Attacked Teacher Resource Guide (Astonishing Headlines)

T E A C H E R

R E S O U R C E

G U I D E

ASTONISHING HEADLINES

ATTACKED L O R E T TA S C H O R R

Learning Activities for • Vocabulary • Initial Understanding • Developing Interpretation • Personal Reflection and Response • Demonstrating a Critical Stance • Research

Table of Contents To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Reading Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Vocabulary Word Scramble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Crossword Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Initial Understanding Key Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Before, During, After . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Interpretation Venn Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Fact or Opinion? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Your Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Reflection Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Critical Response Different People, Different Uses . . . . . . . . . . . . . . . . . . . . . . . 12 Who Else? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Research Project Research Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Write a Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 SADDLEBACK EDUCATIONAL PUBLISHING Three Watson, Irvine, CA 92618-2767, Website: www.sdlback.com Copyright © 2005 by Saddleback Educational Publishing. All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of the publisher. The purchase of this guide entitles the individual teacher to reproduce copies of the student pages for use in his or her classroom exclusively. The reproduction of any part of the work for an entire school or school system is prohibited. ISBN 1-56254-815-8 Printed in the United States of America

To the Teacher The Astonishing Headlines Series For many people—including students and teachers—learning about dramatic events that are featured in the news headlines is exciting. By studying the stories behind the headlines, students can begin to understand our culture, history, and society. This series builds upon the Disaster series.

Organization The books begin with an introduction to an astonishing headlines theme, such as attacked. Each chapter features a specific event. Chapters begin with a spread titled Datafile designed to provide background information helpful in preparing students to read the chapter. The Datafile lists key terms, provides a historical timeline, a locator map, and interesting facts. Two or more special features appear in each book. They graphically display extra information related to the theme in general or a dramatic event in particular. This Teacher Resource Guide offers ideas and reproducible worksheets to support the book and extend students’ reading skills. The key at the end provides answers and sample responses.

Different Ways to Use the Book Attacked Reading the book as an entire class might be helpful for lower-functioning readers. Students who are more confident might be encouraged to read the book on their own after reading one or two chapters as a class. For all levels, introduce the theme and highlight key terms, timelines, and maps. Point out that studying the information in the Datafile can aid their understanding later when reading the text. Although most activities are designed for use after reading the book, some are best completed before students read. A few activities may be used during the reading. These activities were designed for a variety of teaching styles. You can distribute all of the activities at once or pick-and-choose the skills you want to reinforce.

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Reading Strategies The activities in this Teacher Resource Guide focus on giving lower-level readers the tools to construct, extend, and examine the meaning of text. Included are essential elements in reading literacy as identified by the National Assessment of Educational Progress. Vocabulary Vocabulary skills include decoding words, using words correctly, understanding meanings, and extending the actual amount of words the students know. Increased competency with vocabulary increases fluency when reading both silently and aloud. As students decode or recognize words more easily, they will be able to determine and extend the meaning of entire passages more easily as well. Initial Understanding Initial understanding of text is the initial impression or unreflected understanding of what was read. Skills include identifying details and facts from text read, and recognizing aspects of literal text, such as sequence of events or main ideas. Without initial understanding, no reader would be able to comprehend the text on a higher level. Developing Interpretation Developing interpretation goes beyond the initial impression to develop a more complete understanding of what was read. The reader must distinguish between and compare separate concepts in a text to extend its meaning. Examples of interpreting skills include differentiating facts from opinions, making comparisons, summarizing, and identifying cause-effect relationships. Personal Reflection and Response Personal reflection and response requires readers to relate topics to their own experience. As students connect their own experiences with text, information becomes clearer. Having internalized ideas, readers can much more easily express their responses. Demonstrating a Critical Stance Demonstrating a critical stance requires readers to detach themselves from the text in order to consider and evaluate it. A critical response may include identifying the intended audience and critiquing the text. Research Skills Students need to develop research skills for academic competency as well as personal advantage. Research requires problem-solving skills and writing proficiency, along with reading ability.

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Astonishing Headlines Series—Attacked ©2005 Saddleback Educational Publishing

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Vocabulary

Date

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Word Scramble

Directions: Read the definitions. Unscramble the letters to form a word from the book. Then write a synonym or related word for each. Unscrambled Word

Synonym or Related Word

1. to kill violently—srmsacae

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2. very scared—darfia

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3. an armed fighter—delsior

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4. a sheltered body of water—rbraoh __________________

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5. a body of salt water—aneoc

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6. an aircraft—aepnl

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7. an exploding device—mbbo

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8. an exploding device fired underwater—pdrteoo

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9. a person who studies—tdutens

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10. a rally to protest an issue—nitonsmrateod

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11. a people ruled by one government—tanion

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12. something used to treat illness—dcmieine

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13. cruel and savage—trlbau

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14. a ship that travels underwater—srbmeuina

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Date

Vocabulary

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Crossword Puzzle

Directions: Use the clues below to complete the crossword puzzle. Across: 3. An underwater ship 5. A battle between two peoples or countries 7. A settler in a new colony 10. The Vietnam War was fought here 11. National Guard soldiers shot students here 12. Sarajevo is a city in this state 13. This state is home to Kent 1

Down: 1. A male head of a country 2. America was attacked here in 1941 3. A floating vessel 4. Another name for England 6. The capital city of Massachusetts 8. An underwater missile 9. These people attacked the Muslims in Sarajevo

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Astonishing Headlines Series—Attacked ©2005 Saddleback Educational Publishing

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Date

Initial Understanding

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Key Facts

Directions: As you read Attacked, fill in the chart about each attack. The completed chart might come in handy when reviewing events in the book.

When did the Where did the Why did the attack happen? attack happen? attack happen?

Results

Another fact about the attack

Boston Massacre

Pearl Harbor Bombing

Kent State Shooting

Siege of Sarajevo

Pentagon Attack

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Name

Date

Initial Understanding

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Before, During, After

In the book Attacked, the Sunday-morning attack caught the soldiers at Pearl Harbor by surprise. Directions: Use information and clues from each event to determine what the people felt before, during, and after the attack. Before

During

After

Boston Massacre

Pearl Harbor Bombing

Kent State Shooting

Siege of Sarajevo

Pentagon Attack

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Astonishing Headlines Series—Attacked ©2005 Saddleback Educational Publishing

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Interpretation

Date

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Venn Diagram

To compare is to tell how things are alike. To contrast is to tell how things are different. Directions: Choose two events described in the book. Write their names at the top of each circle. List the ways the events are alike and the ways they are different.

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Name

Date

Interpretation

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Fact or Opinion?

A fact is a statement that can be proved or tested. An opinion is a statement of someone’s feelings or beliefs. Directions: Read these sentences from and about each event. On the lines, write F for fact and O for opinion. 1. The British King was unfair to the colonists. 2. The King’s soldiers killed five colonists and injured others. 3. I do not like December 7th anymore. 4. The men aboard the U.S.S. Arizona served America well. 5. More than 1,100 men died aboard the U.S.S. Arizona. 6. The Ohio National Guard killed four students and wounded nine others. 7. Vietnam should solve its own problems. 8. Sarajevo was once a beautiful place. 9. The Serbs were brutal in their attack on innocent people. 10.More than 3,500 shells slammed into Sarajevo in one day.

Your Turn Directions: Write a statement of fact and an opinion you hold about an event in Attacked. Fact:

Opinion:

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Astonishing Headlines Series—Attacked ©2005 Saddleback Educational Publishing

Name

Date

Reflection

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Point of View

A story can change your mind about an issue. It might change your point of view or your attitude about an issue. Before You Read: Indicate your point of view about the issues below. Write A for agree or D for disagree. 1. Our airplane and airport safety measures were fine before September 11, 2001. 2. Deadly force should not be used to stop protests. 3. Fighting for independence is often deadly. 4. If people are conscripted to fight in a war, they should also have the right to vote. 5. In the battle for cities, the innocent civilians suffer most. After You Read: Indicate your point of view about the issues below. Write A for agree or D for disagree. 1. Our airplane and airport safety measures were fine before September 11, 2001. 2. Deadly force should not be used to stop protests. 3. Fighting for independence is often deadly. 4. If people are conscripted to fight in a war, they should also have the right to vote. 5. In the battle for cities, the innocent civilians suffer most. If you worked in one of America’s landmarks today, such as the Empire State Building, would you be concerned about future terrorist attacks on American landmarks? Directions: Use what you know about the event and your own point of view to answer the question above.

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Date

Critical Response

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Different People, Different Uses

One article might have different meanings to different people. For example, a newspaper article about the attack on the Pentagon would be meaningful to several people, but in very different ways. To a relative of a defense employee, the article would be a source of information about his or her relative’s final moments. To a rescue worker, the article could be a source of pride or recognition of her good work in saving many people from the burning building. Directions: For each type of person below, write how the person might view or use the information from this book about attacks. 1. A child living in Boston 2. A reporter working in Sarajevo today 3. A tourist in Hawaii 4. A mother living in Arlington, VA 5. A student attending Kent State University

Who Else? Directions: Think of someone else who might find the information in this book useful. Write a sentence or two telling who this person is, and why he or she would be interested in the information.

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Astonishing Headlines Series—Attacked ©2005 Saddleback Educational Publishing

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Research Project

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Research Tips

Directions: Choose another well-known case of an attack from the list below, or find one of your own. Use these tips to help you write a report about it. • August 2004, A rabid otter bites a six-year-old boy while he swims at a public lake in Putnam County, New York. • April 2004, A great white shark attacks Randall Fry, a famous sports fisherman, while he is diving 10 miles north of Fort Bragg, California. • March 2004, 10 bombs aboard four trains in Madrid kill 191 people and wound more than 1,400 others. • September 2001, Aboard Flight 93, passengers attack the cockpit door in an attempt to wrestle the plane from the hijackers’ control.

Use a newspaper or magazine article, books, or the Internet to research the event. Use two or more sources, such as three different Web sites, including a newspaper site. How to use a newspaper or magazine article… • Sources the author used are often at the end of the article. Find the books or articles to learn more details. Remember to list all of your sources. • Take notes about the information, but remember to use your own words when writing about it. If you use a direct quote, use quotation marks and state the source including the encyclopedia, the article, and the volume and page number where you found it. How to look for a book on the subject… • Using your library’s card catalog, do a title search or a subject search. Type the keyword “attacked” and the place or date of the event. • If a book is shelved by author, it is a fictional or biographical book. Most nonfiction books are shelved by number using the Dewey Decimal System. Use nonfiction or biographical books only. How to find information on the Internet… • Photographs, maps, diagrams, charts, and displays always make research projects more interesting. Download these visual aids to print and use with your report. • Not everything on the Internet is correct! Be sure to find the information on a site that ends with .edu, .org, or .gov. Or find the same information in three separate places.

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Name

Date

Research Project

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Write a Report

Directions: Use the outline below to organize information about your research subject. You might not use every category listed. On a separate sheet of paper, copy the outline. Add your own headings, subheadings, or numbers, if necessary. Title: I. Time and Place A. Date 1. Information about why the time was important to the event: 2. Another well-known event that occurred around the same time: B. Place 1. Information about why the place was important to the event: 2. Background information the reader should know about the place: 3. Other well-known places near by, in case the reader isn’t familiar with the place: II. Sequence of Events A. How the attack started 1. Why the attack started: 2. Background information the reader should know about the cause: B. What happened during the attack 1. Details: C. What happened after the attack 1. Details: 2. Recovery, clean up, repairs: III. Result of the Attack A. Effects 1. What places were affected: 2. What animals were affected: 3. Who was affected: B. Results 1. Bad results from the attack: 2. Good results from the attack: C. Actions Taken 1. What else has been done to prevent another attack: 2. What else can be done to prevent another attack:

Directions: Write a short report on the attack using your notes and your outline. Also add graphics, such as a map or a photograph. Be sure to proofread and edit your report. List your sources at the end. 14

Astonishing Headlines Series—Attacked ©2005 Saddleback Educational Publishing

Answer Key p. 5 Word Scramble 1. massacre, kill 2. afraid, scared 3. soldier, fighter 4. harbor, shelter 5. ocean, sea 6. plane, aircraft 7. bomb, rocket 8. torpedo, missile 9. student, apprentice 10. demonstration, rally 11. nation, country 12. medicine, cure 13. brutal, cruel 14. submarine, underwater boat p. 6 Crossword Puzzle Across: 3. submarine, 5. war, 7. colonist, 10. Vietnam, 11. Kent, 12. Bosnia, 13. Ohio Down: 1. king, 2, Pearl Harbor, 3. ship, 4. Britain, 6. Boston, 8. torpedo, 9. Serb p. 7 Key Facts Answers will vary.

p. 8 Before, During, After Answers will vary. p. 9 Venn Diagram Answers will vary. p. 10 Fact or Opinion? 1. O, 2. F, 3. O, 4. O, 5. F, 6. F, 7. O, 8. O, 9. O, 10. F p. 10 Your Turn Answers will vary. p. 11 Point of View Answers will vary. p. 12 Different People, Different Uses Answers will vary. p. 12 Who Else? Answers will vary. p. 14 Write a Report Answers will vary.

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T E A C H E R

R E S O U R C E

G U I D E

ASTONISHING HEADLINES T

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AT TA C K E D

MISSING

What does it mean to be free? Would you fight a king for your freedom? Would you publicly protest what you believe to be unjust? Thousands have done just that! What can we learn from these courageous men and women? Read about these brave people, their battles, and how they changed nations.

When something or someone turns up missing, it is unexpected—often a gripping mystery. Law enforcement professionals are skilled at tracking the missing. Sometimes, however, a disappearance is inexplicable. A spacecraft disappears millions of miles from Earth. A ship or plane vanishes in the Bermuda Triangle. What explains these mysteries?

CAPTURED Read about some of history’s most exciting captures! Are these cases of tragedy or triumph? It all depends on who-or what-is captured. The captive might be a runaway slave during the Civil War, or a war criminal caught long after World War II.

CONDEMNED What does it mean to be condemned? Condemned buildings are torn down. Condemned people are executed. Read about the fight to save Grand Central Station. Learn about an ancient redwood tree slated for the ax. Discover how the secrets of DNA freed a wrongly imprisoned man.

KIDNAPPED Taken from their homes or seized from their cars, kidnapping victims and their families face a terrifying ordeal. Some kidnappers want money; others do it for political reasons. Learn the frightening details of the Lindbergh, Hill, Anderson, and Smart abductions.

LOST AND FOUND We have all lost something at one time or another. But has anyone ever lost a whole airplane, including the pilot? Here are stories of a lost plane and pilot, a dog, a brother, and even a whole city! Some have been found or rediscovered. Others remain missing.

SHOT DOWN One minute the plane is flying high. The next, a bullet or a missile hits the plane, and it begins to fall from the sky. Sometimes the airplane explodes and all is lost. Sometimes the crew can eject. Read about the heroism, the tragedies, and a very big question: When is it OK to shoot down a plane?

S T O W E D AWAY Desperate and poor, stowaways risk their lives in an attempt to secure freedom or a better life. Some succeed; others suffer tragedy and heartbreak. But people aren’t the only kind of stowaways. Some stowaways are illegal; others are exotic animals that could wreak havoc on native ecosystems. Learn the fate of some famous and infamous stowaways.

S T R A N D E D AT S E A Imagine being thousands of miles out to sea. The weather shows no mercy. Whether caught in a storm, sunk by a torpedo, or forced overboard by an angry crew, being stranded at sea is a frightening experience. Learn that we have yet to tame the oceans.

TRAPPED Imagine the horror of being trapped in a deadly place! People have been trapped in many ways—trapped by fire, by water, or trapped underground. Some have even been trapped in molasses! Sometimes they escaped...and sometimes they didn’t. Read the stories behind the headlines. Learn what it was like to be trapped!

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