You are on page 1of 8
TEACHER’S GUIDE VOL. 10, NO. 4 OCTOBER 1, 2004 tfkclassroom.com
TEACHER’S GUIDE
VOL. 10, NO. 4
OCTOBER 1, 2004
tfkclassroom.com

TEACHING THE COVER STORY ON

THE NATIONAL MUSEUM OF THE AMERICAN INDIAN

COVER STORY ON THE NATIONAL MUSEUM OF THE AMERICAN INDIAN THIS WEEK SUMMARY SOC IAL STUDIES

THIS WEEK

SUMMARY
SUMMARY

SOCIAL STUDIES STANDARDS

(cover story) Individuals, Groups and Institutions

On September 21, the National Museum of the American Indian opened its doors to festivities and celebrations. For many American Indians, the museum represents a national recognition of their cultural and historical contributions. Rotating exhibits in the museum will tell stories of Indian tribes through Native voices and artifacts.

tance to American Indians.

More than 40 uncarved rocks and boul- ders, called grandfather rocks, rest on the museum grounds. There are also four cardinal-direction markers, which are stones from native communities in Hawaii, Canada, Maryland and Chile.

There are 562 federally recognized tribal governments in the United States. Of the U.S. population, 1.5% is American Indian.

RESOURCES

Children of Native America Today by Yvonne Wakim Dennis (Charlesbridge, 2003). Explores the diversity of Native American communities. Thirteen Moons on Turtle’s Back by Joseph Bruchac (Putnam, 1997). Poems that celebrate the seasons. nmai.si.edu An online tour of current exhibits at the National Museum of the American Indian. pbs.org/circleofstories Learn about and listen to the tales of Native storytellers.

L earn about and listen to the tales of Native storytellers. SKILLS FAST FACTS Reflective Writing,

SKILLS

FAST FACTS
FAST FACTS

Reflective Writing, page 3

Reading for Details, page 4

GO PLACES

WITH TFK

This week, find two free issues of Go Places with TFK:

Puerto Rico as well as a Teacher’s Guide. See page 8 for details on how to subscribe.

The National Museum of the American Indian occupies the last remaining site on the National Mall.

The museum building and grounds were designed by Native people.

Limestone blocks from Minnesota were used in the museum’s exterior walls.

More than 30,000 trees, shrubs and other plants, some of which are native to the Potomac area, surround the building. The plants, including medicinal vari- eties and crops such as corn, beans and squash, were selected for their impor-

What is the purpose of this museum?

What is a tribe?

What things could you see on a visit to the museum? Refer students to the “Native Art” activity on page 4 for additional ideas.

NONFICTION LITERACY STRATEGIES
NONFICTION LITERACY STRATEGIES

VISIT TFK’S ALL NEW ELECTION SITE

at timeforkids.com /election

CUSTOMER SERVICE

800-950-5954

BEFORE READING Build Background/Make Predictions

Before reading this week’s cover story, write Native American on the board. Make a list of ways that Native Ameri- cans have contributed to our country. The list might include food, music, language and tales. Discuss: Why is it important to have a museum that honors American Indians?

START A DISCUSSION Critical Thinking

The National Museum of the American Indian is located in what city?

BUILD READING FLUENCY Paired Oral Reading

Create a class list of read-aloud tech- niques. Then pair students. Have one student in each pair read aloud a cover- story passage to his or her partner. Have the partner summarize what was read. Direct students to take turns.

TEACHING THIS WEEK’S ISSUE

Share the following facts and activities based on this week’s articles.

Cover Story (p. 2) American Indian dress: Tell students that the men pictured on the cover and on page 2 are Cheyenne chiefs. The twin boys pictured on page 2 are from the Mashantucket-Pequot tribe of Connecticut. Point out that these men and boys are wearing traditional ceremonial clothes, including headdresses. The beadwork design along the top of page 2 is based on a headdress from the Standing Rock Sioux tribe. Discuss: What information can you learn about these Native American tribes from how mem- bers dress during important ceremonies?

tribes from how mem- bers dress during important ceremonies? Press release: H ave students write a

Press release: Have students write a press release announcing the open- ing of the National Museum of the American Indian. Ask students to include facts about the museum and why this is an important event.

facts about the museum and why this is an important event. • L ocusts have strong

Locusts have strong back legs that they use for jumping.

Locusts “sing” by rubbing their back wings and legs together.

Locusts eat crops such as wheat and barley.

Problem and solution: As students read the story about locusts, have them take notes on a t-chart labeled “Problem” on the left-hand side and “Solution” on the right-hand side.

left-hand side and “Solution” on the right-hand side. Identifying insects: Before stu- dents read the l

Identifying insects: Before stu- dents read the locust story, discuss what they know about insects. Tell students that locusts are insects. All insects have six legs and three main body parts: the head, the thorax (mid- dle part of the body to which legs and wings are attached) and the abdomen (stomach).

Insects may have one or two pairs of wings. Activity: Have students draw a picture of a locust based on the photos in the magazine.

a picture of a locust based on the photos in the magazine. A BIG BUG ATTACK!
A BIG BUG ATTACK! (p. 3) • Locusts are bugs that begin life the size
A BIG BUG ATTACK! (p. 3)
• Locusts are bugs that begin life the size of
big ants.
• Adult locusts are about two inches long. They
are about the size of other grasshoppers.
• There are locusts on every continent except
Antarctica.
• Locust groups lay thousands of eggs,
creating new generations of insects every
three months.
Get your students involved in
learning about and trick-or-treat-
ing for UNICEF.
Visit www.unicefusa.org or call 1-800-
4-UNICEF to order collection boxes for
each of your students.
Visit www.unicefusa.org
/youthaction to find
NATIVE (p. 2): grown, produced or coming from a
certain place
MONUMENT(p. 2): something built to keep alive the
memory of a person, a group of people or an event
TRIBES (p. 2): a group of people made up of many
families that share the same birth, culture and
leadership
• Materials that encourage young
people to explore, discuss and take
action on issues that affect them.
• Additional age-appropriate activities
and resources to connect your
learning objectives with UNICEF
activities.
REPRESENT (p. 2): to be a sign or symbol of
Go Places with TFK
LOCUST (p. 3): a type of grasshopper
EXPERT (p. 3): a person with special skill in or
knowledge of a subject
See pages 5 and 6 of this
Teacher’s Guide for activities that
support the Go Places with TFK:
CHEMICALS (p. 3): substances or materials that are
not found in nature, but are created by humans
Puerto Rico issue. To subscribe,
call 800-777-8600 or visit
tfkclassroom.com/addGP.
COMING
NEXT WEEK:
The Great Reading Road Trip from Toyota Sienna. A student magazine, a
classroom poster and family guide to encourage kids and families to read together
Comments? E-mail teachersguides@timeforkids.com
ANSWERS TFK CHALLENGE (P. 4) 1. festival 2. Shark Tale 3. nearly Answer: fall NATIVE
ANSWERS
TFK CHALLENGE
(P. 4)
1. festival 2. Shark
Tale 3. nearly
Answer: fall
NATIVE ART
(P. 4)
1.
D
2. C, E
3.
B BONUS:
Answers may vary.
Teacher’s Guide
OBJECTS TELL
STORIES
(P. 3)
Answers may vary.
NEWS CLUES
(P. 4)
1. C 2. B 3. Answers
may vary. 4. C
5. C 6. Answers may
vary.
7. A
8. B

NEWS SCOOP TEACHER’S GUIDE Teacher’s Guide Editor Jackie Wlodarczak Teacher’s Guide Associate Editor Brenda Iasevoli Art Director Stephen Blue TIME FOR KIDS National Teacher Board (News Scoop) Holly Albrecht, WI Joan Anthony, NE Andi Bosar, OR Marian Evans, TX Ryann Kelso, IL Karen Lawson, OH Marsha Lewis, NC Christine Libeu, CA Margaret Lozuk, CA Karen Mauro, NY Julie Morgan, NE Mary Paskvan, MN Jeff Reed, PA Jana Underwood, TX Rubylinda Zickaffose, FL

TIME FOR KIDS (ISSN 1084-0168) is published weekly during the school year (Sept.-May), except school holidays. $3.95 per student subscription by Time Inc. Principal Office:

Time & Life Building, 1271 Avenue of the Americas, New York, NY 10020-1393. Ann S. Moore, Chairman, CEO; Richard Atkinson, Treasurer; John S. Redpath Jr., Secretary. Periodical postage paid at New York, NY, and at additional mailing offices. © 2004 Time Inc. All rights reserved. Reproduction in whole or in part without written permission is pro- hibited. Subscribers: If the postal authorities alert us that your magazine is undeliverable, we have no further obligation unless we receive a corrected address within two years. POSTMASTER: Send address changes to TIME FOR KIDS, P.O. Box 30609, Tampa, FL 33630-0609. Subscription queries: 800-950- 5954. TIME FOR KIDS is a registered trademark of Time Inc. Mailing list: We make a portion of our mailing list available to reputable firms. If you prefer that we not include your name, please call, or write us at P.O. Box 60001, Tampa, FL 33630, or send us an e-mail at privacy@timecustomersvc.com.

Is Important

REFLECTIVE

WRITING

Family

Storytelling is important to many Native American tribes. Members tell stories about the history of their tribe and how people in their tribe live. Choose one object from the chart. Ask a family member to tell you the story of how this object first came into your family.

Why to It Our

Copyright © 2004 TIME FOR KIDS News Scoop Edition. This page may be photocopied for use with students. • Vol. 10, No. 4 • October 1, 2004

were made by different groups of Indians, called tribes. The objects help to tell the story of

Think about objects that tell a story about you and your family. Choose two objects. Use

My It

You can see about 8,000 objects at the National Museum of the American Indian. They

How Uses

Family

how Native people live, work and play today and how they did so in the past.

What Made It Of Is

Date

Object

Picture

of A the

them to fill in the chart below.

Object

of

Name

the

Name

I s D a t e Object P i c t u r e of A
I s D a t e Object P i c t u r e of A
I s D a t e Object P i c t u r e of A

3

I s D a t e Object P i c t u r e of A
Date READING FOR DETAILS
Date
READING FOR
DETAILS

Name

Date READING FOR DETAILS Name NEWS CLUES Use the story “Celebrating Native Cultures” (p. 2) to

NEWS CLUES

Use the story “Celebrating Native Cultures” (p. 2) to help you answer these questions.

1. You can tell from reading this story that the National Museum of the American Indian

A

includes objects and ideas from Native Americans.

B

is a museum that many people are happy to see open.

C

Both A and B

5. Which of the following is not a fact about locusts?

A

They eat crops.

B

They can be found in parts of

C

Africa. They live in areas that are wet and cool.

6. What kinds of problems are locusts causing in some African countries?

2. The National Museum of the American Indian is in what city?

A

Maryland

B

Washington, D.C.

C

Hawaii

3. If you could visit the museum, what would you hope to see?

Use the story “A Hit for History” (p. 3) to help you answer these questions.

Use the story “A Big Bug Attack!” (p. 3) to help you answer these questions.

4. Locusts are

A

seeds.

B

plants.

C

bugs.

7. Who is Barry Bonds?

A

He is a baseball player.

B

He is a basketball player.

C

He is a writer.

8. Why is Barry Bonds in the news?

A

He wrote a new book.

B

He hit his 700th home run.

C

He joined a new baseball team.

Copyright © 2004 TIME FOR KIDS News Scoop Edition. This page may be photocopied for use with students. • Vol. 10, No. 4 • October 1, 2004

4

illustration by susan low

TEACHER’S GUIDE FOR PUERTO RICO READING TIPS a commonwealth. Ask: Why do you think •
TEACHER’S GUIDE FOR
PUERTO RICO
READING TIPS
a commonwealth. Ask: Why do you think
• Pronunciation Guide
some Puerto Ricans want the island to
become a state? Why do you think some
Padial (p. 2): (pah-dee-ahl)
Eduardo (p. 2): (ay-dwar-doh)
Guaynabo (p. 2): (gweye-nah-boh)
Puerto Ricans want the island to remain
a commonwealth?
• Words to Watch
• Equator: Point out to students that Puer-
to Rico is located close to the equator.
(See the locator globe on page 4.) Ask:
tropical (p. 2): very hot, often with a
high degree of moisture or humidity
culture (p. 2): shared beliefs and values
of a particular group of people
diverse (p. 5): made up of many differ-
ent elements or kinds of things
How do you think the location of Puer-
to Rico affects its climate? (The closer
a place is to the equator, the hotter the
place’s climate.)
MUSIC
• Making maracas: Tell students
EXTENSION ACTIVITIES
• Making maracas: Tell students EXTENSION ACTIVITIES GEOGRAPHY • Land: Before looking at the map of
• Making maracas: Tell students EXTENSION ACTIVITIES GEOGRAPHY • Land: Before looking at the map of

GEOGRAPHY

• Land: Before looking at the map of Puerto Rico, discuss the definition of an island. Ask: What is an island? Have students name examples of islands. Then have students look at the map of Puerto Rico on pages 4 and 5. Ask: How can you tell that Puerto Rico is an island? (It is surrounded by water on all sides.) Have students look at the map key. Ask: What types of land features are found in Puerto Rico? Tell students that a marsh is soft, wet ground with grasses or tall plants called cattails. Karst is a limestone region with caves and under- ground streams.

is a limestone region with caves and under- ground streams. SOCIAL STUDIES • Commonwealth: Explain to
is a limestone region with caves and under- ground streams. SOCIAL STUDIES • Commonwealth: Explain to
is a limestone region with caves and under- ground streams. SOCIAL STUDIES • Commonwealth: Explain to

SOCIAL STUDIES

• Commonwealth: Explain to stu- dents that Puerto Rico is not a state but a commonwealth. Puerto Rico belongs to the United States, but it main- tains a separate, limited government. Puerto Ricans who live on the island are considered U.S. citizens, but they do not have the same rights as Americans who live in the states. For example, islanders cannot vote for President of the United States. Discuss: Tell students that some Puerto Ricans want their island to be- come a state, and others want it to remain

that Puerto Rico’s native people, the Taíno Indians, used objects that they found in nature, such as tree trunks and fruits called gourds, to make their own instruments. They filled the objects with stones or dried beans and shook them to create music. Activity: Have students make their own maracas by filling plas- tic bottles with different objects, such as beans, rice, paper clips, pencils, buttons or small rocks. Discuss the difference in the sounds each instrument makes.

Discuss the difference in the sounds each instrument makes. ART • Border art: T ell students

ART

• Border art: Tell students that

the borders on pages 2 and 3 are based on the pastel-painted houses in Old San Juan. The border on pages 4 and 5 shows the plants and animals of El Yunque rain forest. The plants include the gi- ant fern and the brightly colored heliconia flower. The animals include the Puerto Rican parrot and the coquí, a small frog. The border on pages 6 and 7 is based on the colorful masks that are worn by some Puerto Ricans dur- ing parades and carnivals. The masked figures often dance to music or playfully frighten others. The border on page 8 is based on Taíno rock carvings.

RESOURCES

Books

Can You Count Ten Toes? by Lezlie Evans (Houghton Mif- flin, 1999). Count to 10 in 10 languages.

Juan Bobo Goes to Work, retold by Marisa Montes (Harper- Collins, 2000). A hero of Puerto Rican folklore follows simple tasks and ends up in silly situa- tions.

Shake It, Morena! by Carmen T. Bernier-Grand (Millbrook, 2002). A collection of several games, songs and stories from Puerto Rico.

Websites

musicofpuertorico.com/index .htm Learn about the music of Puerto Rico through audio clips.

southernregion.fs.fed.us /caribbean/ Information on El Yunque

ANSWER KEY

Fun Facts (p. 4)

1. Answers may vary.

2. Answers may vary.

3. Spanish and English

Map It Out! (p. 5)

1.

San Juan 2. Atlantic

3.

Cordillera Central 4. Culebra

and Vieques 5. Rio de Camuy

Juan Bobo Goes to Work (p. 7) Answers may vary. Puerto Rican Heroes (p. 8)

1.

Tito Puente 2. Antonia Novello

3.

false 4. 31 years ago

BONUS: Answers may vary.

Teacher’s Guide The Colors of Puerto Rico Answers on page

timeforkids.com

/gppuertorico

Kids can take an online sightseeing tour and ex- plore events in Puerto Rico’s history. They can also e-mail a country postcard to a friend and hear sound clips of a Native language. After their visit, kids can test their knowledge with our challenge quiz.

To order with your News Scoop subscription, call 800-777-8600 or visit t fkt e acher s .c om/addG P . Visit timeforkids.com/goplaces for the Go Places with TFK website.

negro

verde

verde

Name

Date

THE COLORS OF PUERTO RICO

Many people around the world wear colorful masks in parades and celebrations. In Puerto Rico, the masks can be of animals, scary creatures or imaginary characters. Use the key to learn the Spanish words for some colors. Then color the spaces in the picture below.

some colors. Then color the spaces in the picture below. azul rojo amarillo negro verde negro

azul

rojo

amarillo

negro

verde

negro

marrón

naranjado

amarillo

morado

rojo

verde

negro

marrón

naranjado

azul

rojo

amarillo

negro

verde (vair-deh) green marrón (mah-ron) brown rojo (ro-ho) red morado (mo-rah-do) purple

azul (ah-sool) blue amarillo (ah-mah-rih-yoh) yellow naranjado (nah-rahn-hah-doh) orange negro (neh-grow) black

Copyright © 2004 TIME FOR KIDS News Scoop Edition. This page may be photocopied for use with students. • Vol. 10, No. 4 • October 1, 2004 For more resources, visit timeforkids.com/gppuertorico.

for use with students. • Vol. 10, No. 4 • October 1, 2004 For more resources,

RUSH

Whisk your students away to Europe, Africa and other fascinating destinations!

ONLY 95¢ per student
ONLY
95¢
per student
and other fascinating destinations! ONLY 95¢ per student GO PLACES WITH TFK celebrates the wonderful
and other fascinating destinations! ONLY 95¢ per student GO PLACES WITH TFK celebrates the wonderful

GO PLACES WITH TFK celebrates the wonderful differences—and similarities— of cultures around the world. It’s the perfect supplement to TIME FOR KIDS. And it costs JUST 95¢ a student for the entire school year. So order today!

Incredible photos that grab kids’ attention

Full-color maps, charts and graphs

Profiles of children living in other places

Fast facts about geography, history and more

Fables and stories that bring cultural heritage to life

Eight pages in every issue—complete with a Teacher’s Guide

2004-2005 DESTINATIONS:

Puerto Rico

South Korea

Italy

Ecuador

Nigeria

Iceland

Order now!

South Korea Italy Ecuador Nigeria Iceland Order now! By mail: Use the card at right. By

By mail:

Use the card at right.

By Phone:

Call 800-777-8600.

Go Online:

tfkclassroom.com/addGP

Phone: Call 800-777-8600. Go Online: tfkclassroom.com/addG P BUSINESS REPLY MAIL FIRST-CLASS MAIL PERMIT NO. 22

BUSINESS REPLY MAIL

FIRST-CLASS MAIL

PERMIT NO. 22

TAMPA, FL

POSTAGE WILL BE PAID BY ADDRESSEE

GO PLACES WITH TFK

PO BOX 69752 TAMPA FL 33661-9752

MAIL PERMIT NO. 22 TAMPA, FL POSTAGE WILL BE PAID BY ADDRESSEE GO PLACES WITH TFK
MAIL PERMIT NO. 22 TAMPA, FL POSTAGE WILL BE PAID BY ADDRESSEE GO PLACES WITH TFK
MAIL PERMIT NO. 22 TAMPA, FL POSTAGE WILL BE PAID BY ADDRESSEE GO PLACES WITH TFK
www.tfkclassroom.comwww.tfkclassroom.com BONUS: Two free issues ® of Go Places with TFK: Puerto Rico and a
www.tfkclassroom.comwww.tfkclassroom.com BONUS: Two free issues ® of Go Places with TFK: Puerto Rico and a
www.tfkclassroom.comwww.tfkclassroom.com
BONUS:
Two free issues
®
of Go Places with
TFK: Puerto Rico and
a Teacher’s Guide.
This Week
• A Place of Honor: The new National Museum
of the American Indian opened last week in
Washington, D.C.
• Look inside for your free sample issues of Go
Places with TFK: Puerto Rico. See below for
ordering information.
2 FREE
ISSUES
INSIDE
GO PLACES WITH TFK Special Classroom Offer
Yes! I want GO PLACES WITH TFK, a fun-filled
passport to international culture for my whole class.
Add it to my classroom subscription and bill me just 95¢
per student for this year’s fi ve remaining issues.
ATTENTION,
POSTMASTER
AND SCHOOL
SECRETARY:
IMPORTANT: Your order must be received by October 13, 2004,
to receive all fi ve issues.
CONTACT NAME
DO NOT BREAK OPEN
PACKAGE!
PLEASE DELIVER AT
ONCE TO THE
TEACHER ABOVE.
SCHOOL NAME
ADDRESS
CITY
STATE
ZIP
TKALTS9
Mail this card today or call toll-free: 800-777-8600.
FIRM
GO PLACES WITH TFK is published six times a year, September through May. Only available with TFK orders of 10 or more.
BUNDLE
Normal 8% shipping and handling charges apply. Call to request additional copies of PUERTO RICO.
04ATKIAD
more. BUNDLE Normal 8% shipping and handling charges apply. Call to request additional copies of PUERTO
more. BUNDLE Normal 8% shipping and handling charges apply. Call to request additional copies of PUERTO