to the "herb-filled red-flannel amulet he wore around his neck for good luck."
What do you think Mingo means when he says "Folks like us do well to keep quiet"? Answers may vary. Mingo is a slave and Matt is a servant (and a child), so both are powerless in the society in which they live. They aren't free to express their opinions and know that to do so could result in trouble for them.

Predicting Outcomes

Do you think Matt will heed Mingo's warning to keep quiet about the ghost ship?
Will the ghost ship play an important part in this story? Why or why not?

Q&A Chapter 4

When Matt enters the general store with a list of items to get for Eli, Mr. Hazard, the proprietor, is waiting on Mrs. Campbell, the surgeon's wife. After she leaves the store, Matt hears a scream. He rushes outside in time to save Mrs. Campbell from a dreadful accident when her frightened horse rears.

A grateful Mrs. Campbell promises Matt that she and her husband will help him if he ever needs it. He has only to come to their home, "Journey's End."

Vocabulary

gusting swirls picket

shingles resembled sturgeon

trout perch ginger

nutmeg cloves mace

rafters harness molasses

calico homespun linen

lard sprouted spectacles

annex hind hooves

plunged traces bridle

lunged bolted weavers

apologized spooked jeered

Discussion Questions

Tell how the author lets us know what time of year it is and lets us feel that we are in Fast Landing.

Answers may vary. The author appeals to all the senses. The chapter begins "One morning in May . . ." and we are given descriptions of Matt's physical surroundings on this "bright and sunny" day:

• The village ("small frame houses . . . muskrat skins . . . drying in the sun")
• The docks ("Sails snapped and billowed in the breeze. . . gulls shrieked. . . . Good-natured shouts rang out from the crews. . . ."
• The sea ( "The wind had picked up, bringing the salty smell of the sea inland")
• The general store ("spicy scents of ginger, nutmeg, cloves, and mace . . . the salty odor of hams and sides of bacon. . . .")

What explanation does Mr. Hazard give to Mrs. Campbell for the shortage of goods in his store? Mr. Hazard explains that war between England and France has affected his ability to get goods into his store.
æHow does the war with England and France affect the colonies? Who is interfering with the shipping? There are no warships left guarding the North American coast, so pirates can interfere with goods shipments—supplies don't always get through.
What do you think about how Matt acts in saving Mrs. Campbell? Who witnesses the event, and what happens? Matt acts immediately and isn't afraid to take on trouble. He shows courage. The Campbells' slave, Sam, witnesses the event. When he saw the rearing horse, "Matt grabbed for the bridle and missed. Once again, the horse reared . . . . When the horse came down, Matt lunged for its head and grabbed the bridle firmly with both hands . . . [he] closed his eyes and hung on with all his strength . . . ." Finally, Sam grabs the bridle on the other side of the horse, and he and Matt are able to calm the animal.
Why does Matt answer reluctantly when Mrs. Campbell asks him who he is? When Mrs. Campbell asks him who he is, Matt is "ashamed to admit that he [lives] in a tavern."
When Mrs. Campbell hears the boys taunting Matt with cries of "Water Rat," how do you think she reacts? Answers may vary. When Mrs. Campbell hears Matt being taunted, she may wonder why they are teasing him and who he is. She may feel sympathy for him.

Predicting Outcomes

Do you think Matt will ever need to take Mrs. Campbell up on her offer of help? Can you imagine why he might need to?

Q&A Chapter 5

Eli, in a drunken rage, orders Matt to stop his tavern chores and take out his skiff in order to satisfy Eli's craving for fresh fish. Once out on the water, Matt decides to go down the twisting waterways of Indian Gut to visit his friend Quinn in the marsh. Matt asks Quinn to allow Matt to live with him in order to get away from Eli. Quinn is reluctant, saying that he might leave and follow the rest of his people, the Shawnee.

When Matt tells Quinn about the strange ship he saw in the fog, Quinn warns Matt of the dangers of the marsh. Quinn calls Matt's attention to an eagle soaring overhead. They both watch the eagle in silence.

Vocabulary

propped askew hankering

impulse reaches thatched

roof ramshackle glade

scrub oak musty

ash currents

Discussion Questions

Why does Matt decide to visit Quinn? Matt decided "on an impulse" to visit Quinn. He believed that Quinn "might know something about the boat that had sneaked into Herring Creek."
Why does Matt think that Quinn might know something about the ship? We are told that "Quinn knew everything that happened in the marshes."
Why does Matt have to hunt high and low for his friend? Quinn had hidden in order to surprise his friend. He tells Matt that "I can travel on wings of air so that even the birds and squirrels don't give me away."
What reasons does Matt give Quinn for visiting him that day? He tells Quinn that Eli has been beating him again, and says "I wish you'd let me stay here. . . . I'd do what you say!"
What reasons does Quinn give for saying he might leave his home in the marsh? Quinn explains to Matt that "when the Shawnee left this area, taking with them the bones of our ancestors, it was to find a new home. . . . Most of the land here has been claimed by the white man." "In my heart, this is my home," Quinn says. "But things change." He has a "faraway" look in his eyes and seems apprehensive.
What does the eagle mean to Quinn? The eagle is a friend of the Shawnee, who believe that "when the Great Spirit calls, it is the eagle that carries the soul up to the heavens."
Do you think Quinn knows more about the mysterious ship than he is telling Matt? It appears that Quinn knows more than he is telling, because he is evasive.
How does Quinn react to Matt's questions about the ship? Why is Quinn so evasive? He won't look Matt in the eye ("his eyes were fixed on a spot somewhere behind Matt") and avoids the issue altogether. He will only talk about it in terms of Matt's "safety."
Why does Quinn say that Matt was foolish? How does Quinn feel about Matt? He says that Matt was foolish for going out into the fog alone. It seems that Quinn feels affection and protectiveness towards Matt and calls him "my friend."

Predicting Outcomes

Will Matt's friendship with Quinn continue to be an important part of the story? If so, why?

Q&A Chapter 6

To avoid an oncoming storm, Mr. Barrett, a tannery owner, stops at the tavern. He removes his heavy saddle bags before Matt stables his horse. Eli is pleased to have so fine a gentleman in his tavern and acts in a very hospitable manner. Mr. Barrett drinks heavily and finally passes out, slumped over the table.

When Matt awakens later that night, he sees a light that shines from the tavern window. He peers in through the window and sees Eli removing gold from Mr. Barrett's pouch. When lightning flashes at the window, Eli looks up and sees that Matt is a witness to the robbery. An enraged Eli runs after Matt, cursing and threatening him as he runs. Matt flees in the storm, escaping in his skiff, with Eli's threats echoing in his ears.

Vocabulary

humid thunderheads loomed

waistcoat presumed cravat

brandy stall tannery

Discussion Questions

Why is Eli so pleased to see a well-to-do gentleman in his tavern? A well-to-do person is likely to spend money freely as well as to attract/send other well-off people to the tavern. Eli may have some other scheme in mind, one which we are not told about.
How does Eli show that he is pleased? Eli shows his pleasure by feeding the visitor well, treating him with more courtesy than he (likely) would give to anyone else and serving him a lot of alcohol.
What does Eli do so that Mr. Barrett won't discover the theft until he is well away from the tavern? Eli fills Mr. B's money pouch with lead disks (fishing sinkers) so that the pouch will look and feel as though it is still full of coins.
Why does Matt flee the tavern? A flash of lightning reveals Matt as he peers through the window, where he is watching Eli rob Mr. Barrett. Eli is furious at the boy, telling him "You're going to pay for this if I have to hunt you down all night!"
Why would it be dangerous for Matt to return to the tavern? With Eli's history of violent behavior, Matt knows he is in danger. Eli could take revenge, and Matt's punishment would be severe.
What do you think Matt's thoughts are as he works the skiff away from the tavern and out on the river? Answers may vary. The river offers his only avenue of escape, and the darkness hides him. As he poles away, Eli's shouts still echoing in his ears, we know that his heart is pounding and that there "[wasn't] a moment to lose." The intensity and threat of the storm are a good metaphor for the situation Matt finds himself in with Eli.

Predicting Outcomes

What do you think will happen to Matt?

Q&A Chapter 7

Last night's terror fills Matt's thoughts. He will never go back to the tavern. Exhausted and starving, Matt remembers Mrs. Campbell's promise to him. As he heads for Journey's End, vultures circle overhead. He is met with a hostile and suspicious reception from the Campbells' son, Tom. Mrs. Campbell's coachman, Sam, arrives at the scene and assures Tom that Matt had indeed saved Mrs. Campbell's life and that she has offered to help Matt if ever he needs it.

Vocabulary

prickle instinctively dugout

vulture doggedly sauntered

foredeck pangs optimism

wharf liquor consciousness

piling squaring windlass

bedraggled hesitated suspicious

Discussion Questions

How do you think Matt feels when he encounters Tom upon arriving at Journey's End?
Answers may vary.
Tom's suspicion and hostility ("Why would my mother want to help you?") embarrasses him (he "flushed") and make him feel that "it was a mistake to come here." It must have hurt his pride to have to ask for help in the face of Tom's attitude.
Why is Matt relieved to see Sam? Sam recognizes him, since he's witnessed how Matt saved Mrs. Campbell's life. He can vouch for Matt.
3.æMany times people make promises they don't keep. Why is Mrs. Campbell's promise so important to Matt? At this point, Matt is desperate, and Mrs. Campbell is his only hope ("What if she'd forgotten her promise?").
4.æAfter the less-than-friendly greeting he received from Tom, why did Matt resist an urge to go back to his skiff and take off down the creek? Matt is "dizzy from hunger" and too weak to leave. He has to "get something to eat first."

Predicting Outcomes

Do you think Mrs. Campbell will remember her promise to Matt?
What kind of a welcome will Matt receive from Mrs. Campbell?

Q&A Chapter 8

Mrs. Campbell comes out of the house to greet Matt and, dismayed by his appearance, insists that he be given a bath and some clean clothes before he comes into the house. She requests that Tom supply Matt with some of his outgrown clothing. A clean and presentable Matt is about to join the family in the dining room when Mrs. Campbell tells him that he is to eat in the kitchen, as only the family eats in the dining room. Later, an exhausted Matt sleeps fitfully in a small room under the eaves of the Campbell house.

Vocabulary

descending blurt snagged

evaded burly resentment

conscious britches mutton

whetted ajar retreated

shrilled exhausted eaves

landing muffled indistinctly

vaguely

Discussion Questions

Why do you think Tom is so resentful of Matt? He may be a bit jealous of this other boy who has attracted his mother's attention—and has saved her life. Tom may view Matt as lower class and therefore as less "deserving" than himself, and it galls him that Matt should get such attention.
æHow does Matt respond when Maria brings out the apple pie? Matt is so hungry that he "[wolfs] it down."
æHow does Tom's attitude affect Matt's plans to leave as soon as he eats dinner? Matt is so uncomfortable (and angry) he decides that once he has eaten he'll leave as quickly as he can. "There was no mistaking the resentment in Tom's hard blue eyes."
Why doesn't Matt tell Mrs. Campbell what kind of trouble he is in? Answers may vary. He seems to feel that she won't understand or may even take him back to Eli.
æHow do you think Matt feels when Mrs. Campbell says that he is not to eat with the family in the dining room, but must eat in the kitchen? Matt must feel embarrassed. He "felt the same way he did the boys made fun of him in the marsh. He wished he could shrink inside of himself and disappear." This was another reminder of his lack of status, of the fact that he didn't belong anywhere.
What are some of the reasons Matt decides to stay at Journey's End after he has supper? Matt is exhausted and full of food, and it is too late (too dark, etc.) for him to go back out into the wilderness.
æDo you believe that Mrs. Campbell knew she had hurt Matt's feelings? Explain your response with evidence from the story. Perhaps Mrs. Campbell knew that she had hurt Matt's feelings by telling him he was to eat apart from the family. She asked him how he was feeling—there was "genuine concern" in her voice. She tried to let him know that her daughters (at least) were pleased about his appearance at the house.

Predicting Outcomes

What will Matt do next? Do you think he will remain at Journey's End?

Q&A Chapter 9

When Matt goes downstairs the next morning, he overhears two male voices discussing the marauding pirates who threaten the safety and peace of mind of New Castle. The pirates had nothing to fear from the peaceful Quakers, and they were taking advantage of that fact.

Letty, the Campbells' daughter, is very friendly and introduces herself to Matt. When Dr. Campbell enters the room he greets Matt warmly and makes him feel welcome.

After the Campbells leave the house, Matt takes some food and puts it into a bundle—he plans to take enough food to last a while and stay with Quinn. He leaves Journey's End in his skiff and arrives at Quinn's to find that his friend has been shot in the head and is dead in the water by his dugout. A vulture circles overhead as Matt lowers Quinn's dugout canoe to cover his dead friend's body.

Matt heads back to Journey's End to enlist Dr. Campbell's help in burying Quinn.

Vocabulary

maneuvered balefully cumbersomely

emphasis plunder raptly

blackguards peace-abiding stocky

murmur majestically billowing

beckoning bulges stern

horizontally spasm spewed

contorted grimace ebbed

prow

Discussion Questions

What plans does Matt make to leave Journey's End? Matt plans to steal some food and then go to Quinn's—he figures he'll be alone until Quinn returns, so he needs enough food "to last a couple of days."
Why does Matt take the food and leave instead of waiting to talk to Dr. Campbell? Answers may vary. Matt wants to get out of the Campbell household as soon as he can. He is afraid that if the doctor knew about the robbery at Eli's he might think Matt is guilty.
æWhat symbol does the author use to let us know of impending doom as Matt approaches Quinn's shack and dugout in the marsh? In this chapter, impending doom is symbolized by the lone vulture, which eyes Matt "balefully" and then takes flight.
æHow do you imagine Matt feels when he discovers the murdered body of his friend Quinn? Answers may vary. The story describes him as feeling "numb, blank, empty." He also feels physically ill; "he leaned over the side of the skiff and vomited."
Why does Matt return to Journey's End? What do you think he believes his reception will be? Matt returns to Journey's End because he realizes that he has nowhere else to go, and the Campbells aren't "the kind of people who would let vultures pick the flesh off a dead man's bones." (He wants a decent burial for Quinn and hopes the Campbells will help him.) Matt doesn't expect a warm reception, because he has stolen their food and left without telling anyone.
Why does Matt say to himself that there will be time for thinking later? Matt tells himself that he'll think about Quinn's death "later" because the most important thing is for him to get back to Journey's End as soon as possible and tell Dr. Campbell what has happened.

Predicting Outcomes

What do you think might happen when Matt returns to Journey's End with news of Quinn's death?

Q&A Chapter 10

An angry Tom tackles Matt and calls him a thief when he returns to Journey's End. Dr. Campbell appears on the scene and orders Tom to stop fighting. When Dr. Campbell asks Matt to tell him what the matter is, the distraught boy pours out the story of finding Quinn's body. Dr. Campbell reassures Matt that he has done the right thing by returning to Journey's End for help. Since Quinn's death is a murder, Dr. Campbell sends Tom off to fetch the sheriff. Matt can only reply "I don't know" when Dr. Campbell asks him why he stole the food and ran away. He then tells Matt to take the food from the boat and give it to Maria before it spoils. After he has attended to a patient, Dr. Campbell makes plans with Matt to go back to the marsh and bury the body. The field hand, Cato, brings news of a fire in the marsh, and Matt realizes that it is Quinn's hut that's on fire.

Vocabulary

straddled impact sternly

belligerent reluctantly heaves

sullenness lark glimmer

pursued migrated prying

clenched arrogant scythes

pianoforte harvesting

Discussion Questions

æWhat is Matt's reception when he returns to Journey's End? Why? Tom calls Matt a thief and beats him up, and Dr. Campbell is stern with him. He is received this way because the Campbells know that he has stolen their food and disappeared without telling anyone why.
Why does Dr. Campbell ask Matt what is wrong with him? Dr. Campbell can see that something is wrong when Matt begins to retch and has difficulty in getting up off the ground.
When Matt tells Dr. Campbell the story of finding the dead Indian, how does the doctor respond? The doctor responds to Matt's story with the reassurance that "You did right, lad, in coming back to report this."
æIn your opinion, what is the doctor's attitude towards Matt? Answers may vary. Dr. Campbell points out to Tom that Matt wouldn't have come back if he'd been the one who shot Quinn. When he asks why Matt stole the food, and Matt replies that he doesn't know, Dr. Campbell's response is simply to tell him to go and give it back to Maria. He doesn't berate the boy.
Why do you think Matt responds "I don't know" when asked why he stole the food and ran away? It is difficult for Matt to explain why he stole the food. He is "unable to figure how he could feel uncomfortable [at Journey's End] in spite of the Campbells' kindness."
How does Tom's attitude affect Matt's feeling of not "fitting in" at Journey's End? Answers may vary. Tom's belligerent, distrustful attitude is one of the things that makes Matt uncomfortable. When Matt sees Tom approaching, he hopes the boy will leave him alone. Matt's sense "that Quinn's death was nothing but a lark to Tom" causes him to feel even more alone.
æHow does Tom demonstrate his curiosity about Quinn? He engages Matt (albeit scornfully) in conversation to satisfy his curiosity, asking, "What was it like finding the body?" and "What did it look like?"
æHow do you imagine Matt feels when he realizes that it is Quinn's hut burning? How will this change his plans? Answers may vary. He may feel that his last link with Quinn has been destroyed, which would be devastating. It changes his plan to go and live in Quinn's hut. Also, it means he has nowhere to go, nowhere to be except Journey's End, where he doesn't feel he belongs.

Predicting Outcomes

Will we find out why Quinn's hut burned down?
What do you suppose happened?

Q&A Chapter 11

Matt, Dr. Campbell, and Sam set out to recover and bury Quinn's body. They sail in the shallop and trail the skiff behind to use in the narrows. A black column of vultures swirls overhead as they approach the spot where Quinn's body lies in the water. Dr. Campbell tells Matt to guard the shallop while he and Sam retrieve Quinn's remains in the skiff.

There is very little left of the decayed body, so Quinn is buried in his dugout in the marsh waters while Matt, Sam, and Dr. Campbell observe a moment of silence. Matt looks towards the sky for an eagle to carry Quinn's soul to the heavens.

Vocabulary

hoisting tarp musket

yonder hauled pallor

raucous hovered protruding

scuttled ballast ruffling

Discussion Questions

Why do you think the vultures and the eagle are mentioned?Answers may vary. The vultures are symbols of perdition and stealth (like the pirates) as well as being indicators of death and decay ("attracted by the smell of death"), but the eagle had a positive spiritual significance to Quinn and his people (carrying souls to the heavens). Matt looks at the circling vultures and wonders "where [is] the eagle to carry Quinn's soul up to the heavens?"
Why do you think Dr. Campbell tells Matt to stay and guard the shallop even though it does not need guarding? Answers may vary. He may want to protect Matt from the trauma of seeing the scene (and the body) again.

Why does Dr. Campbell decide to bury Quinn in the dugout in the marsh? It would be impossible to transport Quinn's body back to Journey's End because it is so badly decomposed that there is "hardly anything left to bury" and the smell would be too much to bear.

What are Matt's thoughts as they set sail for the return to Journey's End? Who is his one remaining friend? Matt felt "all alone," as though there was no one left in the world to whom he could talk or whom he could trust. His parents, his baby sister, and his best friend are all dead. He feels he has no friends except for Mingo, whom he can't see because of Eli.

æDo you agree or disagree with Dr Campbell's decision to bury Quinn in the marsh? Give reasons to support your answer. Answers may vary. Agree: Quinn's body is badly decomposed, and in warm weather the stench could only get worse quickly. It would endanger the health of everyone who came in contact with it, and presumably the doctor knows this. Disagree: It makes more sense to bury Quinn's body on the land near his hut. They could return with a shovel.

Q&A Chapter 12

Matt helps with the last of the harvesting after returning from Quinn's burial. Dr. and Mrs. Campbell questioned Matt about his reason for stealing the food and about his relationship with Eli. After hearing his story, they then ask Matt to stay on at Journey's End.

Vocabulary

lashed abruptly mahogany

secretary dominated expectantly

indentured respond tenant

shifted

Discussion Questions

Why do you think Matt stays on at Journey's End? Matt needs to stay at Journey's End because with Quinn dead he has nowhere else to go. When the Campbells invite him to stay and help out around the place, he accepts, because he doesn't "have much of a choice."
What is the main drawback to Matt's remaining at Journey's End? Tom's hostility is the main drawback to Matt's remaining at Journey's End.
How does Matt explain his relationship with Eli? He explains his departure from the tavern by telling Dr. Campbell that Eli beat him. He also says he isn't indentured to Eli but "I got meals and a place to sleep after Pa died, in exchange for helping out" and that Eli doesn't know where he is.
Why is Matt surprised when he is asked to stay at Journey's End? "It wasn't what he'd expected, not after stealing the food and running away."

Q&A Chapter 13

Matt overhears Cato telling Quash that a whippoorwill is a spirit "wailin' for all the things he's left undone in life." Dr. Campbell examines Matt's shriveled leg and explains that it has atrophied and that there is no way to repair the damage. Dr. Campbell urges Matt to bear up, telling him that there are worse things in life and that he should be thankful for his good health and make the best of it.

In dismay, he leaves the doctor's office and runs into Letty, who tells him she is glad that he's staying at Journey's End. She offers to teach him a tune on the pianoforte to cheer him up, but he declines. Letty shows him a secret hidey-hole, in which the family hides valuables, near the fireplace.

Vocabulary

interludes	alternating	sawhorses
mourning	grieving	soberly
threshing	probed	flexing
atrophied	absorbing	fret
dismissed	approached	eavesdropping
springhouse	hidey-hole	valuables
rudeness	indicated	reeded
pilaster	chimney	breast
expressive

Discussion Questions

What does Matt hope Dr. Campbell will tell him when he goes into the office to be examined? Matt hopes the doctor will tell him that his leg can be "fixed."
When Dr. Campbell tells Matt to make the best of his situation, what is Matt's reaction? Matt knows that the doctor is right, but this doesn't make him feel any better. He feels "like crawling into bed and getting away from people." Matt feels sad and disappointed. He loses hope, is depressed.
Why does Matt hope that Letty hasn't heard what her father told him? He worries that if Letty has overheard his conversation with her father, she might just be talking to him because she feels sorry for him.
How does Letty reach out to Matt as he leaves the office? Letty reaches out to Matt by offering to show him how to play something on the pianoforte and then offering to show him the house's secret "hidey-hole."

Predicting Outcomes

Do you think Letty will continue to make overtures of friendship to Matt?

Q&A Chapter 14

The constant rain is making everyone irritable. Sam observes to Matt that the master's son (Tom) doesn't like him, and Matt responds that he doesn't like the master's son, either.

Dr. Campbell tells Matt that he will talk to Eli the next time he's in town. Dr. Campbell is sure that Eli will understand Matt's situation, but Matt knows better. Dr. Campbell and Sheriff Evans are discussing the problems that the colonists are having in forming a defense to protect the coast against pirates. The Quakers refuse on religious grounds to pay their share of the cost of forming a local militia.

The conversation turns to Quinn's death, and Matt hides in order to listen as Dr. Campbell explains the sequence of events at Journey's End and the details surrounding Quinn's death, as well as Matt's relationship to Quinn.

The sheriff then tells the doctor that Mr. Barrett, the tannery owner, has written him a letter complaining of being robbed at Eli's tavern. When Eli was confronted, he accused Matt. When he hears this, Matt is sure that no one will believe him, and he hides from the sheriff.

Vocabulary

irritable	plank	scowled
card (verb)	span	flailed
chaff	admitted	situation
militia	undefended	reputation
revenge	abused	predecessor
clatter	panic	scapegoat

Discussion Questions

Why does the rain give Matt plenty of time to think? Why does he keep going over and over his last visit to Quinn's? Farm chores can't be done because of the rain, so there isn't much for Matt to do besides sit and think. He is trying to figure out if he's missed anything that might have provided him with clues about Quinn's mysterious death.
Why do you think Matt responds in such a gruff manner to Letty? How does he make amends (soften his response)? Matt is distracted by his thoughts about Quinn and irritable from being stuck inside. After dismissing Letty's query with a harsh "Nuthin'," he tries to be polite, and tells her he's just waiting for dinner.
What remarks show that Maria has a very high opinion of Letty? Maria seems to consider Letty exceptionally mature and responsible, saying that Letty has "real sense for a twelve-year-old."
Why is Matt surprised to hear that Letty is twelve years old? Matt thought Letty was younger than twelve because she is so small.
æHow does Matt feel about being accused by Eli of stealing Mr. Barrett's gold? When Eli accuses him of stealing Mr. Barrett's gold, Matt is afraid, feeling that no one will believe in him, knowing that it is his word against that of an adult. He realizes that "running away had made him the perfect scapegoat" and fears that he will be put in jail or even hanged.
Does Dr. Campbell believe that Matt is guilty of the robbery charges? Dr. Campbell tells the sheriff that it's hard for him to believe Matt is guilty, although he admits that it does sound suspicious.
æHow did Matt come to be placed in Eli's care at the tavern after his father died? Sheriff Boyd (the predecessor of the current sheriff) placed Matt with Eli.

Predicting Outcomes

What could happen to Matt as a result of Eli accusing him of the robbery?

Q&A Chapter 15

Matt hides in the attic storage room in order to avoid being questioned by the sheriff. Tom searches for Matt in the crowded attic, with no success. Matt remains hidden until he can venture back to his room. Under cover of darkness, he attempts to slip from the house, when he is caught by Tom.

Dr. Campbell appears on the scene and helps Tom apprehend Matt. Dr. Campbell questions Matt about the robbery, and Matt defends himself, retelling the story of Eli's treachery. He explains that he witnessed the robbery. Dr. Campbell believes Matt and makes plans to join the sheriff in confronting Eli when Mr. Barrett arrives. Matt decides to stay on at Journey's End.

Vocabulary

attuned	recess	suffocated
filtered	cast-offs	hodge-podge
jutting	shallow	indentation
launched	frantic	gloom
crate	materialized	passed

Discussion Questions

Why do you think the author chose Tom to be the one to look for Matt in the attic room? Answers may vary. This choice makes the scene more suspenseful, since the two boys are enemies. The mood wouldn't be the same if it were Letty who was looking for him, since there is no serious tension between them.
Why does Dr. Campbell believe Matt's story? Dr. Campbell believes in Matt's innocence because Matt's version of events "fills in the missing pieces" of what the sheriff has told him. Also, as he points out to Tom, Mr. Barrett got all the way to Baltimore before he found he'd been robbed, which supports Matt's story about the fishing sinkers.
Matt decides to remain at the Campbells'. Why do you think this is important? Matt's decision to remain at the Campbells' is important because he realizes that "if he ran away now, everyone would think him guilty for sure. It would mean he'd be running the rest of his life."
Does Matt want to tell Letty about Eli and the stolen money? When Letty came looking for Matt, he heard her voice and "had an overwhelming urge to go to her and explain everything. . . . But, something kept him rooted to his hiding place."
Why is it important to Matt that Dr. Campbell believe him? Matt needs Dr. Campbell's support and trust if he is to have any future at all. If he is to fight against Eli and the sheriff, he needs the doctor to back him up.
Has Tom's opinion of Matt changed? Tom's opinion of Matt doesn't seem to get any better in this chapter; in fact, Tom is ready to believe that Matt has stolen the gold from Mr. Barrett at the tavern and calls Matt a liar.

Predicting Outcomes

Do you think Tom's attitude towards Matt will ever change? Why or why not?

Q&A Chapter 16

Tom continues to torment Matt, even calling him "Water Rat." A neighbor, Mr. Pratt, arrives and seeks Dr. Campbell to aid in the delivery of his child. Dr. Campbell and Tom have gone to town on business, so Mrs. Campbell leaves Lucinda and the baby with the neighboring Carpenter family and takes Maria with her so that she can help with Mrs. Pratt's delivery. Matt is to care for the girls, Letty and Prudence.

Shortly after Mrs. Campbell's departure, Quash breathlessly arrives at the house to inform everyone that pirates have come ashore. Matt remembers the hidey-hole and the girls are quickly hidden there. Quash attempts to hide in the cornfield but is captured. Matt creeps under the doctor's desk to await the intruders.

Vocabulary

hissed	seethed	avoid
merged	barley	rye
smokehouse	fodder	penned
culled	milling	hoe
proclaimed	blundered	mantelpiece
concealed	wailing	sniveling
adjusted	glimpse	positioned
scrambled

Discussion Questions

In what ways does Matt take charge when the pirates come? When the pirates come, Matt takes charge by making sure that the girls, Letty and Prudence, are hidden and by telling Quash to go and hide. He sees to everyone else before he thinks about hiding himself.
Compare Letty and Tom's opinions of Matt. Tom is scornful, mistrustful, and resents Matt, while Letty is accepting, trusting, and even admires him. We are told that Letty "went out of her way to be kind whenever she could," whereas "Tom's resentment at Matt's presence seemed stronger than ever to Matt," and Matt just tries to avoid the other boy.
Give an example of how Mrs. Campbell trusts Tom. Mrs. Campbell trusts Matt enough to leave her daughters and her home in his care when she has to leave suddenly.
Can you think of anything else Matt could have done when he spied the pirates? Answers may vary. Perhaps Matt could have taken the girls out to the cornfield or into the woods to hide.

Predicting Outcomes

What do you think will happen when the pirates get to the house? Will they find Matt and the girls?

Q&A Chapter 17

The pirates, finding the door locked, know that someone is inside the house and shortly come upon Matt. They question him about the whereabouts of the family. They ransack the house and throw the Bible into the fireplace. The captain asks Matt if Dr. Campbell is a surgeon, and, when Matt says yes, vows that he and his men will return for the doctor. Accompanied by Matt, the pirates carry their booty towards the shore. On their way, they slaughter a calf. While attempting to place it in the sloop, Matt loses his balance and the calf sinks into the creek. The annoyed captain decides to leave the clumsy Matt behind and sails away.

Vocabulary

tread	reverberating	boisterously
thudding	erupted	winced
wavering pewter	ransack	brandishing
gimpy	porcelain	scornfully
temple	jawline	quivering
capered	swarthy	anguished
shambles

Discussion Questions

Was Matt's hiding place a very good one? Why did he choose it? It wasn't the best hiding place he could have chosen, but it was the closest one, and since "there was no time to get upstairs, not with his bad leg," it had to do.
How do you know that Matt was frightened when the pirate was questioning him about the whereabouts of the family? When confronted by the pirates, Matt "stared at them, too afraid to move." He answered their questions, "his voice wavering," and he "felt his legs tremble."
Why do you think the pirate who tossed the Bible into the fireplace "scornfully" called it "the Devil's book"? Answers may vary. The Bible is often called "the Good Book," and it represents a belief system that the pirates have completely rejected. This action was one way for the pirate to demonstrate his contempt for that belief system.
Can you describe the pirates' actions as they went through the house? The pirates were "snatching objects that caught their fancy," breaking things, "ransacking the bedrooms," and taking whatever they wanted. They left the kitchen "a shambles" and piled a tablecloth with "candlesticks, knives, forks and pewter platters. Baskets overflowed with flour, sugar, salt, and tea." They were looting the house.
What is "booty"? "Booty" is another word for loot, plunder, the "stuff" that pirates steal.
Can you describe the pirate captain? What impression was the author trying to convey? "All turned" to look at the captain as he entered the room with four men behind him. The author was trying to convey the image of someone cool, fearless, and in control. This pirate captain is someone who would fight (and even kill) without a second thought. He is described as "a tall man . . . dressed in baggy dark pants which were tucked into leather boots. His grey vest was buttoned over a white shirt. The sleeves were rolled up. A pair of pistols was jammed through his wide leather belt. Gold earrings dangled from his ears . . . a scar ran down one side of the captain's face from his temple to his jawline."

Q&A Chapter 18

Matt escapes from the pirates, all because he lost his balance and let go of the calf. Vowing to return for the doctor, the pirates set sail. Matt returns to the house and releases the grateful girls from the hidey-hole. Cato returns as do Dr. Campbell and Tom. Dr. Campbell thanks Matt for his quick thinking. He expresses concern for Quash's life when Matt tells him that Quash has been kidnapped by the pirates. The rest of the inhabitants of Journey's End all gather for a prayer of thanksgiving.

Vocabulary

rigid	rampage	high-tailed
dismounted	swatted	deeds
outbuildings	cautioning	parlor
retrieved	intoned	concentrate

Discussion Questions

What were Dr. Campbell's and Tom's reactions when they heard that Matt had saved the girls' lives? The doctor is touched and very grateful. "His voice sounded strange," and "he cleared his throat awkwardly" when expressing his "everlasting gratitude" to Tom for saving the girls' lives. Tom seems to have a new respect for Matt, looking at him with "a funny expression on his face."
How did Letty express her gratitude? Letty expressed her gratitude to Matt by flinging her arms around him and giving him a big hug.
What did Cato wish that Quash had done? Cato wished that Quash had hidden in the woods, where he was less likely to have been found by the pirates.

Predicting Outcomes

Will Matt and the pirate captain ever meet again?

Q&A Chapter 19

Dr. Campbell returns from town with news of another pirate raid. He also has guns and ammunition ready in anticipation of the pirates' return. Dr. Campbell instructs Matt in the use of the musket. Matt now realizes that the ghost ship is the pirates' ship, and he understands the reason for Quinn's death.

Matt tells Dr. Campbell that the pirate captain has said they will return for the surgeon. Dr. Campbell believes that they will return and suggests that since Matt knows the waterways so well, he would be a good scout.

Vocabulary

curtly	prime	flintlock
complicated	procedure	dismay
recounted

Discussion Questions

Why do you think Dr. Campbell wanted to show Matt how to load and shoot a musket? Matt needed to know how to handle a musket in order to defend the inhabitants of Journey's End from the pirates. Dr. Campbell is expecting the pirates to return.
Why do you think the doctor is so sure that Matt would make a good scout? The doctor is sure Matt would make a good scout for the reasons he gives when talking to Matt, saying, "Ye know your way around the marsh better than anyone" on the place. He is probably convinced, also, of Matt's tenacity and courage, two traits which would help make him a good scout.
Why had the pirates been so pleased to hear that the doctor was a surgeon? As Dr. Campbell tells Matt, "Pirates are always on the lookout for surgeons . . . to care for their injured."
Does Matt have the answer as to why Quinn had been killed? Matt guesses that "Quinn must have found out about the pirates. That's why they had to kill him."
Why does Dr. Campbell want Tom and Matt to always be at Journey's End when he is away? Dr. Campbell wants Matt and Tom to protect the house and family. It is reported that the pirates also raided another house, tying everyone up and taking captives. The doctor says to Matt: "After what happened yesterday, ye and Tom will always have to be here when I'm gone."
Matt learns to fire a gun for protection. Do you have any suggestions as to what other steps might be taken to protect the family? Answers may vary.

Predicting Outcomes

Will the pirates return to Journey's End?

Q&A Chapter 20

When the sheriff arrives, Matt's fears return. Dr. Campbell finds Matt and reassures him, saying that the sheriff is there because of the pirate raid. Tom appears to be more friendly towards Matt, and Mrs. Campbell invites him to join the family in the dining room. Matt continues to go crabbing, and he keeps a watchful eye for the pirate sloop.

Mr. Marvel from Sherburn hears Matt's tale of the pirates' raid, and he then tells similar tales of the pirates' evil deeds. The men make plans to get help for their community.

Vocabulary

resumed	vantage	demanded
uproar	tallying	determination
taunts	prospect	awkward
goal	horizon	gaunt
bushel	scrabbling	introduced
fortify	drafted	grisly
crabbing

Discussion Questions

æIs there a change in Tom's attitude towards Matt? (Why do you think this is so?) Tom is definitely more accepting of Matt. Matt notices that Tom seems "sincere" when they speak, and we find that "there was a change in Tom's attitude." Although he wasn't actually friendly to Matt, he no longer taunts him, and he "no longer avoided Matt's presence."
Why didn't Matt accept Mrs. Campbell's invitation to join the family in the dining room? Matt declines Mrs. Campbell's invitation because he "again felt the shame that had washed over him the first night when he stood in the dining room, and had been told to eat in the kitchen." He is reminded of the violated sense of dignity he felt on his first night at Journey's End.
Why do you think Dr. Campbell gave Matt a meaningful look when he suggested that Matt go crabbing? This was his way of saying that he wanted Matt to explore the Herring Creek area and look for any signs of danger.
æHow do you know that Mrs. Campbell is concerned about Quash? Mrs. Campbell often says "and God have mercy on poor Quash." This is one way we know that the slave is often in her thoughts.
What reasons does Mr. Marvel have for believing that no one was safe from the pirates? Mr. Marvel can't believe that anyone is safe from the pirates because they have ransacked his house and kidnapped three of his slaves. Also, he has heard "a grisly tale of a pirate captain who captured a Spanish ship" and her crew.
What does Mr. Marvel suggest they do to remedy the situation? As a way of taking action to protect themselves from pirates, Mr. Marvel suggests that they write a formal letter to the governor in Philadelphia, "giving a full account" of their losses and demanding protection.

Predicting Outcomes

Will the governor send help to protect the colonists from the pirates?

Q&A Chapter 21

The hot, sleepless nights bring memories of Quinn to Matt. Tom and Matt have grown surprisingly closer since the pirates' raid. Good news arrives, announcing that the governor has promised to send a warship to rout the marauding pirates. Weeks pass without the ship's arrival. Dr. Campbell is angry because the Assembly keeps making promises on which it doesn't deliver.

While out fishing, Matt observes an eagle, which reminds him of Quinn. When he glances down Herring Creek, he spots the pirate sloop.

Vocabulary

charred	jammed	nestled
nicked	feathered	tidings
sympathy	lashing	confounded
debris	soared	mirage
gliding	sinister

Discussion Questions

Give an example from this chapter that shows that Tom now behaves in a friendly manner towards Matt. Answers may vary. In this chapter, Tom helps teach Matt how to shoot his musket, which he is having trouble doing. "Ever since the pirate raid, it was as if the old Tom with the hard eyes and cold manner had disappeared."
How does the author let us know that Matt still mourns for Quinn? The author shows us that Matt still thinks about Quinn and mourns him by showing us a scene in which Matt is reminded of his friend—when Matt sees the eagle soaring above the marsh it reminds him of the one that he and Quinn saw, and that "it hadn't come when Quinn was buried. The thought made him sad."
What discovery does the eagle lead Matt to? The eagle led Matt to discover the dead pine tree, which is, Matt realizes, really the mast of the pirates' sloop. "Across the watery greenness, the old tree trunk took on a new and sinister form: a ship's mast, minus its sails."
How does Quinn remain in this story even after his death? Even after his death, Quinn remains a part of the story as a symbol or a "messenger" via the eagle. This is how Matt sees it: "Quinn had sent a message of help, after all. And the eagle was his messenger." Quinn is often in Matt's thoughts.
Why does Matt feel guilty about the pirates' promise to return for Dr. Campbell? Matt thinks that somehow he has given the doctor away and endangered him (and the rest of the family) by telling the pirates that Dr. Campbell is a surgeon.
How does the author let us know that Dr. Campbell is extremely worried about the pirates' return? We are told of Dr. Campbell's anxiety (he "became increasingly irritable, lashing out more than once at anyone slow to respond to orders") and also that "there were dark shadows under his eyes, and he'd lost weight."

Predicting Outcomes

Dr. Campbell is angry about the delay in getting help from the governor. What do you think he'll do?

Q&A Chapter 22

Dr. Campbell is out on an emergency call, so Matt shares with Tom his news about finding the pirate ship. Tom wants to go with Matt to discover how the pirate sloop got down the creek. Convinced his father will never let him go because it's too dangerous, Tom persuades Matt to say that they are going fishing.

A troubled Matt lies in bed and wonders whether the whippoorwill and the eagle are messengers from Quinn.

Vocabulary

overwhelming	suspended	gesturing
eerily	intently	twilight
tang

Discussion Questions

Why isn't Tom anxious to tell his father about their plan to discover how the pirate ship got down the creek? Tom says that if he told his father about the pirate ship, "he'd never let me go! He'll say it's too dangerous."
How does Matt demonstrate to Tom his superior knowledge of the creek and marsh area? Matt demonstrates his knowledge of the creek and marsh area by using his understanding of the tides to determine when it will be safe for him and Tom to explore the area. (". . . the sloop will be in the same place as it were this afternoon. It won't be able to git out 'til the tide rises.")
Why do you think the author brings in the sights and sounds of the whippoorwill and eagle? Answers may vary. Birds play important symbolic roles in this story, and Matt thinks of them as messengers. As Matt falls asleep, he thinks to himself "Are the whippoorwill and the eagle really messengers from Quinn?"

Predicting Outcomes

Will Matt and Tom find out how the pirate sloops got down the creek?
Will they be in danger?

Q&A Chapter 23

Spotting the pirate sloop, the boys are puzzled as to how the large ship can maneuver in such a narrow space. Catching the reflection of a shiny object, they investigate and discover the pirates' secret. They come upon a large raft, which the pirates conceal with marsh grass and which can be moved aside to allow the pirate sloop to go in and out on a high tide. After they find the shiny object, which is a gold coin, Matt and Tom hastily depart as the water rises.

Vocabulary

sprawled	flats	egret
daintily	stalked	scanned
threaded	hastily	relaxed
lapsed	meandered	retraced
violently	route	familiar
tyke	wedged	fumbled
hefted	estuary

Discussion Questions

Tom says that he now knows why Matt is called "Water Rat." How does his statement differ from the other times that Matt has been called this name? When Tom uses the term "water rat," both boys realize that it isn't necessarily an insult but a tribute to Matt's intimate knowledge of the marshes. Tom's statement, "Now I understand why they call you ïWater Rat'" is an admiring acknowledgement of Matt's skills.
To what does Matt attribute his skills in the waterways? When Tom comments on Matt's skill in navigating the marsh, Matt says, by way of explanation, "Pa showed me a lot before he died."
What clue helped the boys discover the raft? One of the clues that helped Matt and Tom discover the raft was "something shiny" on the bank that caught Tom's attention and made the boys stop. Then, as Matt stepped off the skiff and onto the bank, "the bank tilted and he had to grab handfuls of tall marsh grass to keep from tumbling backward." The boys figured out that because of the way the ground "rocked," it was really a raft covered with earth.
Can you describe how the pirates' raft works to make the channel entrance wide enough for a sloop to pass through? The pirates' raft is meant to disguise the width of the channel. As Matt says: "The pirates go in and out on a high tide. One of them must jump off'n the ship onto this side of the gut, pull away that big branch just like we did, unhook the chain, and pole the platform out into the crick. Then they sail their sloop through."
Why does Matt think he would be able to assist the captain of the warship? Because he had discovered the raft, and understood how it worked, Matt thinks that "when the warship comes, we'll be able to tell the cap'n where the pirates hide out."

Predicting Outcomes

Will the pirates be defeated? Will Tom and Matt help to defeat them?

Q&A Chapter 24

With the news of the discovery of the pirates' hideaway, Dr. Campbell instructs Tom to ride to Appoquinimink with a message informing the authorities of the discovery. Tom returns in late afternoon, with word that Captain Howard and his warship will arrive the next day and that the captain wants the boys to guide him to the pirates' lair. Dr. Campbell decides that Matt will go and Tom will stay with the family. While Tom is rounding up the runaway horses, Matt sees a small boat headed for the dock.

Vocabulary

expedition	performed	alerting
mucking	flushed

Discussion Questions

Why does Dr. Campbell think it necessary for Tom to ride to Appoquinimink as soon as possible with the news that they had located the pirates? Dr. Campbell thinks Tom should get to Appoquinimink with news of the pirates' discovery because, he says, "the sooner the warship gets here, the better!"
Why does Dr. Campbell decide that Matt should be the one to lead Captain Howard's warship to the opening in the channel? Dr. Campbell feels that Matt should lead the warship to the channel opening "as he knows the marsh better than anyone else."
What is Captain Howard's plan? Captain Howard's plan is to anchor off the entrance to the creek and send in "cutting-out parties," which were "armed sailors loaded into small boats, like large rowboats, that can get down smaller waterways. The boats have cannons mounted on their prow." Matt and Dr. Campbell were to meet them at Herring Creek, guide them to the "blocked gut, and open up the hidden waterway. Then they'll raid the pirates."
Why does Letty think Matt might not be telling her the truth about Tom catching the runaway horses? Letty suspects that Matt might not be telling her the truth about Tom and the runaway horses mainly because Tom had seemed "awfully excited" that morning—probably more excited than a few runaway horses would warrant. She suspects that Matt might be covering up for Tom.
How did Dr. Campbell let Matt know that he understood that the hours were dragging for him while waiting to help Captain Howard? "I know waiting's the hard part," says Dr. Campbell. ". . . but be patient. Tonight will come sooner than ye think."

Predicting Outcomes

Do you think Captain Howard's plan will succeed? Why or why not?

Q&A Chapter 25

Mingo informs Matt that Eli is in cahoots with the pirates. Eli has exchanged information about shipping with the stranger who had appeared often at the bar for cargoes and whiskey. Mingo is worried that Eli will tell the stranger about the warship and that he, in turn, will alert the pirates, and they will escape.

Vocabulary

skirting	cahoots	astonishment
reassured	account	alarming
slightest	distressed	gingham
perched	ambush	intercept
depressing	tiller	thwacked
gaping

Discussion Questions

In what way is Eli involved with the pirates? Eli is supplying the pirates with information about cargos and shipping in exchange for a steady supply of whiskey, which other barkeepers are having trouble getting because of the pirates.
Why does Matt decide that he has no other choice but to keep the pirate from getting back to his ship, thereby disobeying Dr. Campbell's order to remain at Journey's End? Matt decides that he must keep the pirate from getting back to his ship because otherwise, as Mingo says, "he'll go an' warn the other pirates, and they'll git away. Next thing you know, they'll raid 'nuther place and somebody may git killed!" He also realizes that they'll probably go back to Journey's End for Dr. Campbell.
Can you explain how Matt accomplishes his mission? Matt rows the skiff upriver and, when he spots the pirate in a small sailboat, uses his musket for the first time and shoots at the sailboat, causing it to sink. The pirate scrambles out of the water and onto the banks, letting out "a howl of fear." He runs away from Matt into the marsh. There is no way he'll be able to warn the other pirates in time.

Predicting Outcomes

Do you think Matt will be punished for disobeying Dr. Campbell?

Q&A Chapter 26

After Matt sinks the lone pirate's small boat, he returns to Journey's End and finds that Tom has been injured and is unconscious. Dr. Campbell will not be able to leave his son, so Matt will have to open the entrance to the channel by himself. Letty offers to help, and for the first time since his father died, Matt's loneliness lifts.

Vocabulary

vanished	casting	rendezvous
threshold	unconscious	concussion
collapsing	relieved	savored
dissolve

Discussion Questions

Dr. Campbell had to choose whether to stay with Tom or help the captain of the warship. Do you think he made the right choice? Why or why not? Answers may vary. Dr. Campbell felt that he couldn't leave his son, who was unconscious and had a smashed shoulder and broken collarbone. As a father and a doctor he may have made the right choice; as a citizen, with responsibilities to help protect his neighbors from the pirates, he may have made the wrong one.
What happens to dissolve Matt's loneliness? "The emptiness and loneliness that had been part of [Matt] ever since Pa died began to slowly dissolve" when Letty offered to go with him to the captain of the warship and Matt, "speechless," realizes that she really does care for him. "And Dr. Campbell cared too, or he wouldn't be worried."
What does Dr. Campbell think of Eli? Dr. Campbell says that Eli, "a spy and a thief," is "rotten to the core. He should be behind bars."
Why does Dr. Campbell warn Matt to only open the channel for the British? Dr. Campbell doesn't want Matt involved with fighting: "Don't go any farther than the entrance" because he feels it will be too dangerous. He is concerned for Matt.

Predicting Outcomes

Do you think that Matt will choose to remain at Journey's End with the Campbells?

Q&A Chapter 27

Dr. Campbell, Matt rows to the warship and picks up Captain Howard in his skiff. The captain directs Matt to where his armed men are waiting in boats. As Matt leads the flotilla up the creek, he tells the captain about Eli, and the captain vows to question the tavern keeper.

With great difficulty, Matt clears the entrance to the channel. Captain Howard transfers to another boat and leads the sailors to do battle with the pirates. As Matt waits, the cannons roar, and shouting fills the air. Soon the triumphant sailors return with their pirate prisoners, including the pirates who had raided Journey's End.

Vocabulary

stashed	extinguished	grate
bulwarks	vessels	confident
muster	identical	doused
swiveled	suppressed	anticipation
cautiously	retrieved	convoy
flotilla	phosphorescent	makeshift
forlorn	staccato	swarm
salvo	glint

Discussion Questions

What steps does Matt take to open the channel? Matt removes the fallen limb that has blocked the gut, hauling it clear of the water, then finds the chain on the raft and fastens it securely to a branch of the tree trunk. Then he poles the raft "away from the shoreline and out of the way of the waiting boats, playing out the chain as needed."
Can you describe the battle that Matt witnesses? Answers may vary. "Matt saw the pirate ship surrounded by the smaller boats of the Royal Navy. Silhouetted against the blackness, pirates dashed from one side of their sloop to the other. The staccato popping of musket fire punctuated the night. As the bursts of light blazed across the horizon, Matt saw men from the Royal Navy swarm up the sides of the pirate ship." Once the Navy men board the sloop, "another salvo of musket fire splintered the darkness." In it, "Matt caught the glint of saber against saber, as the pirates fought desperately to protect their ship from the British forces."
How did the pirate captain express his rage towards Matt? "The pirate captain leaned toward Matt and spat."
What did the sound of the whippoorwill signify to Matt? To Matt, the whippoorwill was connected with Quinn. When he heard it call just before the pirate battle he thought "it was as if Quinn's spirit were somewhere nearby, watching and waiting. Maybe capturing the pirates was the unfinished business that wouldn't let Quinn's spirit rest."
What do you think Matt's feelings were as he waited for the British to encounter the pirates? Answers may vary. Matt was restless, probably tense and excited. "The minutes passed slowly. . . . A fish jumped in the water, leaving a ghostly trail of phosphorescent bubbles . . . another minute passed. Then five more." He was very conscious of everything about his surroundings, every sound and movement.

Predicting Outcomes

How will people treat Matt now that they know he is the boy who helped to rout the pirates?

Q&A Chapter 28

Captain Howard arrives at Journey's End to congratulate Matt and to inform the Campbells that the pirates are prisoners. He presents Matt with two pistols taken from the pirate captain and assures the Campbells that Quash has been found. The sheriff brings in Eli, who admits spying for the pirates but denies robbing Mr. Barrett. Unafraid, Matt gives details of the robbery, and Eli finally confesses and is taken away. The Campbells urge Matt to stay with them, and Matt realizes that he has reached his own journey's end.

Vocabulary

shimmering	swayed	tricorn
cache	callused	furtively
disreputable	incredible	beamed
conviction

Discussion Questions

Why are the pirates in a perfect position to terrorize the entire coast? The pirates are in a perfect position to terrorize the because of their new boat, a "Jamaica sloop."
Why is the Jamaica sloop perfect for pirates? The sloop is a perfect pirate ship because it is "small and built for speed . . . ." Because it sits low in the water, a sloop is easy to maneuver in marshes and cannot easily be seen.
In what way does Captain Howard acknowledge Matt's contributions to the capture of the pirate ship? Captain Howard gives Matt two pistols that belonged to the pirate captain, saying "I want you to have them as a reminder of the service ye gave the Royal Navy in finding the pirates' hideout."
Why do you think Matt feels fear when he sees Eli even though Eli is in the sheriff's custody? Answers may vary. "For a moment, it was as if [Matt] were back at the tavern, facing Eli alone."
What does Captain Howard say might be in store for Eli? Eli, along with the pirates, will be turned over "to the proper authorities." Robbery will be added to his list of crimes when he is turned over.
How does Matt reach his journey's end? Answers may vary. Matt is vindicated as Eli is taken away. He now has a home with the Campbells, people who care for him and plan to see that he gets an education and "a chance to make a decent life for himself." ". . . From somewhere deep within himself, sprang the overwhelming conviction that here, at Journey's End, with the Campbells, he had found his own journey's end, too."

Predicting Outcomes

What might the future hold for Matt?

Introduction

This section extends the young reader's scope by providing learning activities that promote creativity, problem solving, and critical thinking abilities. Suggestions are included for independent study on topics of special interest to the child that grow out of reading Water Rat.

Writing Prompts: Problem Scenarios

One: It is the year 1750. You are an orphan living in a run-down section of London with an elderly aunt who is your only living relative. Your aunt has taken care of you since your parents died six years ago. Now that you are fourteen, you must seek your own way. You are glum because for several weeks you've been looking for work but to no avail. You pause to read a poster on the wall of a tavern near the seaport. The poster tells about the opportunities in the colonies for young men and women who will sign on as indentured servants. The terms of the agreement call for seven years of service. Your passage will be paid on a ship sailing in a fortnight. You will learn a trade, be given room and board, and be paid a small salary. This salary will be held and given to you when you leave the service of your master after the agreed-upon number of years have been completed. It sounds like a good venture, since you have to make your own way in the world. Yet you hesitate, because stories have been drifting back from the colonies that many indentured servants never even reach the New World but die on the terrible sea voyage, during which they live in horrible conditions. Those who do survive often have their wages confiscated so that they leave service with very little but the clothes on their backs. Help solve the dilemma. Should you remain in London or try to seek fame and fortune in the New World? How can fair treatment be assured before embarking on the journey?

Two: Matt has been living in security and comfort with the Campbell family for several years after the capture of the pirates. One day a messenger brings a letter from an uncle in Boston whom he didn't know existed. It seems that this uncle, Samuel Carpenter, has long been seeking Matt's whereabouts. His uncle is a very wealthy shipowner and wants Matt to come to Boston, attend a fine school, and eventually take over his shipping business. Though it sounds exciting and Matt thinks it is wonderful to have a blood relative, he is loath to leave the Campbells, whom he has come to love. Dr. Campbell points out all the advantages of this unexpected opportunity and suggests that Matt think about it. They love him like a son, but they do not want to stand in his way when opportunity beckons. What should Matt do?

Be a Trouble Shooter Worksheet

Interdisciplinary Activities

Water Rat presents a colonial American theme around which teachers can plan interdisciplinary learning activities at various ability and talent levels and in multiple areas of interest. The following suggested activities enable students to follow through on experiences independently, with a partner, or in a small group. Students can practice sharing ideas and seeing the viewpoints of others. The major content focus is drawn from the arts, science, math, and the social sciences. Activities are fused with the language arts to help students integrate factual knowledge with creative expression and problem solving. Students can involve themselves in many areas of skill development, thus enhancing and deepening their learning.

Language Arts

Journal Writing

Travelers in colonial times endured many hardships. Write entries in your journal describing your journey from New Haven, Connecticut, to Fast Landing in Delaware. Tell about the different modes of travel you used, stops you made on the way, and the different people you met.

Skills: Use details and personal experiences to convey information in journal writing; personal response to literature

Think of how alone Matt often felt during the story. Write a journal entry about a time when you felt alone. What was happening to you? Why did you feel that way?

Skills: Use details and personal experiences to convey information in journal writing; personal response to literature

Job-Offer Letter

You are the proprietor of an inn on a much-traveled route between Philadelphia and New Castle. You are in great need of reliable help. Write a letter to a young cousin persuading him or her to come and work with you helping to run the establishment. Make your offer attractive but give a realistic view of what daily life in the inn is like.

Skills: Present information clearly in letter format.

Geography

You work as a surveyor for the Dutch East India Company. You have been asked to get people to come to the New World and settle in Delaware. You have explored the area and surrounding region, charting the waterways and drawing maps for the company. You know from personal experience that the climate is mild and the land is fertile. The forests are abundant; the waterways are extensive, and there is plentiful sea life. Using your knowledge of the geographical conditions of this region, write an advertisement that will convince people to leave their homes in Holland and move to the New World. Before you begin this task, you may want to consult atlases, encyclopedias, and other resources.

Skills: Gather information from various sources, investigate, select and relate ideas.

Locate a map of the Middle Atlantic states in an atlas or encyclopedia. List all the major waterways you see. Create your own map of the region, highlighting these waterways. Next, locate major towns and cities. Where are these populations located in relation to the rivers and waterways? Do some research, gathering data on reasons why towns grew and prospered in certain locations. Teach a lesson with your map and research.

Skills: Gather and interpret information from reference works and maps; select appropriate information and present clearly in oral form.

Pretend you work for the Chamber of Commerce in the state of Delaware. Design a brochure that explains why modern industries should locate their businesses in the state. Why is Delaware such a desirable location?

Skills: Gather, interpret, select and relate information in a concise form designed to persuade.

History

If time travel were possible and you were a reporter for Time magazine, whom would you choose to interview as "Person of the Year"? The colonial era has been selected and the Person of the Year candidates are listed below.

William Penn
Benjamin Franklin
George Washington
Samuel Adams
Phillis Wheatley
Abigail Adams
Crispus Attucks
Ethan Allen
Marquis de Lafayette
Betsy Ross

Write a biographical sketch of your choice. You may add to this list and you may have to do some research, as some of the candidates are not as well known as others.

Skills: Select a focus, gather information, and present clearly from a particular point of view; use details, anecdotes, and examples to produce an informative and accurate sketch.

Math

Early Money Due to harsh British regulations, Delaware and the other colonies faced a currency shortage. They were not allowed to mint their own coins, and the export of British coins to British colonies was also forbidden. Foreign coins were used whenever possible. The colonists owed great debts to their British creditors. It was not until the Revolution that the Assembly authorized the printing of paper notes, and later the Second Continental Congress authorized an issue of $3,000,000 in currency.

By the late 1700s, coins were used for the majority of transactions, but money was in short supply. By 1796, the young U.S. Treasury had issued coinage in a variety of denominations, some of which no longer exist. These denominations were:

half cent
one cent
half dime (5 cents)
dime
quarter
half dollar
dollar
quarter eagle (gold—$2.50)
half eagle (gold—$5.00)
eagle (gold—$10.00)

Using only these denominations, list the coins you would use to purchase the following items: (Rule: Use the fewest possible coins for each item.)

Musket: $3.26	____________________________________
Powder horn: $2.65	____________________________________
Barrel: 37 cents	____________________________________
Sack of rice: 98 cents	____________________________________
Bottle of rum: $1.22	____________________________________
Cherry candy: 2 cents	____________________________________
Yard of fabric: 63 cents	____________________________________
2 hair ribbons: 19 cents	____________________________________
Horse: $4.95	____________________________________

Brainstorm more items (and their fictitious prices) with the class to continue the activity.

Skills: Gather information and make effective use of details to evaluate and determine worth of items.

Music

Water Rat is to be made into a musical. Using a familiar tune, write the lyrics to a song, and explain at what point in the story it should be sung.

Skills: Understand elements of literature and use them to create a song.

People in colonial times often composed ballads about news or current political events which they sang to the tunes of popular melodies. These ballads were often called broadsides, because they represented an attack on an opponent's views and were sung in taverns or other popular gathering places.

Many clever colonists used broadsides as a way to gain popular support and win people over to their point of view and also to express their displeasure with English rule.

Write a broadside to gain support for raising a militia to protect colonists from pirate raids.

Skills: Understand elements of literature and use them to create a song; present a point of view in a song designed to persuade.

Science

Ships and Navigation The colonies were dependent on ships, not only for transportation but for many of the goods and materials they needed to survive in the New World. Do some research and find out as much as you can about the science of navigation. What makes a ship seaworthy? How did mariners chart their courses? How did the tides affect their sailing schedules?

Skills: Gather, interpret and select information.

Make a chart of the kinds of ships (and others, if you wish) mentioned in Water Rat. (Sloop, schooner, skiff, dugout, etc.) Explain how certain ships or boats were used for a particular purpose. Illustrate each ship or boat (you can visit a museum or a boatyard). There are many resource books available on this topic.

Skills: Use information to create a chart; present information clearly in a variety of forms.

Ecosystems

Today we have legislation to help protect fragile ecosystems such as the salt water marsh.

Imagine that you are an ecologist trying to locate as many species of plants as you can in the salt water marsh located near Fast Landing in Delaware. Many plants and much of the wildlife in this area are threatened with extinction due to an overzealous builder who has obtained waivers from the Wetlands Act in order to develop the area for commercial purposes.

Make a chart of all the plant and animal life, including the migrating birds that use the marsh as a flyway. Use your information to explain how the delicate balance of the ecosystem will be destroyed if the builder wins her variance.

Skills: Gather and interpret information appropriate to purpose; interpret and present information in a chart; use evidence to explain and persuade; present arguments to promote certain views or actions.

Herbs

Herbal remedies are very popular today, but this was not always the case. In the recent past, such notions as using herbs for medicinal purposes were frowned upon by the medical establishment. However, in colonial times most families planted herbs in their gardens for medicinal purposes as well as for food seasoning. Many grew from seeds colonists had brought to the New World, but many seeds came from Native Americans, who used them for medicinal purposes.

Research herbs and the ways in which they were used by the colonists. You can plant an indoor herb garden, using small containers, clay pots, or even egg cartons as planters. [Note to teacher: Be sure to supervise (no toxic plants), and have the children label, care for and make research notes on their gardens. They can also make sketches of the plants.]

Skills: Gather and interpret research; select and use strategies to apply information.

Social Studies

The News

People in colonial times were very anxious to keep up with all the politics, current events and official messages of the day. Before newspapers became popular, a town crier rang a bell in the streets, and when a crowd gathered, he told them news and recited, briefly and in a loud voice, official proclamations.

Town officials and the town crier were for the most part dependent on the messengers on horseback, who swiftly carried news and proclamations from colony to colony.

Research an important event in colonial history (such as the Stamp Acts). Take notes on your research to make sure you have all of your facts straight. Pretend that you are the town crier. Use a bell to summon your audience. When they have gathered around, tell them about this new regulation.

Skills: Gather, use, present and evaluate information; adjust oral presentation to meet criteria.

Life in the Past and Present

Life in colonial Delaware was very different from life today. Referring to Water Rat, list several events that could only have taken place during that time period. Then list other events from the book that could also happen today.

Only in Colonial Times	Past and Present Day
Fighting with Muskets
A fourteen-year-old boy serving liquor in a bar

Skills: Gather, interpret and present information in a chart.

Trades

Here is a list of some trades that were popular in colonial days:

furniture maker
glassblower
blacksmith
cooper (barrel maker)
bookbinder
merchant
silversmith
wig maker

You have just finished your apprenticeship with a skilled craftsperson. You are going to move to a nearby town and open your own shop. Design a sign for your new business and write an advertisement for the local newspaper describing the services you will provide.

Skills: Present information in a variety of forms; use persuasive writing for advertisements.

Social Studies and Language Arts

Cause and Effect

Some events in the story caused other events to occur. List as many cause-and-effect situations as you can from Water Rat.

Cause	Effect
Fighting between England and France	Ribbons and other items are hard to come by
Loose newspapers blew across the street	The Campbells' horse was spooked

Skills: Selects, presents and relates ideas in a chart; uses inference to understand and compare ideas and events; conveys information on cause and effect.

Listing Worksheet
Map Skills Worksheet

Extended Learning Opportunities
Note: We strongly recommend that teachers preview materials before sharing them with students.

Amos, William H. and Stephen H. The Audubon Society Guide: Atlantic and Gulf Coasts. The Audubon Society Nature Guides. New York: Alfred A. Knopf, 1985. Field guide to the flora and fauna of Atlantic coastal habitats; illustrated with color photographs, especially good coverage of birds. Features section on salt marshes.

Barrett, Tracy. Growing Up in Colonial America. Brookfield, CT: Millbrook Press, 1995. For adults as well as children, an excellent source of information on everyday life in the colonies—food, games, clothing, chores, houses, and more.

Berkin, Carol. First Generations: Women in Colonial America. New York: Hill & Wang, 1997. For adult readers, a study of American women during the 17th and 18th centuries. These are the stories of "unknown" women who helped to create this country. Includes the stories of slaves, revolutionaries, Native Americans, businesswomen and others.

Brown, Dottie. Delaware. Minneapolis: Lerner Publications, 1994. For students, simple overview of facts about the state, including history, landmarks, and natural environment.

Fradin, Dennis. The Delaware Colony. Chicago: Children's Press, 1992. For students, an engaging and well-illustrated history of Delaware's growth as a colony. Fradin, Dennis Brindell and Judith Bloom Fradin. Delaware. From Sea to Shining Sea series. Chicago: Children's Press, 1995. For students, an overview of Delaware's history, geography, environment, etc. More detailed than the Brown book.

Gates, David Alan. Seasons of the Salt Marsh. Illustrated by Edward and Marcia Norman. Old Greenwich, CT: The Chatham Press, 1975. Basic book about the cycle of life in East Coast tidal salt marshes. Examines habitat from season to season and the flora and fauna that live there. Illustrated appendix. More useful for teachers.

Hakim, Joy. From Colonies to Country. "A History of US" series, Book 3. New York: Oxford University Press, 1993. This is part of the ten-volume "History of US" series, a "storyteller's history of our nation written for young people from 9 to 99." Definitely suitable for both students and teachers, it takes on the establishment of the colonies, the politics of the times, etc. Very reader friendly, extensively illustrated. Offers students suggestions for further reading (all of which appear to be fiction).

Haloke, David Freeman. Everyday Life in Early America. New York: Harper and Row, 1988. Though this book's primary focus is the 17th century, it may be useful to teachers as background information on the workings of colonial society. Describes life on farms and in homes, gets down to basics like tools and machinery and discusses housing, health care, "manners and morals," issues of race and the education of children.

Hoobler, Dorothy and Thomas. The African American Family Album. American Family Albums series. New York: Oxford University Press, 1995. For readers at varying levels, this is a valuable book, following the stories and contributions of African Americans throughout this country's history.

Kalman, Bobbie. Colonial Life. Historic Communities Series. New York: Crabtree Publishing Company, 1992. Extensively illustrated guide to 18th-century life in this country. Discusses the colonial family, the lives of children, clothing and customs, etc. Also features a discussion of slavery and ends with a special section on prejudice.

Kalman, Bobbie. Early Stores and Markets. Early Settler Life Series. New York: Crabtree Publishing Company, 1992. Resource for students and teachers; extensively-illustrated guide to different businesses typical of 17th and 18th-century American towns; reader friendly, excellent.

Kalman, Bobbie. Historic Communities. Historic Communities Series. New York: Crabtree Publishing Company, 1993. Takes a look at the settlement and development of early American communities, from their physical structures to social structures. Well illustrated, good for both students and teachers.

Kalman, Bobbie. The Kitchen. Historic Communities Series. New York: Crabtree Publishing Company, 1993. About the cooking and eating habits of colonial Americans. Learn how food was gathered, preserved, cooked, served, etc. Discusses the importance of the kitchen in daily life. Good for both students and teachers.

Kent, Deborah. America the Beautiful: Delaware. America the Beautiful series. New York: Children's Press, 1991. Introduces the geography, history and culture of Delaware, with many illustrations and photographs.

Kricher, John C. Seashores: A Simplified Field Guide to the Seashores of North America. Illustrated by Gordon Morrison. Peterson First Guides series. New York: Houghton Mifflin Co., 1992. From birds to mollusks to coral to fish . . . also the habitats, intertidal zones, northern vs. southern coastal areas, etc.

Lincoln, Margarette. The Pirate's Handbook: How to Become a Rogue of the High Seas. New York: Cobblehill Books (Dutton), 1995. Good for teachers and advanced students; contains biographical information about famous pirates (men and women), pirate-related activities and projects for young people, information about pirate ships, clothing, etc. Excellent, generously illustrated.

Lyman, Nanci A. The Colony of Delaware. Colony Series. New York: Franklin Watts, 1974. A history of Delaware from its founding until its ratification of the Constitution in 1787.

Meltzer, Milton, Ed.. The American Revolutionaries: A History in Their Own Words, 17501800. New York: HarperTrophy, 1987. Suitable for teachers and students. From the correspondence of John and Abigail Adams to the words of soldiers and farmers, doctors and poets, this book provides a firsthand look at important events in the early life of the United States.

Newman, Richard, and Marcia Sawyer, Ph.D. Everybody Say Freedom: Everything You Need to Know About African-American History. New York: Penguin/Plume, 1996. The first chapter, "From Jamestown to the American Revolution: 16191776," is an excellent overview. Clear and simple setup, offers many bibliographic sources on specific topics.

Ofosu-Appiah, L.H. People in Bondage: African Slavery Since the 15th Century. Minneapolis: Runestone Press, 1993. A global history, goes back to pre-colonial Africa; Chapter 3 is called "Slavery in the New World Colonies" and touches on how slavery functioned as an institution in (North and South) American colonies, and on "the slave's position in these colonial societies." Good resource for teachers; this chapter in particular provides a brief, clear overview of some basic information.

Patent, Dorothy Hinshaw. Eagles of America. Photographs by William MuÐoz. New York: Holiday House, 1995. For students and teachers, a look at the lives of America's two eagle species: the bald eagle and the golden eagle.

Perl, Lila. Slumps, Grunts, and Snickerdoodles: What Colonial America Ate and Why. Illustrated by Richard Cuffari. New York: Clarion Books, 1979. Fun book for teachers and students; talks about regional and common foods and their preparations; where people got their food from; how foods were stored, shipped, cooked; traditions around the preparation and/or consumption of certain foods. Includes 13 period recipes.

Peterson, Helen Stone. Abigail Adams. Illustrated by Betty Fraser. Discovery Biographies Series. New York: Chelsea House Publishers, 1991. For grades 47, a biography of the extraordinary First Lady as well as a good look at the life of a woman in 18th-century America.

Platt, Richard. Pirates. Eyewitness Books; a Dorling-Kindersley Book. New York: Alfred A. Knopf, 1994. Beautiful reference/resource, illustrated guide to all aspects of pirate life. Suitable for students and teachers.

Porter, Frank W. III. The Nanticoke. The Indians of North America series. New York: Chelsea House Publishers, 1987. Teachers, older kids. Detailed study of the lives and culture of the Nanticoke tribe of same general area. Relationship with colonials/settlers (deals with racism, etc.).

Potter, Joan, and Constance Claytor. African Americans Who Were First. New York: Cobblehill (Dutton), 1997. For readers in grades 47, this book provides useful vignettes about the lives of 65 pioneering African Americans, from poet Phillis Wheatley to Dr. James Derham to Toni Morrison. There is limited information available here, but it is useful and may inspire curiosity on the part of students.

Rinaldi, Ann. Finishing Becca: A Story About Peggy Shippen and Benedict Arnold. American Colonies Series. New York: Gulliver Books, Harcourt Brace & Co., 1994. Appropriate for readers in the 5th8th-grade range, this dramatic historical novel tells the story of a 14-year-old girl sent away from home to be a maidservant to another girl of her own age. Provides an "inside" look at the politics of the time (Revolutionary vs. Tory).

Rood, Ronald. Wetlands. Illustrated by Marlene Hill Donnelly. HarperCollins Nature Study Books. New York: HarperCollins, 1994. For students (and teachers), a good introduction to the inhabitants/ecosystem of an environment like the one Matt lives in.

Seattle, Chief of the Suquamish and Duwamish Indians. Brother Eagle, Sister Sky. Illustrated and Adapted by Susan Jeffers. New York: Dial, 1991. Illustrated adaptation of Chief Seattle's (c.17901866) words to the U.S. Government. A beautiful presentation of some Native American beliefs about our relationship to the land.

Sherrow, Victoria. Phillis Wheatley. New York: Chelsea House Publishers, 1993. The life and times of poet Phillis Wheatley, brought from West Africa as a slave in the 1760s, who became the first African American woman to publish her poetry.

Shomette, Donald G. Pirates on the Chesapeake. Centerville, MD: Tidewater Publishers, 1985. Learn about pirate activity in Chesapeake Bay during colonial times.

Terkel, Susan Neiburg. Colonial American Medicine. Colonial America series. New York: Franklin Watts, 1993. Excellent, clear history. Includes discussion of common illnesses and their treatments, medicines in use; role of healers in colonial American society; "recipes" for cures; medical facilities; medical inventions/advances of the period. Nicely illustrated resource for teachers and older students.

Wagoner, Jean Brown. Abigail Adams: Girl of Colonial Days. Childhood of Famous Americans. New York: Aladdin Paperbacks, 1992. For ages 812, a fine biography.

Warner, John F. Colonial American Home Life. Colonial America series. New York: Franklin Watts, 1993. Another good basic resource for students and teachers, covers: homes; clothing; food; work; school; "Getting the News"; amusement. Black and white illustrations are pretty good. Accessible, covers the lives and lifestyles of both colonists and Native Americans.

Wilbur, C. Keith, M.D. Pirates and Patriots of the Revolution: An Illustrated Encyclopedia of Colonial Seamanship. Illustrated Living History series. Old Saybrook, CT: The Globe Pequot Press, 1984. Friendly format, incredibly detailed, information on seemingly everything about seafaring life of the period. Covers topics from navigational equipment to knots to battles at sea; readers can also learn about types of ships used, colors and signals, captains, superstitions, and even "surgical practices." Text is hand-lettered, and every topic is heavily illustrated with drawings and diagrams.

Zeinert, Karen, Ed. The Memoirs of Andrew Sherburne, Patriot and Privateer of the American Revolution. Hamden, CT: Linnet Books, 1993. Learn about fourteen-year-old Andrew's life at sea, in his own words.

Periodical

"Pirates." Cobblestones. Theme Issue, 14:6, June 1993. (Cobblestones is a history magazine for students in grades 4 and up; each issue is focused on a specific topic, and many are concerned with the colonial period in U.S. history. Cobblestones updates its index annually—copies are available by calling 1-800-821-0115. Cobblestone Publishing, Inc., 7 School Street, Peterborough, NH 03458-1454.)

Series

Sourcebooks on Colonial America, a series of "American Albums from the Collection of the Library of Congress." Series Editor: Carter Smith. Brookfield, CT: The Millbrook Press. Very good for students; simple, spare design, full of basic information. Generously illustrated, friendly format. Titles in the series are: Governing and Teaching, The Explorers and Settlers, Battles in a New Land, The Revolutionary War, Daily Life,and The Arts and Sciences.

Video

The Wetlands. A WQED production in association with the National Wildlife Foundation. New York: New Video, 1994. 1 videocassette, 60 min. "Explores swamps and marshes through the stories of people working to protect the land they love." VIDEO 333.918 W

Internet Resources

Pirates! Designed by teens, this site offers a thorough and well-organized look at many aspects of pirate life and legend, including pages on Pirate Facts, Pirate Vocabulary, Pirate Ships, and other relevant and interesting topics. Teacher Resources are also offered. http://despina.advanced.org/16438/index.shtml

National Geographic: Pirates. Aimed at kids, this site features the story of Blackbeard and links to "Pirate Ports," as well as an interactive adventure in which kids can choose their own "pirate names" and search for missing treasure. There is also a list of recommended "Books for Buccaneers." http://www.nationalgeographic.com/pirates/maina.html

Pennsylvania State History. The state of Pennsylvania's Web site offers a (text-heavy) history of the colony/state. Relevant links: "Pennsylvania on the Eve of Colonization" and "The Quaker Promise: 16811776." http://www.state.pa.us/PA_Exec/Historical_Museum/pahist.htm

Quakers in Brief. All text, this site contains a history of the Quakers. http://www.cryst.bbk.ac.uk/~ubcg09q/dmr/intro.htm

The Geddy Family Homepage. This kid-friendly site gives us a picture of the daily life of a colonial family, from their house to their finances to their leisure time activities. Includes a bibliography. http://www.history.org/places/geddy/geddyhdr.htm

Slavery. http://www.stratfordhall.org/ed-slavery.htm

Indentured Servants and Transported Convicts. http://www.stratfordhall.org/ed-servants.htm

limped	dawdling	glared
tremors	belched	helter skelter
glanced	stomped	paneling
fetching	pewter	platter
waterman	trapper	departed
startled	flicker

dingy	coasting	scanning
skiff	tilted	oarlocks
gear	hummocks	sloops
portside	navigated	guffawed
receded	silhouetted	bartering
jibs	bows	prit
mainsail	wake	shad

trudged	slope	peg
shad	sniggered	filleted
knob	skillet	rivulets
stubbled	rickety	lye
duel	cruising	herb
amulet	pallet

gusting	swirls	picket
shingles	resembled	sturgeon
trout	perch	ginger
nutmeg	cloves	mace
rafters	harness	molasses
calico	homespun	linen
lard	sprouted	spectacles
annex	hind	hooves
plunged	traces	bridle
lunged	bolted	weavers
apologized	spooked	jeered

propped	askew	hankering
impulse	reaches	thatched
roof	ramshackle	glade
scrub	oak	musty
ash	currents

humid	thunderheads	loomed
waistcoat	presumed	cravat
brandy	stall	tannery

prickle	instinctively	dugout
vulture	doggedly	sauntered
foredeck	pangs	optimism
wharf	liquor	consciousness
piling	squaring	windlass
bedraggled	hesitated	suspicious

descending	blurt	snagged
evaded	burly	resentment
conscious	britches	mutton
whetted	ajar	retreated
shrilled	exhausted	eaves
landing	muffled	indistinctly
vaguely

maneuvered	balefully	cumbersomely
emphasis	plunder	raptly
blackguards	peace-abiding	stocky
murmur	majestically	billowing
beckoning	bulges	stern
horizontally	spasm	spewed
contorted	grimace	ebbed
prow

straddled	impact	sternly
belligerent	reluctantly	heaves
sullenness	lark	glimmer
pursued	migrated	prying
clenched	arrogant	scythes
pianoforte	harvesting

hoisting	tarp	musket
yonder	hauled	pallor
raucous	hovered	protruding
scuttled	ballast	ruffling

lashed	abruptly	mahogany
secretary	dominated	expectantly
indentured	respond	tenant
shifted

WATER RAT TEACHER GUIDE

About the Guide

Skills: Use details and personal experiences to convey information in journal writing; personal response to literature

Skills: Use details and personal experiences to convey information in journal writing; personal response to literature

Skills: Present information clearly in letter format.

Skills: Gather information from various sources, investigate, select and relate ideas.

Skills: Gather, interpret, select and relate information in a concise form designed to persuade.

Skills: Select a focus, gather information, and present clearly from a particular point of view; use details, anecdotes, and examples to produce an informative and accurate sketch.

Skills: Gather information and make effective use of details to evaluate and determine worth of items.

Skills: Understand elements of literature and use them to create a song.

Skills: Understand elements of literature and use them to create a song; present a point of view in a song designed to persuade.

Skills: Gather, interpret and select information.

Skills: Use information to create a chart; present information clearly in a variety of forms.

Skills: Gather and interpret information appropriate to purpose; interpret and present information in a chart; use evidence to explain and persuade; present arguments to promote certain views or actions.

Skills: Gather and interpret research; select and use strategies to apply information.

Skills: Gather, use, present and evaluate information; adjust oral presentation to meet criteria.

Skills: Gather, interpret and present information in a chart.

Skills: Present information in a variety of forms; use persuasive writing for advertisements.

Skills: Selects, presents and relates ideas in a chart; uses inference to understand and compare ideas and events; conveys information on cause and effect.

Extended Learning Opportunities Note: We strongly recommend that teachers preview materials before sharing them with students.

Extended Learning Opportunities
Note: We strongly recommend that teachers preview materials before sharing them with students.