Lesson Plans

Visualising Addition, Subtraction, and

2008-09-27T01:35:00Z

Visualising Addition, Subtraction, and Use of interactive online programs to help studnets visualise math concepts like adding 2-digit numbers, place values and other.. |6513D844-|-K|6513D844-|-1|6513D844-|-2|6513D844-|-3|6513D844-|-4|6513D844-|-5|6513D844-|-6 |BE58E821-|-Math To teach students basic math concepts by using interactive online programs. Internet connected computer or interactive whiteboard Visual presentation of 2-digit addition with/without regrouping: http://www.dositey.com/2008/addsub/add2basic.html http://www.dositey.com/2008/addsub/add5a.html http://www.dositey.com/2008/addsub/add2rbasic.html http://www.dositey.com/2008/addsub/as85/add3r.htm For subtraction, multiplication, division, and other lessons please see: http://www.dositey.com/ Interactive learning improves the rate at which students are able to learn and retain information. In addition, interactive, self-correcting practice exercises provide a feedback loop that helps student review and repeat the main concepts of the lessons. math, addition, subtraction, multiplication, division, fractions, rounding, decimals.. Dositey http://www.dositey.com

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Mi Tío Loco

2008-09-20T22:07:00Z

Mi Tío Loco Practice with adjective |6513D844-|-6|6513D844-|-7|6513D844-|-8|6513D844-|-9|6513D844-|-10|6513D844-|-11|6513D844-|-12 |BE58E821-|-Language Arts This lesson is for modern language teachers. I use it to teach adjectives. Magazines, construction papers, scissors and glue sticks. 1. Introduce the adjectives that you are planning to use. 2. Each student is given an magazine and told that they are to look for and cut out a head, a body and legs. 3. Students then assemble their person on a sheet of construction paper. The construction paper makes the person easier to see and more durable. 4. Students then describe their Tío Loco using the adjectives from the chapter. I encourage them to use opposites. For example, "Mí tío es alto, no es bajo." My uncle is tall, he is not short. This gives them practice with twice as many words. 5. To help students review, I have them introduce their uncles to class using the structures we learned in a previous chapter. EXTENSION: Students use their uncles throughout the year. They write about his likes and dislikes, what he does on the weekends, etc... Uncles are assessed based on the use of the proper form of the adjective. Spanish Adjectives fravan /blogs/ravansnest/default.aspx

"Teen Life in the Inquisition"

2008-08-06T21:58:00Z

"Teen Life in the Inquisition" 15th Century European History |6513D844-|-4|6513D844-|-5|6513D844-|-6|6513D844-|-7|6513D844-|-8 |BE58E821-|-Social Studies Understanding world history. None. Subject: World History Age Range: 12-17 Grade Level: 7-12 Lesson Plan #11 TOPIC: "Teen Life in the Inquisition" ERA: 15th Century European History Contents: - Reading - Assignment - Quiz - Discussion Questions __________________________________________________ READING: "Teen Life in the Inquisition" an excerpt from the book "THE APPRENTICE'S MASTERPIECE: A Story of Medieval Spain" by Melanie Little Published by Annick Press. Reprinted here with permission. Editor's Note: This reading contains the forward from the book, placing the story in context, and two poems from the book, "Break" and "The Apprentice's Masterpiece." Spain has always been a place of stories. In fact, the first great novel, "Don Quixote," came from Spain. Medieval Spaniards were enchanted by tales of knights and ladies, and even the kings and nobles loved the rather far-fetched story of their origin from the Greek demigod Hercules. But sometimes this fondness for storytelling had a dangerous side. In the years leading up to what history books call the Golden Age of Spain, the country was divided into three separate kingdoms: Christian Castile in the center, Christian Aragon to the east, and the small but important Granada, ruled by the Muslim dynasty of the Nazrids, at the southern tip. On October 19, 1469, Prince Fernando, heir to the throne of Aragon, married Princess Isabella, heiress to the throne of Castile. The first stone on the road to the great dream of "One Spain" had been set. But Spain had already had a Golden Age. From 711 A.D. until the twelfth century, it was known as the kingdom of al-Andalus, ruled by Muslims who had come from Damascus in Syria. The Muslim's holy book, the Koran, taught them to respect other religions -- particularly those of the other "peoples of the book," Christians and Jews. The conquered Christians of al-Andalus were allowed to practice their own faith and speak their own language; so, too, were the Jews, who had been settled in Spain since Roman times. Yet many chose to learn Arabic, and a great society of culture, learning, and coexistence (often called "convivencia") flourished. For more than hundred years, the Spanish city of Cordoba was the seat of the caliphs -- the supreme leaders of the Muslim world. Because of them, important books on medicine, science, and philosophy were brought to Europe. Cordoba's libraries grew to contain nearly half a million volumes. With the gradual Christian "reconquest" of Spain, Muslims and Jews were at first treated with similar respect. The three cultures continued to live side by side. Muslims and Jews were still relatively free to practice their faiths. But they were subject to heavy taxes unless they converted to Christianity. Both Mudejares -- Muslims living under Christian rule -- and Jews were encouraged, and often forced, to remain in sections of cities enclosed by walls and guarded gates. New laws barred them from certain kinds of work, from marrying or employing Christians, from wearing fine clothes, and even from leaving their quarters on Christian holy days. They had to wear badges -- in Castile, yellow for Jews, red for Muslims -- so Christians would know "what" they were and be warned. The Crown and the Church claimed that Jews were constantly trying to convert Christians to Judaism, though there is no historical evidence to support this. In 1483, Jews were expelled from Southern Spain. Cordoba became a place of fear. It was now home to large populations of conversos: Jews who had converted to Christianity. Many had been forced to convert against their will -- some upon pain of death. Others had chosen to convert for their own reasons, especially to stay in Spain. Spain -- called "Sepharhad" in Ladino, the Spanish-Jewish language -- was their new Jerusalem, their beloved home. Encouraged by the Church, people began to turn against the coversos. A wild story spread that a coverso girl had poured urine from a window onto an image of Holy Mary in the street below. In supposed retaliation, hundreds of conversos were massacred. After that, the lives of the remaining Spanish conversos got much worse. They faced discrimination in their business and professions, in church, and in their everyday lives. They were often harassed or assaulted in the street. Increasingly, the remaining Jews, conversos, and Mudejares were considered non-Spanish. The Crown and the Church, once seemingly motivated by a genuine desire to spread the Christian faith, now became obsessed with what they called "pure" Christian blood. In 1481, the Holy Office of the Spanish Inquisition was born. Its purpose? To ferret out heresy against the Catholic faith. (Heresy is defined as a practice, or even an opinion, that doesn't conform to orthodox teachings.) Its practice? To arrest, torture and punish every Spanish Christian even suspected of such heresy. It seemed the converted Jews had fallen into a trap. Now that they were legally Christians, the Inquisition could put them on trial them for not being Christian enough. "Edicts of Faith" encouraged people to accuse their friends, relatives, and neighbors of heresy. "Familiars" were chosen from the populace and appointed to spy and report on their fellow citizens. "Transgressions" as simple as refusing to eat pork (a Jewish dietary restriction) could get a person -- and especially a converso -- arrested. Thousands of people were burned at the stake at huge spectacles called "autos-da-fe." And the Office's judges did not usually require proof. Those who held grudges could denounce their enemies for offenses that may never have happened. So far, the Mudejar subjects had not suffered the same persecutions, perhaps because there were powerful Muslim kingdoms to the south and east that might rush to the Spanish Muslims' defense. But the Inquisition, which confiscated the wealth of its prisoners, had made Castile rich. It could now afford to attack Muslim Grenada, the third kingdom of the Spanish peninsula. It was the final piece of the puzzle in Isabella and Fernando's quest for a unified Christian Spain under their rule. The "Spain of the three cultures" was over. The war of the Holy Reconquest, as they called, held the day. ~ The Apprentice's Masterpiece ~ by Ramon the Scribe (Cordoba, 1485) Papa wanted to keep the line going. He had only one child, one son -- what else should he be but a scribe? Most families send out their sons when they're seven or eight. They live and apprentice with other men, in other trades. In exchange, the boy's parents get a good little sum. Well, I stayed home. I was glad. What better teacher is there than Papa? From every successful apprentice a master is made. To prove his mettle, the new master must create -- well, what else? A masterpiece. Papa wouldn't exempt me. But he found me a book that he knew I would love. "The Twelve Works of Hercules." The stories are full of adventure and places that I've never been. Best of all, Enrique de Villena, the man who composed it, is Cordoba's very own son. Each day, after closing the shop, I copied till Mama insisted I stop to eat dinner. It was always too soon. The words seemed to fly from my fingers. The work wasn't work. At the end of a year, I had my masterpiece. Its pages were perfect. My quill never slipped. I was so proud. I couldn't stop turning its pages. Admiring the slant of my letters, the fine, feathered strokes of the ink. And now it's been almost two years since I've touched it. What if I sold "Hercules?" Here it sits, worthless, under my bed. Shouldn't it feed my family instead of just fleas and rats? ~ Break ~ by Amir the Slave (Cordoba, 1485) You're not supposed to speak up. For centuries the emirs of Grenada -- Muslim kings -- kept their bitter mouths shut. They paid for the privilege of staying in al-Andalus, the land they once proudly called theirs. When the collectors came calling from up in Castile, the proud southern Muslims paid up. But every such story must end with a change. Our break in the chain was Abu al-Hassan. When the King's envoy came to him for the tax, al-Hassan sent him away. "We do have a mint here," smiled the emir. "But the weaklings who used it to make coins for Christians are all dead and gone. Today our mint makes only scimitars' blades." Since then, war's been brewing. The Christian army -- led by Fernando, the King -- has many new toys and is eager to play. I bet, were I the emir, I'd have paid peace's price. Watch how I'll be with Ramon, in a day: all too glad to forgive and make nice. # # # Copyright 2008 by Melanie Little. Excerpted from the book, "THE APPRENTICE'S MASTERPIECE: A Story of Medieval Spain," by Melanie Little. Published by Annick Press, ISBN 9781554511174 (library binding). Reprinted with permission. For more information, please visit http://www.annickpress.com. Thank you. __________________________________________________ ASSIGNMENT Making a Masterpiece You can get in trouble in school for copying someone else's work, but there was a time when copying *was* school: Children like Ramon learned to read and write by copying from documents or books in their own hand. Until Gutenberg's clever printing press (invented in 1436) spread throughout Europe, the only way to make a copy of a book was to copy it yourself or hire a scribe like Ramon to copy it for you. In "The Apprentice's Masterpiece," Ramon describes what today we call an "illuminated manuscript," a hand-made book often found in museums: I've heard of a Bible, in Latin, taking fifty-three masters a winter to make it. (It was for the Queen.) Ten illuminators just to draw and ink in the gold-covered letters beginning each page. Your assignment is to create an Illuminated Manuscript. Break the class into teams and split up the tasks or each student can produce their own masterpiece. Here are the tasks. 1. Find a passage to use for your Illuminated Manuscript. It should be at least four lines long, but no longer than one paragraph. Take any favorite passage from a favorite book. It doesn't have to be a poem. You can use the lyrics of a song you like or part of a famous speech or even dialogue from a play or movie. 2. Once you settle on a passage, next try to break the lines. One team member should try to write the passage out by hand and see how the lines naturally break. Have you noticed just by breaking lines words take on new meaning? How does it change the look and sound of the passage when you break the lines differently? If you want, each team member can try their hand at breaking the lines and you can all choose the version you like best. 3. Next, pick one team member to be the scribe, one to be the artist, and one to be the colorist. If you have enough team members, you can have several scribes, artists, and colorists who all work together. At this point you can all discuss the layout of your Illuminated Manuscript, or you can just get started and see what happens. 4. The scribes on your team use their finest handwriting to write out the passage with the line breaks the team liked best. The hardest part is to remember to *leave off the first letter* for the artists to draw ("the gold colored letters/at the beginning of each page"). You can white-out or erase the first letter if you forget, but a true scribe would start over. 5. The artists then add the initial letter -- usually an ornate, jumbo-sized capital. The artists add other touches to the manuscript -- a little symbol at the end, or borders on the sides. 6. Finally, the colorists fill in the initial capital letter and add color to whatever borders or symbols the artists have drawn. Many Illuminated Manuscripts were colored with gold leaf but you may use paints, markers, or crayons. When you are finished, share your masterpiece with the rest of the class. You might want to ask a team member to read your team's Illuminated Manuscript out loud so people can hear the breaks. See if you can guess the source of each other's passages: a book, a movie, a song? Note the interesting ways the artists and colorists accomplish their tasks. Does the way each manuscript look affect the meaning of the words? __________________________________________________ QUIZ: NOTE: Quiz answers are available to teachers upon request from LIVEbrary@annickpress.com. Quiz answers will be revealed during the LIVEbrary chats and made a part of chat transcripts. 1) Multiple Choice: What is a "Mudejar?" A. A Jew who has converted to Christianity B. A Christian who has converted to Islam C. A Muslim living under Christian rule D. A Christian who harbors unconverted Jews or Muslims Answer: C. A Muslim living under Christian rule. 2) Multiple Choice: What is a "converso"? A. A Muslim who has converted to Christianity B. A Christian who has converted to Judaism C. A Jew who has converted to Christianity D. A Christian who has converted to Islam Answer: C. A Jew who has converted to Christianity. During the Spanish Inquisition, Jews who refused to convert to Christianity were often tortured and killed. 3) Multiple Choice: Pick the best definition for the word, "convivencia" A. A friendly conversation B. A jail where female prisoners are held C. A place where girls study to become nuns D. A time of peaceful coexistence between Muslims, Jews and Christians Answer: D. A time of peaceful coexistence between Muslims, Jews and Christians. 4) Multiple Choice: What is a "scimitar"? A. A stringed instrument from India B. A curved dagger from the Middle East C. A Spanish dish of rice and meat D. A Jewish candelabra used during Hanukkah Answer: B. A curved dagger from the Middle East. 5) Multiple Choice: What is best definition for The Inquisition? A. Period in history when the Catholic Church in Spain waged a war against non-believers in its territories B. Period at the end of the school year when teachers torment their students with exams B. Period after you get home late when parents or guardians assess your reasons for not being on time D. This quiz Answer: A. Period in history when the Catholic Church in Spain waged a war against non-believers in its territories. __________________________________________________ DISCUSSION QUESTIONS: * Have you ever been an apprentice? Do you know how to fix your own bike? How did you learn? Do you know how to wash clothes? Who taught you? Have you changed a diaper? Not the most fun thing to learn. Who taught you how to use a computer? Have you been a volunteer apprentice or a paid apprentice? * In Medieval times, teens didn't go to school -- they went to work, often as apprentices. How would your life be different if instead of high school teens were assigned to employers and became apprentices? Do you think it would be better to skip high school and go to work instead? What are the benefits and drawbacks of spending your teenage years either way, in school or at work? * "The Apprentice's Masterpiece" is written in verse. How is writing in verse different from standard narrative writing? Does writing in verse make books harder or easier for you to read? How does writing in verse affect the meaning of the words? Do you like this style of story telling? Why or why not? * During "The Apprentice's Masterpiece," Ramon is tempted to trade his illuminated manuscript of "Hercules" for food for his starving family. Later in the book he considers giving it to his girlfriend or using it to get a job with the Inquisitors to protect his family from persecution. Do you have something that is very precious to you? What would you trade it for? Are their circumstances where you would give up your precious thing to help someone else? * In "The Apprentice's Masterpiece," Ramon's life is upset when the family is given Amir, a boy his age, as a slave. Ramon must now share his room, his food, and his parents' attention with this strange kid. How would you feel if your parents or guardians suddenly adopted someone your age and made you share your room and everything else with him or her? What if the newcomer had to obey you and you could make them pick up your room or help you with your homework? How would that make you feel? __________________________________________________ Copyright 2008 by Annick Press. All rights reserved. Printed here with permission of the publisher. Please request permission from LIVEbrary@annickpress.com before posting this lesson plan in any public place. Thank you. QUIZ: 1) Multiple Choice: What is a "Mudejar?" A. A Jew who has converted to Christianity B. A Christian who has converted to Islam C. A Muslim living under Christian rule D. A Christian who harbors unconverted Jews or Muslims Answer: C. A Muslim living under Christian rule. 2) Multiple Choice: What is a "converso"? A. A Muslim who has converted to Christianity B. A Christian who has converted to Judaism C. A Jew who has converted to Christianity D. A Christian who has converted to Islam Answer: C. A Jew who has converted to Christianity. During the Spanish Inquisition, Jews who refused to convert to Christianity were often tortured and killed. 3) Multiple Choice: Pick the best definition for the word, "convivencia" A. A friendly conversation B. A jail where female prisoners are held C. A place where girls study to become nuns D. A time of peaceful coexistence between Muslims, Jews and Christians Answer: D. A time of peaceful coexistence between Muslims, Jews and Christians. 4) Multiple Choice: What is a "scimitar"? A. A stringed instrument from India B. A curved dagger from the Middle East C. A Spanish dish of rice and meat D. A Jewish candelabra used during Hanukkah Answer: B. A curved dagger from the Middle East. 5) Multiple Choice: What is best definition for The Inquisition? A. Period in history when the Catholic Church in Spain waged a war against non-believers in its territories B. Period at the end of the school year when teachers torment their students with exams B. Period after you get home late when parents or guardians assess your reasons for not being on time D. This quiz Answer: A. Period in history when the Catholic Church in Spain waged a war against non-believers in its territories. The Annick LIVEbrary Blog http://annickpress.blogspot.com/ Annick LIVEbrary Online Classroom http://annickpress.com/Livebrary/ children's literature, online classroom, media awareness, media studies, media arts, middle school, junior high school, parent, teacher, librarian, public librarian, school librarian, homeschool, 4th Steve O'Keefe http://annickpress.blogspot.com/

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"The Jeans Scene"

2008-08-06T21:56:00Z

"The Jeans Scene" 20th Century American History |6513D844-|-4|6513D844-|-5|6513D844-|-6|6513D844-|-7|6513D844-|-8 |BE58E821-|-Social Studies Understanding American history. None. Subject: World History Age Range: 12-15 Grade Level: 7-10 Lesson Plan #10 TOPIC: "The Jeans Scene" ERA: 20th Century American History Contents: - Reading - Assignment - Quiz - Discussion Questions __________________________________________________ READING: "The Jeans Scene" an excerpt from "THE BLUE JEAN BOOK: The Story Behind the Seams" By Tanya Lloyd Kyi Published by Annick Press Reprinted here with permission. ~ Behind the Seams ~ Check the labels on your blue jeans. Were they sewn in the United States? Canada? Britain? Probably not. Jeans may have been born in North America, but they aren't made there much anymore. Because of the rising costs of labor, many jeans companies moved their factories to developing countries in the 1980s and 90s. Australia used to produce more than half of its own jeans. Now, it makes less than a third. Some American jeans companies simply moved their factories across the border from California to Mexico. While workers in California had been making $10 or $12 per hour, workers in Mexico could be found for as little as $7 per day. The city of Tehuacan, Mexico, has the lowest minimum wage in the nation and is home to 700 clothing manufacturing companies. The industry earns $450 million each year and blue jeans are the most popular product made there. Wages are just as low -- or lower -- in other countries. In Honduras, a woman sewing clothes for export might make $139 a month, and in parts of China, about $64. In Bangladesh, a similar worker makes just over $18 each month. Sometimes, overseas production means not only lower wages, but lower workplace standards. An American delegation that went to the island of Saipan in the South Pacific to investigate factory conditions found some people there working almost as slaves. Recruiters had charged these people up to $7,000 to get them a factory job, then forced the people to work in bondage until the "debt" was paid off. Companies buying clothes made at these questionable factories included at least two major American jeans makers. In 2003, a New York-based labor group brought a worker from a Honduran sweatshop to Manhattan. They staged a protest outside the store of a popular designer jeans maker, claiming that the jeans inside were made in sweatshops where workers were treated unfairly. People who had arrived to shop stayed outside on the sidewalk instead, listening as the 19-year-old girl described her factory, where workers were limited to two bathroom breaks a day and were forced to work overtime without pay. They weren't allowed to talk to each other, in case they slowed down or tried to start a union. They were also regularly tested for pregnancy and HIV. Workers who tested positive were fired. As the young woman continued to speak, reporters began to join the crowd of would-be shoppers. By the next day, the worker's story had made newspaper headlines and the company was rethinking the way it handed out contracts. ~ Sweatshop Shock ~ Sweatshops don't operate only in developing countries. In 1995, police raided an apartment complex in El Monte, California, where they found 72 Thai immigrants sewing clothes for 69 cents an hour. The workers had been smuggled into the country and threatened with murder if they quit working or escaped before they "repaid" the smugglers for their journey to the United States. Some of the immigrants had been held there for more than two years. Many Americans were shocked by the news of sweatshops operating in their own country, but a 1994 government study found that half of clothing factories in Los Angeles paid less than minimum wage, and more than 90 percent broke health and safety laws. ~ Jeans and the Power of Teens ~ By the year 2000, 13- to 17-year-old shoppers became the number one buyers of denim. Jeans makers depend on millions of young shoppers choosing to buy their jeans every day. That gives teens the power to influence how these companies operate. How can you be sure you're buying jeans made in respectable factories? You can't tell whether jeans were made in India or Mexico by holding the denim up to a light, but you can start by reading the label, and you can often check the company website. * Does the company supervise its contractors? * Does it ban the use of child labor? * Does it make unannounced visits to its factories to monitor safety standards? * How does it deal with contractors that break the rules? You won't find the answers to these questions on all company websites. If you can't find the information you're looking for, try e-mailing or writing the company's public relations department. When enough people write letters about their concerns, companies will listen. After all, teenagers are these companies' biggest market. Indirectly, teens control the blue jean world! # # # Copyright 2005 by Tanya Lloyd Kyi. Excerpted from "THE BLUE JEAN BOOK: The Story Behind the Seams." Published by Annick Press, ISBN 9781550379174 (library binding), ISBN 9781550379167 (paperback). Reprinted with permission. For more information, please visit http://www.annickpress.com. Thank you. __________________________________________________ ASSIGNMENT "Clothing Conundrums" Jeans companies have made big efforts to convince buyers that clothing manufacturing is a fair and balanced business. Have they succeeded? Your assignment is to research where your clothing is made and decide whether you support the labor and environmental practices involved. First, work with a partner to read the labels on your clothing. Was it made in America? Mexico? Overseas? Using tacks or sticky notes, mark your findings on a world map. Once your entire class has marked the map, note the countries that seem to produce the majority of your clothing. Then, see what you can discover about those places. What is the minimum wage? What are the working conditions like? Next, break into groups and choose one of the following topics to research. Larger classes may want to assign each topic to more than one group. Topic One: You're an environmental organization. Can you find out how making jeans impacts pesticide use, irrigation, and water pollution? Are there eco-friendly jeans options available to teens? What are they? Topic Two: You're a labor union representing American workers. What concerns would you have about the wages and working conditions at clothing factories? How can you make shoppers in North America more aware of sweatshop practices? How can American workers compete for jobs against low wage workers in developing countries? Topic Three: You're a child advocacy group, concerned about child labor in clothing factories. Can you find out how widespread this problem is? What are American clothing companies doing to stop it? What more could they do? Topic Four: You're a manufacturer's trade group, interested in bringing the lowest prices to American shoppers. What is the best way to mass produce cheap jeans? Do you think most shoppers care whether their clothes are ethically or environmentally produced? What can you do to support jeans manufacturers and retailers who make a commitment to fair trade? You can find more information on pages 56-65 of THE BLUE JEAN BOOK. You can also ask your teacher or librarian for assistance finding relevant books and magazines. Here are some useful Internet sources for information: The Center for Sustainability http://tinyurl.com/3wyn3q Good Environmental Choice Australia http://tinyurl.com/47etfj Maquila Solidarity Network http://tinyurl.com/6awt56 Don't forget to name your group! When you've finished your research, present your group's views to the class. __________________________________________________ QUIZ: NOTE: Quiz answers are available to teachers upon request from LIVEbrary@annickpress.com. Quiz answers will be revealed during the LIVEbrary chats and made a part of chat transcripts. 1) Multiple Choice. What is the main reason jeans companies site for moving their factories to developing countries? A. lower taxes B. lower labor costs C. less government oversight D. disagreements with labor unions Answer: B. Lower labor costs. Workers in many developing countries work longer hours for less pay than their American counterparts. 2) Multiple Choice. Which of the following groups spends the most money on blue jeans? A. cowboys B. farmers C. teenagers D. Hollywood celebrities Answer: C. Teenagers have huge spending power. According to a profile from the National Labor Committee (nlcnet.org), U.S. teens will spend over $200 billion in 2008! 3) Factories with poor labor practices, known as "sweatshops," exist in which places? A. China and Bangladesh B. Honduras and Saipan C. America and Canada D. All of the above Answer: D. Many consumers are surprised to discover that factories in North America have been charged with paying below minimum wage and breaking health and safety laws. 4) True or False: You can always tell where jeans have been made by reading the labels? Answer: False. Even if jeans say "Made in America" on the label, many of the stages in making the jeans, from weaving and dying the fabric to cutting and assembling pieces, may have been done in different countries. You have to ask to find out how and where your jeans are made. A good place to start asking is at the jean company's website. 5) True or False: Consumers have little control over where their jeans are made. Answer: False. Any large clothing company depends on its image and reputation to attract buyers. Bad publicity hurts business. By expressing their concerns through letters, phone calls, and emails, teen buyers have caused many companies to change where and how they manufacture clothing. __________________________________________________ DISCUSSION QUESTIONS: * Do you think American shoppers know where their clothes are made? Do they care? Why or why not? * Jean companies are always trying to find out what teenagers think is cool. What do you think is the next thing in jeans? What is the most interesting thing you've seen someone do with a pair of blue jeans? * If you were going to launch your own clothing company, what kind of jeans would you manufacture? Would they be high fashion? Eco-friendly? Cheap or expensive? * Would you change the brand of jeans you buy if you found out the manufacturer was using underpaid child labor or violating environmental laws? How can you find out whether the company who made your jeans is engaging in fair trade? * When teens protested against companies using unfair labor practices, it caused Live Strauss & Co., Nike, and other clothing companies to change the way they do business and monitor subcontractors more closely. Can you think of other ways teens have used their purchasing power to change corporate or government behavior? __________________________________________________ Copyright 2008 by Annick Press. All rights reserved. Printed here with permission of the publisher. Please request permission from LIVEbrary@annickpress.com before posting this lesson plan in any public place. Thank you. QUIZ: 1) Multiple Choice. What is the main reason jeans companies site for moving their factories to developing countries? A. lower taxes B. lower labor costs C. less government oversight D. disagreements with labor unions Answer: B. Lower labor costs. Workers in many developing countries work longer hours for less pay than their American counterparts. 2) Multiple Choice. Which of the following groups spends the most money on blue jeans? A. cowboys B. farmers C. teenagers D. Hollywood celebrities Answer: C. Teenagers have huge spending power. According to a profile from the National Labor Committee (nlcnet.org), U.S. teens will spend over $200 billion in 2008! 3) Factories with poor labor practices, known as "sweatshops," exist in which places? A. China and Bangladesh B. Honduras and Saipan C. America and Canada D. All of the above Answer: D. Many consumers are surprised to discover that factories in North America have been charged with paying below minimum wage and breaking health and safety laws. 4) True or False: You can always tell where jeans have been made by reading the labels? Answer: False. Even if jeans say "Made in America" on the label, many of the stages in making the jeans, from weaving and dying the fabric to cutting and assembling pieces, may have been done in different countries. You have to ask to find out how and where your jeans are made. A good place to start asking is at the jean company's website. 5) True or False: Consumers have little control over where their jeans are made. Answer: False. Any large clothing company depends on its image and reputation to attract buyers. Bad publicity hurts business. By expressing their concerns through letters, phone calls, and emails, teen buyers have caused many companies to change where and how they manufacture clothing. The Annick LIVEbrary Blog http://annickpress.blogspot.com/ Annick LIVEbrary Online Classroom http://annickpress.com/Livebrary/ children's literature, online classroom, media awareness, media studies, media arts, middle school, junior high school, parent, teacher, librarian, public librarian, school librarian, homeschool, 4th Steve O'Keefe http://annickpress.blogspot.com/

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"A Traitor in the Temple at Thebes"

2008-08-06T21:53:00Z

"A Traitor in the Temple at Thebes" Egyptian History |6513D844-|-4|6513D844-|-5|6513D844-|-6|6513D844-|-7|6513D844-|-8 |BE58E821-|-Social Studies Understanding world history. None. Client: Annick Press Project: LIVEbrary Program Season: Season #2, Spring 2008 Uploaded into Online Libraries and Offered via Email The Annick LIVEbrary Season #2, Spring 2008 Subject: World History Age Range: 11-15 Grade Level: 6-10 Lesson Plan #9 TOPIC: Egyptian History ERA: 734 BCE - Egypt's Late Period Contents: - Reading - Assignment - Quiz - Discussion Questions __________________________________________________ READING: "A Traitor in the Temple at Thebes" an excerpt from the book "RISE OF THE GOLDEN COBRA" by Henry T. Aubin Published by Annick Press Reprinted here with permission. ~ Introduction ~ In the excerpt, below, teenage Nebi survived an attack from the traitorous Lord Nimlot, who had joined the enemies of Egypt's throne, the northern Mesh. At the time -- 734 BCE -- South Egypt was ruled by King Piankhy from the southern Kingdom of Kush. Piankhy's sister, Amonirdis, reigned over South Egypt from the temple at Thebes. As the excerpt opens, Nebi, found barely alive after crossing the desert, is taken by goatherders across the Nile River to the temple at Thebes. He carries a message for princess Amonirdis, "the Divine Adoratrice." ~ The Road to the Temple ~ Nebi took in the spectacle through half-closed, feverish eyes. Thebes had few fortifications, yet its appearance from midriver awed him even more than North Egypt's capital, high-walled Memphis, which he had sailed past with Master Setka. Here, signs of great wealth were spread everywhere. Estates and villas spread out from the city. Obelisks towered over the center. As the Temple of Amon at Karnak came into view, his eyes widened. It was said to be the biggest building anywhere. Monumental pylons rose above a protective wall. In the rich afternoon light, the yellow stone looked golden. The villagers lugged the boy through streets lined with open-air stalls and teeming with farmers, slaves, civil servants, and children. Nebi's deprived senses sprang back to life. Aromas of spices and flowers filled his nostrils. He bathed in the sounds -- snatches of animated banter, the cries of vendors, and the giggling of girls. From knee level, he could see swirling about him tan Egyptians, black Kushites, pale traders from the Middle East, and, here and there, still paler traders such as he had seen in the Delta. He had heard they came from a thickly forested area emerging from barbarism -- Europe. ~ The Captain of the Guard ~ The peasants wove their way up an avenue lined with stone sphinxes the size of horses. It led to the entrance of the Karnak temple's outer walls. Carved in limestone above the gate was one of the symbols of the faith, the disk of the sun carried on two great wings. Guarding the immense bronze doors were a few bare-chested soldiers in red kilts, their number evenly divided between Kushites and Egyptians. At the ends of the tall pikes they held upright, red pennants drooped in the breezeless heat. The villagers set Nebi on the dusty ground. Bowing and stuttering, the goatherd timidly asked for the captain of the guard. It took so long for the Kushite officer to emerge from his little office that Nebi wondered if he had to be awakened. But he was a striking, large-boned man, fully a head taller than his soldiers, and broad-shouldered as well. The captain wore an officer's standard kilt of white pleated linen; two red stripes down each side denoted his rank. His eyes turned downward at the outer corners, giving him a melancholy expression. Hands on hips, the big man examined the humble trio but said nothing. Nebi propped himself on an elbow. "Please, sir, get word to Her Holiness the Divine Adoratrice that a messenger from His Excellency Setka is here to see her." The captain cocked a skeptical eyebrow at the scrawny, blistered speaker. To be a messenger, and particularly a messenger for the royal family, was as prestigious as it was demanding. It was not a job for a ragamuffin. "Setka?" drawled the captain. "Who is Setka?" "Her Holiness will know." The captain looked him in the eye. Nebi held his stare. And held it. "I'll see," the captain finally said. When the lanky office returned, he was striding quickly. He clapped for the guards. "Pick him up and follow me," he told two of them. Nebi put one bony arm over each guard's shoulders. When he turned to thank the goatherd and his neighbor, their mouths were wide open with astonishment. The guards followed the captain through the gate. ~ The Temple of Anon at Karnak ~ Inside the walls, it was Nebi's turn to gape. After passing through courtyards and corridors, they entered a hall into which his whole village of 80 houses could have fit. Here, all was dim, cool, and restful. The guards followed the captain through a forest of pillars, each adorned with colorfully painted carvings of gods, lions, lotuses, and past pharaohs. Nebi craned his neck to look up. Each of the pillars was the equivalent of seven stories high. The sweet haze of incense made this colossal scale seem dreamlike. They entered a smaller, ornate chamber off to one side. On a raised platform in the room's center, a woman sat on a throne. Next to the platform, with their backs to Nebi, stood three men and two women. A shaft of sunlight angled down on them. The guards halted in front of the seated princess. She was middle-aged and sturdy, with earnest eyes. Hand cupping her chin, she was presiding over a discussion of some affair of state. A bejeweled collar of many colors spanned her shoulders, and a blue sheath dress left her ebony arms bare. But what caught Nebi's eye was a peculiar gold ornament over her forehead that glinted in the sun shaft. Attached to the gold band encircling her head, it looked rather like a curled index finger. The guards placed Nebi in a chair in front of the princess. Desiring privacy, she waited until both guards and their captain had departed. Then she said, "What is this about Setka?" ~ The Interrogation of Nebi by Princess Amonirdis ~ "Most Holy One," Nebi Said, "His Excellency Setka's last words were that I should see King Piankhy." "Last words?" she said. "Tell me what has happened to the king's oldest friend!" "Your Holiness, my master was killed by a traitor after his real mission was discovered." She leaned forward. "We can trust my advisors and courtiers," she told the youth, gesturing to those on either side of her. "I knew of Setka's mission, but I need to know much more. Explain to me who you are and why you have come to me." Her voice was kind but commanding. "My name is Nebamon. I am from North Egypt -- from Damanhur, a village in the Delta. My father was Egyptian, a farmer, and my mother is Mesh. I worked for His Excellency." "In what capacity?" she asked. "I was his servant -- at first. I felt from the beginning that my master was more than just a merchant from Kush exploring trade possibilities. He came to trust me, and he told me that King Piankhy had commissioned him to uncover what was really happening in North Egypt." A murmur of interest came from Amonirdis's entourage. "I know the Delta and its dialect, so I began to act as his guide and interpreter," said Nebi. "I would take him from village to village. He learned that Lord Tefnakht was quietly drafting young men into a large new army." The princess's eyes widened. Nebi went on: "Master Setka heard that Tefnakht was meeting other Delta warlords, some of whom had been Tefnakht's enemies until then. He learned that these new allies had amassed a fleet of ships with which they planned to invade the south. In the evening, he would dictate to me his notes for a report intended for the king." "You can write?" she asked. "I have received training as a scribe at Sais, Your Holiness. Events kept me from completing my studies." Amonirdis nodded. "Yes, I thought you sounded well-spoken for a peasant." She looked at him with respect. Only one of every hundred Egyptians could read and write. Almost all scribes were from privileged backgrounds; they were an elite group who looked after records, one of the most precious things for any administration. No profession was more exalted -- or more challenging. Scribes had to memorize more than a thousand hieroglyphic and cursive characters. Even the powerful "viziers," who ran each Egyptian domain on behalf of its ruler, always came up through the scribal ranks. "Master Setka's report was for King Piankhy himself. He was murdered so that it could never reach the king." "Who slew him?" "The Mesh. They attacked him as he was preparing to return to Napata to give King Piankhy his report. The other witnesses were killed, including the police chief of Khmun and his wife." The princess glowered. Nebi plunged on. "Lord Tefnakht has North Egypt's lords on his side, and now he has made one major ally in South Egypt." "Who?" said Amonirdis with alarm. "Count Nimlot of Khmun." Nebi did not try to hide his bitterness as he almost spat out the name. "He has abandoned King Piankhy and joined Tefnakht. The person leading the Mesh thugs who murdered Master Setka and his companions was Nimlot himself." A hush fell over the group on the platform. After a moment a loud sound erupted from among them -- a confident, sarcastic cackle. The source of the laughter had been standing out of the light and behind the others, so that Nebi had been hardly aware of him. Now this slender figure strode forward, hands on hips. A cape embroidered in his family colors, brilliant stripes of yellow and green, hung from his shoulders. It was Nimlot. # # # Copyright 2007 by Henry T. Aubin. Excerpted from the book, "Rise of the Golden Cobra." Published by Annick Press, ISBN 9781554510603 (library binding), ISBN 9781554510597 (paperback). Reprinted with permission. For more information, please visit http://www.annickpress.com. Thank you. __________________________________________________ ASSIGNMENT "Family Tree" Henry T. Aubin, author of RISE OF THE GOLDEN COBRA, was inspired to write about the Kush civilization by his adopted son. Henry is Caucasian and one of his four children is Black. A Harvard-educated journalist, former reporter for The Washington Post, and currently a columnist for The Montreal Gazette, Aubin put his research skills to work looking for historic role models for his adopted son. What Aubin found was an advanced civilization living along the Nile River in Africa that has been nearly forgotten by history books. Kush was known for racial tolerance and advancements in government, the arts, and the sciences. The greatest of all Kush rulers, King Piankhy, was Black, as were most Kushites. Your assignment is to research your own family's history and tell us about someone you discover who has an interesting story. You don't have to become a genealogist -- chasing down birth and death records -- if you don't feel like it. You can find the story of someone with your same family name and tell their story -- even if they're not related to you. Who did you find? What kind of life did they lead? What are the most interesting facts you uncovered about him or her? Does learning about this person's life inspire you to try something new? What? Did you discover any other interesting people or family facts during your investigation? __________________________________________________ QUIZ: NOTE: Quiz answers are available to teachers upon request from LIVEbrary@annickpress.com. Quiz answers will also be revealed during LIVEbrary chats and made a part of chat transcripts. 1) Which word, below, most closely matches the definition of the word, "vizier," as used in the reading? A. Vizier = a seer, one with clear vision into the future B. Vizier = an "advisor," one who analyses and reports to the king C. Vizier = a member of royalty, descended from Amon D. Vizier = a goatherder B: Vizier = an "advisor," one who analyses and reports to the king. They often rose through the ranks of "scribes," trained to read and write hieroglyphs. 2) Multiple Choice: What race was princess Amonirdis? A. "White" -- most likely European B. "Light" -- most likely from North Africa or Arabia C. "Brown" -- most likely Egyptian D. "Black" -- most likely from Kush Answer: D. "Black" -- most likely from Kush. Princess Amonirdis is described as having "ebony" skin and is the sister of King Piankhy, the King of Kush. Black women rulers were not uncommon at that time. 3) Multiple Choice: Where is Thebes, in relation to Memphis and Napata? A. Thebes is south of Memphis and north of Napata B. Thebes is south of both Napata and Memphis C. Thebes is north of both Memphis and Napata D. Thebes is north of Memphis and south of Napata Answer: A. Thebes is south of Memphis and north of Napata. Memphis is described as being in North Egypt. Thebes is in South Egypt. Kush is described as south of South Egypt. These three cities -- Memphis, Thebes, and Napata -- lay north to south on the banks of the Nile River. 4) Multiple Choice: Can you guess the meaning of the word "Amon" from close examination of the reading? A. Amon = King, the ruler of the Kingdom of Kush B. Amon = Priestess. Amonirdis = "high priestess" C. Amon = Prince. Prince Shebitku is the Amon of Kush D. Amon = The god who gives the King the right to rule Answer: D. Amon = the god who gives the King the right to rule. King Piankhy and Priestess Amonirdis are considered "different aspects of Amon's nature." 5) Multiple Choice: What race are the Mesh? A. "White" -- most likely European B. "Light" -- most likely from North Africa or Arabia C. "Brown" -- most likely Egyptian D. "Black" -- most likely from Kush Answer: B. "Light" -- most likely from North Africa or Arabia. The Mesh are described as "northern" and Nebi says he was born on the Delta and his mother is Mesh. The Mesh drifted into the lush Nile River delta in North Egypt from their arid homeland of Lybia in North Africa. They had "pale skin and brown or reddish hair." __________________________________________________ DISCUSSION QUESTIONS: * Amonirdis ruled South Egypt from the temple at Thebes. She was a Kushite -- a black woman. It was not uncommon to have women holding positions of power in Kush society. Can you name some countries that have had female heads of state? How about Black heads of state? How many can you name? * In the reading, 14-year-old Nebi is taken to Princess Amonirdis to tell his story. He is called a liar by Count Nimlot -- a member of the royal family. Has anyone accused you of lying when you know you didn't? How did you defend yourself? How did it work out? What advice do you have for Nebi, who must convince the Princess he is telling the truth? His life depends on it. * In the reading, Nebi says the ruling class of "viziers," or advisors, were drawn from the class of scribes -- those who know how to read and write. Don't you think it's unusual that the rulers were chosen from scribes rather than from military officers, priests or clergy, or blood relations of the current rulers? What profession do most world leaders come from today: teachers, clergy, military, business, lawyers? What's your guess? How can you find out? * In the reading, Nebi is carried to Thebes by goatherders. Do you remember what it was like the first time you saw a really big city or gigantic skyscraper? How did you get there? What did it feel like? Have you ever been on a working farm where someone tended livestock, such as goats, cows, or chickens? What was that like? If you had to choose between living on a farm or living in a skyscraper, which would you choose? Why? * In the reading, when Nebi is laid at the temple gates, the people who brought him are silent. Nebi must speak up and ask to see the Princess, even though it's a preposterous request, before the Captain of the Guard retreats back behind the temple gates. Can you remember a time when you did not want to speak up but you had to find the courage to say something, even though you were scared to death? Did you speak up? What happened next? Did it work out okay for you? __________________________________________________ Copyright 2008 by Annick Press. All rights reserved. Printed here with permission of the publisher. Please request permission from LIVEbrary@annickpress.com before posting this lesson plan in any public place. Thank you. QUIZ: 1) Which word, below, most closely matches the definition of the word, "vizier," as used in the reading? A. Vizier = a seer, one with clear vision into the future B. Vizier = an "advisor," one who analyses and reports to the king C. Vizier = a member of royalty, descended from Amon D. Vizier = a goatherder B: Vizier = an "advisor," one who analyses and reports to the king. They often rose through the ranks of "scribes," trained to read and write hieroglyphs. 2) Multiple Choice: What race was princess Amonirdis? A. "White" -- most likely European B. "Light" -- most likely from North Africa or Arabia C. "Brown" -- most likely Egyptian D. "Black" -- most likely from Kush Answer: D. "Black" -- most likely from Kush. Princess Amonirdis is described as having "ebony" skin and is the sister of King Piankhy, the King of Kush. Black women rulers were not uncommon at that time. 3) Multiple Choice: Where is Thebes, in relation to Memphis and Napata? A. Thebes is south of Memphis and north of Napata B. Thebes is south of both Napata and Memphis C. Thebes is north of both Memphis and Napata D. Thebes is north of Memphis and south of Napata Answer: A. Thebes is south of Memphis and north of Napata. Memphis is described as being in North Egypt. Thebes is in South Egypt. Kush is described as south of South Egypt. These three cities -- Memphis, Thebes, and Napata -- lay north to south on the banks of the Nile River. 4) Multiple Choice: Can you guess the meaning of the word "Amon" from close examination of the reading? A. Amon = King, the ruler of the Kingdom of Kush B. Amon = Priestess. Amonirdis = "high priestess" C. Amon = Prince. Prince Shebitku is the Amon of Kush D. Amon = The god who gives the King the right to rule Answer: D. Amon = the god who gives the King the right to rule. King Piankhy and Priestess Amonirdis are considered "different aspects of Amon's nature." 5) Multiple Choice: What race are the Mesh? A. "White" -- most likely European B. "Light" -- most likely from North Africa or Arabia C. "Brown" -- most likely Egyptian D. "Black" -- most likely from Kush Answer: B. "Light" -- most likely from North Africa or Arabia. The Mesh are described as "northern" and Nebi says he was born on the Delta and his mother is Mesh. The Mesh drifted into the lush Nile River delta in North Egypt from their arid homeland of Lybia in North Africa. They had "pale skin and brown or reddish hair." The Annick LIVEbrary Blog http://annickpress.blogspot.com/ Annick LIVEbrary Online Classroom http://annickpress.com/Livebrary/ children's literature, online classroom, media awareness, media studies, media arts, middle school, junior high school, parent, teacher, librarian, public librarian, school librarian, homeschool, 4th Steve O'Keefe http://annickpress.blogspot.com/

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"Under Attack in Renaissance Europe"

2008-08-06T21:51:00Z

"Under Attack in Renaissance Europe" Europe During the Renaissance (1500-1650) |6513D844-|-4|6513D844-|-5|6513D844-|-6|6513D844-|-7|6513D844-|-8 |BE58E821-|-Social Studies Understanding world history. None. The Annick LIVEbrary Season #2, Spring 2008 Subject: World History Age Range: 9-13 Grade Level: 4-8 Lesson Plan #8 TOPIC: "Under Attack in Renaissance Europe" ERA: Europe During the Renaissance (1500-1650) Contents: - Reading - Assignment - Quiz - Discussion Questions __________________________________________________ READING: "Attack and Sortie" an excerpt from the book "THE SIEGE: Under Attack in Renaissance Europe" Written by Stephen Shapiro Illustrated by John Mantha Published by Annick Press Reprinted with permission. Spanish forces encircled the Dutch town and began building fortified trenches, or "saps," they would use to safely move troops to the gates of the city. Professional sappers could extend a trench 6 meters (19.5 feet) an hour, filling five or six gabions with dirt to fortify the trench. For a month the Spanish trenches continued their advance day after day. For the Spanish, everything was routine -- or as routine as work can be with cannonballs whistling overhead. Early one morning that changed. ~ The Dutch Fight Back ~ The first sign was a terrible cannonade from the Dutch guns. Gabions were torn apart and wagons smashed, and the Spanish sappers huddled deeper in their trenches. After a few minutes the clash of swords and the thunder of muskets could be heard. The Dutch had launched a sortie! The waardgelders swarmed out of the town, through hidden gates called sallyports. They raced toward the besiegers' trenches. Workers and sappers fled in every direction, seeking to escape the ferocious Dutch troops. ~ The Spanish Forces React ~ Now the Spanish camp was alive with activity, as captains urged their men forward to rescue the endangered sappers. Would they arrive in time? The Spanish had not been totally unprepared. The trenches were studded with small redoubts every 200 meters (650 feet) or so, each holding a squad of infantrymen. These soldiers rushed out to do battle with the Dutch. While some of the Dutch soldiers held them off, others tried to destroy the Spanish trenches. Militiamen toppled gabions and set them alight, wrecked equipment, and smashed the sappers' tools. Reaching a few of the attackers' cannons, the Dutchmen drove a metal spike into the touch-hole of each, "spiking" the guns and damaging them beyond repair. ~ The Waardgelders Pull Back ~ Suddenly the Dutch began to retreat. The captain of the waardgelders had seen the approaching Spanish forces. His men had done enough damage for one day; they weren't ready to tangle with those veterans. The Spanish let them go, protecting what was left of their trenches. The Dutch has done damage, but nothing that couldn't be repaired. They had delayed but not stopped the Spanish assault. All was quiet for a few days as the Spanish repaired their trenches. But another surprise lay in wait for them. ~ Dutch Reinforcements Arrive ~ Outside the lines of circumvallation, a small Dutch force lurked. They had been sent from the main Dutch army to help the besieged town, but they were far too weak to defeat the Spanish army. So far they had limited themselves to harassing the convoys of wagons that brought supplies to the Spanish. But now they took a dangerous new step and began an attack on the Spanish lines. Amid the violent cracks of muskets and arquebuses, the Spanish commander wondered -- was this really an attempt to break the siege? He realized the truth too late: the Dutch attack was merely a diversion! ~ Dutch Horsemen Carry Cargo and News ~ On the other side of town, a hand-picked force of horsemen galloped to the lines of circumvallation. The diversion had stripped the line of Spanish troops, allowing the Dutch reinforcements to swiftly cross the lines and race for the town. Catching the Spanish flat-footed, they quickly reached safety. A gate opened and they triumphantly rode inside. Although the riders were too few to make a real difference in the defense, they brought with them a small but valuable cargo. Each man had tied a few bags of gunpowder to his saddle -- enough ammunition to sustain the Dutch for several weeks. Their leader was an experienced captain who had served under William the Silent, the leader of the Dutch revolt. He brought new hope to the town council. The Spanish could be defeated! GLOSSARY siege: a military operation in which enemy forces surround a town or building, cutting off essential supplies, with the aim of compelling the surrender of those inside cannonade: a continuous bombardment of heavy gunfire gabion: a wicker container filled with earth or stone and used in fortifications sapper: a worker who builds a tunnel or trench ("sap") that conceals an assailant's approach to a fortified place waardgelder: mercenaries or paid, professional soldiers hired to guard the entrances ("gates") to towns and protect the Dutch revolutionaries from the Spanish troops sallyport: a small, easily secured door in a castle wall or other fortification. During a siege, defending raiding parties would "sally forth" or "sortie" from these ports and attack the besiegers redoubt: a temporary or supplementary fortification, used as an entrenched stronghold or refuge touch-hole: a small hole in early firearms through which the gunpowder charge is ignited spiking: hammering a metal spike into the touch-hole of a cannon to render it inoperable lines of circumvallation: fortifications made by besiegers around a town to keep supplies and reinforcements out lines of countervallation: fortifications made by besiegers around a town to keep those inside from escaping arquebus: a small Spanish firearm. At 1.2 meters (4 feet) long, the arquebus was considerably smaller than the musket (1.8 meters or 6 feet) # # # Copyright 2007 by Stephen Shapiro (text) and John Mantha (illustrations). Excerpted from the book, "THE SIEGE: Under Attack in Renaissance Europe." Published by Annick Press, ISBN 9781554511082 (library binding), ISBN 9781554511075 (paperback). Reprinted with permission. For more information, please visit http://www.annickpress.com. Thank you. __________________________________________________ ASSIGNMENT Let's Play Labelillo! You've never heard of "labelillo"? You're in for a treat. For this assignment, you need a color printer, household glue or glue stick, scissors, a piece of paper, and a pen. Next, print the magnificently detailed illustration John Mantha made to dramatize the action in the excerpt, "Attack and Sortie" from THE SIEGE. You'll find his full-color illustration as a PDF on the LIVEbrary web site or blog. If you go to this link in your web browser, you can download and print the PDF: http://www.authorviews.com/authors/annick/labelillo.jpg Next, see how many of the glossary words from the reading you can find in the illustration. Label them. Use the scissors to cut little labels and glue them to the illustration. It might be easier to write on the label *before* you glue it. You can do this exercise as a team. One person can write the labels, another person can trim them, another person can glue them. Take turns putting the labels on the illo. Are there other parts of the illustration you can label that are not in the glossary? How many things in the PDF can you identify? When you're finished, the result is called your "labelillo." Compare your labelillo with others in the class. __________________________________________________ QUIZ: NOTE: Quiz answers are available to teachers upon request from LIVEbrary@annickpress.com. Quiz answers will be revealed during online classroom visits and will be made a part of the transcripts of those visits. 1) Multiple Choice. What is a "waardgelder"? A. Dutch term for a gelding horse. B. Renaissance artist who welds gourds together. C. An elder who sits on the town council. D. Professional soldiers hired to defend Dutch towns. Answer: D. Professional soldiers hired to defend Dutch towns. 2) Multiple Choice. What is a "gabion"? A. Soldiers who could talk their enemies to death. B. A wicker barrel filled with dirt to fortify trenches. C. A fortified section of a trench where troops are stationed. D. A red sash Spanish troops were required to wear into battle. Answer: B. A wicker barrel filled with dirt to fortify trenches. 3) Multiple Choice. What is a "redoubt"? A. When you skip a question you're not sure about so you can come back to it later. B. What soldiers do with letters from home. C. A fortified section of a trench where troops are stationed. D. A method of interrogating spies caught behind enemy lines. Answer: C. A fortified section of a trench where troops are stationed. 4) Multiple Choice. What is an "arquebus"? A. A small firearm. B. A supply wagon. C. A fortified trench. D. A Renaissance dance craze. Answer: A. A small firearm. 5) Multiple Choice. What is a "sortie"? A. A method for dividing food during rationing. B. Counterattack from forces defending against a siege. C. A final attack designed to break through fortified gates. D. A diversion staged to clear soldiers from a secondary point of attack. Answer: B. Counterattack from forces defending against a siege. __________________________________________________ DISCUSSION QUESTIONS: * What is a "siege" and how does it differ from other kinds of warfare? * What recent wars have had famous sieges? Can you find an example from the 20th century? * Why were the Dutch revolting against the Spanish from the year 1566 until the Peace of Westphalia in 1648? * What were some of the main points of contention between Protestants and Catholics during Renaissance times? * Can you name other wars that have been fought in part over a clash in religious beliefs? __________________________________________________ Copyright 2008 by Annick Press. All rights reserved. Printed here with permission of the publisher. Please request permission from LIVEbrary@annickpress.com before posting this lesson plan in any public place. Thank you. QUIZ: NOTE: Quiz answers are available to teachers upon request from LIVEbrary@annickpress.com. Quiz answers will be revealed during online classroom visits and will be made a part of the transcripts of those visits. 1) Multiple Choice. What is a "waardgelder"? A. Dutch term for a gelding horse. B. Renaissance artist who welds gourds together. C. An elder who sits on the town council. D. Professional soldiers hired to defend Dutch towns. Answer: D. Professional soldiers hired to defend Dutch towns. 2) Multiple Choice. What is a "gabion"? A. Soldiers who could talk their enemies to death. B. A wicker barrel filled with dirt to fortify trenches. C. A fortified section of a trench where troops are stationed. D. A red sash Spanish troops were required to wear into battle. Answer: B. A wicker barrel filled with dirt to fortify trenches. 3) Multiple Choice. What is a "redoubt"? A. When you skip a question you're not sure about so you can come back to it later. B. What soldiers do with letters from home. C. A fortified section of a trench where troops are stationed. D. A method of interrogating spies caught behind enemy lines. Answer: C. A fortified section of a trench where troops are stationed. 4) Multiple Choice. What is an "arquebus"? A. A small firearm. B. A supply wagon. C. A fortified trench. D. A Renaissance dance craze. Answer: A. A small firearm. 5) Multiple Choice. What is a "sortie"? A. A method for dividing food during rationing. B. Counterattack from forces defending against a siege. C. A final attack designed to break through fortified gates. D. A diversion staged to clear soldiers from a secondary point of attack. Answer: B. Counterattack from forces defending against a siege. The Annick LIVEbrary Blog http://annickpress.blogspot.com/ Annick LIVEbrary Online Classroom http://annickpress.com/Livebrary/ children's literature, online classroom, media awareness, media studies, media arts, middle school, junior high school, parent, teacher, librarian, public librarian, school librarian, homeschool, 4th Steve O'Keefe http://annickpress.blogspot.com/

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