A-Christmas-Story St

Home , A Christmas Story, Little Orphan Annie

THE JEFFERSON PERFORMING ARTS SOCIETY PRESENTS

A Study Companion

1118 Clearview Parkway Metarie, LA 70001 (504) 885-2000 www.jpas.org

Table of Contents

Teacher Notes……………………………………………………………………..……..3

Louisiana Content Standards and Benchmarks…………..……………5

A Little History……………………………………………………………………….……..6

CHRISTMAS TRADITIONS: Creating a Multi-Paragraph Essay…...... 10

THERMAL CONDUCTIVITY: A Science Experiment ……………….………………..31

A Physical Science Activity: Heat Conduction…………………………………..………….45

CHRISTMAS STORIES: Comparison and Contrast …………………….…………….52

CHRISTMAS HISTORY IN AMERICA: Event Mapping …………………………….65

The Right to Bear Arms……………………………………………………………………………..71

IMAGE RETRIEVED FROM: http://www.achristmasstoryhouse.com/

Teacher Notes

Based on the classic holiday movie of the same name, humorist Jean Shepherd's memoir of growing up in the Midwest in the 1940s follows 9-year-old Ralphie Parker in his quest to get a genuine Red Ryder BB gun for Christmas. Ralphie pleads his case before his mother, his teacher and even Santa Claus himself! The consistent response: "You'll shoot your eye out!" This stage adaptation has all the warmth and memorable scenes from the movie! The Jefferson Performing Arts Society’s Christmas Story is directed by Janet Shea.

Enclosed are a variety of lessons that reflect on Christmas and include work from the play itself. The “History” section explores a little background from the play. The Radio Orphan Annie decoder pin that Ralphie receives is the 1940 "Speedomatic" model, indicating that the movie takes place in December, 1940. Different decoder badges were made each year from 1935-1940. By 1941, the decoders were made of paper due to World War II metal shortages.

The first widespread decoders were issued by Ovaltine Foods (the Wander Company) in 1935 for the radio show they sponsored, Little Orphan Annie. This was called a Radio Orphan Annie (ROA) Secret Society Decoder Pin. Once a week, at the close of the show, a "secret message" was sent in cipher that would provide a preview for the next episode of the show, which was a serial. ROA Secret Society Decoder Pins were issued annually through 1940, when Ovaltine dropped sponsorship of the program. An Urban Legend is that one of the secret messages was, "Be sure to drink your Ovaltine," but that never took place.

CHRISTMAS TRADITIONS: Creating a Multi-Paragraph Essay allows teachers and students to investigate traditions depicted in the play and Louisiana Christmas traditions either prior to or following the JPAS presentation of A Christmas Story. Students then move on to explore their own Christmas traditions by creating multi- paragraph essays. This lesson is adaptable for grades 3-12.

THERMAL CONDUCTIVITY: A Science Experiment focuses on scene where Flick, in the middle of winter, is dared to lick a flag pole (“I triple dog dare ya!”) THERMAL CONDUCTIVITY: A Science Experiment investigates the “why” of thermal conductivity. During this experiment, students will explore the thermal conductivity of three different substances: plastic, wood and ice. This activity allows teachers and students to investigate scientific principals of thermal conductivity either prior to or following the JPAS presentation of A Christmas Story. This lesson is adaptable for grades K-6.

3 A Physical Science Activity: Heat Conduction further explores thermal conductivity. During this lesson, students are guided through two simple science experiments. This lesson is for grades 7-12.

CHRISTMAS STORIES: Comparison and Contrast allows teachers and students to investigate similarities and differences of two other Christmas stories: THE NIGHT BEFORE CHRISTMAS by Clement Clarke Moore and the Cajun Night Before Christmas by J. B. Kling, Jr. This lesson is adaptable for grades 2-6.

CHRISTMAS HISTORY IN AMERICA: Event Mapping gives teachers and students a chance to investigate the history of Christmas in the United States. This lesson can be conducted either prior to or following the JPAS presentation of A Christmas Story. This lesson is adaptable for grades 2-6.

Guns are a major theme in A Christmas Story. Schwartz’s Christmas present to his father is a flint gun, “an old fashioned , pump-style bug-spray gun.” Ralphie is considering buying Randy a water pistol. Then there is the famous official Red Ryder 200-shot Carbine Action Range Model Air Rifle, often accompanied by the equally famous line “You’ll shoot your eye out!” The Right to Bear Arms section provides many activities exploring the concept of gun ownership.

Louisiana Grade Level Expectations for English language arts follow this section.

Enjoy!

4 L o u i s i a n a Educational Content Standards and Benchmarks

Content Standards, Benchmarks and Grade Level Expectations will follow the lesson section of this companion. In the interest of brevity, Content Standards, Benchmarks and Grade Level Expectations will be listed for grades K-4 only.

Most Content Standards and Benchmark coding for each subject is similar, and can be adapted for every grade level. As an example, English Language Arts Content Standard Three, “Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting, has corresponding Benchmarks across grade levels. The code is written ELA (English Language Arts,) 3 (Content Standard 3,) and E1 (grades 1-4.) The same Benchmark applies to all grade levels. Coding can be converted as follows: ELA-3-E1 Writing legibly, allowing margins and correct spacing between letters in a word and words in a sentence Grades 1-4 ELA-3-M1 Writing fluidly and legibly in cursive or printed form Grades 5-8 ELA-3-H1 Writing fluidly and legibly in cursive or printed form Grades 9-12

As another example: Mathematics Content Standard NUMBER AND NUMBER RELATIONS, “In problem- solving investigations, students demonstrate an understanding of the real number system and communicate the relationships within that system using a variety of techniques and tools,” has corresponding Benchmarks across grade levels. The code is written N (Number and Number Relations,) 1 (Benchmark 1,) and E (grades 1-4.) The same Benchmark applies to all grade levels. Coding can be converted as follows: N-1-E Constructing number meaning and demonstrating that a number can be expressed in many different forms (e.g., standard notation, number words, number lines, geometrical representation, fractions, and decimals); Grades 1-4 N-1-M Demonstrating that a rational number can be expressed in many forms, and selecting an appropriate form for a given situation (e.g., fractions, decimals, and percents); Grades 5-8 N-1-H Demonstrating an understanding of the real number system; Grades 9-12

All Louisiana Grade Level Expectations and Content Standards and Benchmarks were retrieved from: http://www.doe.state.la.us/lde/saa/1222.html

5 A Little History

6 Radio

Beginning when she was ten years old, Chicago actress Shirley Bell Cole (1920– 2010)[12][13] starred on radio's Little Orphan Annie from 1930 to 1940. In 2007, she continued to make personal appearances talking about her experiences on the radio show. Her memoir, Acting Her Age: My Ten Years as a Ten-Year-Old (Stinehour Press, 2005), won two awards at the Chicago Book Clinic's Book and Media Show.

From 1931 to 1933, the radio show had two different casts, one in Chicago and one in San Francisco, daily performing the same scripts, many written by Ferrin Fraser. Floy Hughes portrayed Annie in the West Coast version.

Little Orphan Annie began in 1930 in Chicago on WGN (720), and on April 6, 1931, with Ovaltine as the sponsor, the 15-minute series graduated to the Blue Network. Airing six days a week at 5:45 pm, it was the first late-afternoon children's radio serial, and as such, it created a sensation with its youthful listeners, continuing until October 30, 1936. During a contract dispute with Shirley Bell, Annie was briefly played by Bobbe Dean in 1934–35. Pierre Andre (1899–1962) was the show's announcer. Stanley Andrews (1891- 1969) portrayed Daddy Warbucks. Allan Baruck (and later Mel Torme) played Joe Corntassel. Other actors on the series were Finney Briggs (1891–1978) and Andrew Stanton. The program's organist was Leonard Salvo (1898–1985), who also provided the music for The Cisco Kid and The Billie Burke Show.[14]

The show opened with a theme song sung by Pierre Andre (as Uncle Andy). This song took on a popularity of its own with its oft-quoted lyrics:

In this posed publicity photo for radio's Little Orphan Annie, Joe Corntassel (Allan Baruck) watches as Annie (Shirley Bell) embraces her dog Sandy. Who's that little chatter box? The one with pretty auburn locks?

7 Whom do you see? It's Little Orphan Annie. She and Sandy make a pair, They never seem to have a care! Cute little she, It's Little Orphan Annie. Bright eyes, cheeks a rosy glow, There's a store of healthiness handy. Mite-size, always on the go, If you want to know - "Arf", says Sandy. Always wears a sunny smile, Now, wouldn't it be worth a while, If you could be, Like Little Orphan Annie?

The song led to the catch phrase, "Arf says Sandy," sometimes given as "Arf goes Sandy." With Ovaltine still on board as sponsor, NBC carried the show from November 2, 1936 until January 19, 1940, and concurrent broadcasts were also carried at 5:30 pm on Mutual in 1937-38. In 1940, Ovaltine dropped sponsorship of the show to pick up Captain Midnight, an aviation-oriented show more in tune with the increasing international tensions as World War II started in Europe and the Orient. The announcer Pierre Andre had a strong identification with the sponsor's product and thus continued as the announcer of Captain Midnight.

Sponsored by Quaker Puffed Wheat Sparkies, the show moved to Mutual for its final run from January 22, 1940 to April 26, 1942. Janice Gilbert portrayed Annie from 1940 to 1942. A new character, dashing aviator Captain Sparks, was introduced, and Annie became his sidekick. Despite the program's popularity, few episodes have survived.

The radio program and the Ovaltine sponsorship were directly referenced in Jean Shepherd's novel In God We Trust, All Others Pay Cash and companion movie A Christmas Story, which used an actual 1940 Orphan Annie decoder badge as a prop.

RETRIEVED FROM: http://en.wikipedia.org/wiki/Little_Orphan_Annie#Radio

9 CHRISTMAS TRADITIONS: Creating a Multi-Paragraph Essay by Karel Sloane-Boekbinder

OVERVIEW A Christmas Story is based on the classic holiday movie of the same name by humorist Jean Shepherd. Shepherd's memoir of growing up in the Midwest in the 1940s begins with a description of Christmas traditions, such as decorating yards, lighting Yule logs and Christmas shopping. This activity allows teachers and students to investigate traditions depicted in the play and Louisiana Christmas traditions either prior to or following the JPAS presentation of A Christmas Story. Students then move on to explore their own Christmas traditions by creating multi-paragraph essays. This lesson is adaptable for grades 3-12.

TIME 135 minutes (3—45 minute class periods)

MATERIALS Excerpt of A Christmas story: a Play in Two Acts By Jean Shepherd Louisiana Christmas Traditions article Christmas Traditions: Comparison Contrast sheets (all grade levels) Brainstorm: My Family’s Christmas Traditions Graphic Organizer: My Family’s Christmas Traditions (grades 3-5) Graphic Organizer: My Family’s Christmas Traditions (grades 6-12)

ACTIVITY Prior to class, copy the Excerpt of A Christmas story: a Play in Two Acts By Jean Shepherd, the Louisiana Christmas Traditions article, the Christmas Traditions: Comparison Contrast sheets (all grade levels,) the Brainstorm: My Family’s Christmas Traditions and the appropriate Graphic Organizer: My Family’s Christmas Traditions (depending upon the grade level of your students.) Make enough copies so that every student will have one of each hand-out.

Begin by explaining students will be investigating traditions depicted in the play A Christmas Story and Louisiana Christmas traditions and that students will then move on to explore their own Christmas traditions by creating multi-paragraph essays.

Distribute the play excerpt and the Christmas Traditions: Comparison Contrast sheets. Read the play excerpt by having students take turns reading sections aloud to the rest of the class. Once the excerpt has been read, ask students to fill out the script

10 excerpt portion of their Christmas Traditions: Comparison Contrast sheet. Explain that students should list five details about Christmas traditions from the excerpt.

Next, distribute the Louisiana Traditions article. Read the article by again having students take turns reading sections aloud to the rest of the class. Once the article has been read, ask students to fill out the Louisiana Tradition portion of their Christmas Traditions: Comparison Contrast sheet. Explain that students should list five details about Christmas traditions from the article.

Next, distribute the Brainstorm: My Family’s Christmas Traditions. Ask students to fill in the Brainstorm. When students have completed the Brainstorm, ask them to return to the Christmas Traditions: Comparison Contrast sheet and list five details about their own family’s Christmas traditions. Next, ask students to quietly read to themselves the details in all three columns and identify ones that are the same. Ask students to circle the ones that are the same.

Collect students’ Christmas Traditions: Comparison Contrast sheets and the Brainstorms at the end of this session.

This will conclude the first 45 minute session.

Prior to this session, on a dry erase board or Promethean board where it will be visible to the whole class write: Christmas Traditions, and underneath that write three headings,

Louisiana My Family’s A Christmas Story: Christmas Christmas a Play in Two Acts Traditions Traditions By Jean Shepherd

Underneath the headings create two columns, “Same” and “Different.”

Begin the next session by returning the students’ Christmas Traditions: Comparison Contrast sheets. Using their Christmas Traditions: Comparison Contrast sheets ask students to share with the class things they circled that were the same in all three columns. Write down student responses on the board in the “same” column. Next, using their Christmas Traditions: Comparison Contrast sheets, ask students to list traditions that were different. Write down student responses on the board in the “different” column.

Explain that students will now begin creating their Christmas Tradition essays during this session. Distribute the appropriate Graphic Organizer: My Family’s Christmas Traditions (depending upon the grade level of the students.) Ask students to select three traditions from the five they have listed on their Comparison Contrast sheets.

11 Ask them to choose the traditions they have listed that are the most different from ones other students have shared. Using the three traditions they have selected, ask students to complete their Graphic Organizer: My Family’s Christmas Traditions sheet.

Collect students’ Christmas Traditions: Comparison Contrast sheets and their Graphic Organizer: My Family’s Christmas Traditions at the end of this session.

This will conclude the second 45 minute session.

Begin the next session by returning the students’ Graphic Organizer: My Family’s Christmas Traditions. Next, distribute dictionaries. Explain that students will complete their Christmas Tradition essays during this session. Ask students to work from their sheets My Family’s Christmas Traditions to develop and complete their essays. Remind students to focus on correct punctuation, grammar and spelling as they complete their essays.

Collect students’ Graphic Organizer: My Family’s Christmas Traditions and their My Family’s Christmas Traditions essays.

This will conclude the third and final 45 minute session. Use the “Christmas Traditions” rubric to score each essay.

13 14 15 16 17 Louisiana Christmas Traditions

In many parts of the northern United States, it is always freezing outside by Christmas time. That may be why the custom of shooting off firecrackers and guns on Christmas eve never caught on. Many people tell about staying up Christmas eve for midnight mass and coming home to a big pot of gumbo on the stove. One Creole gentlemen recalled "breakfast dances" which were held in some of the clubs after midnight mass until sunrise. Those stopped when closing laws made the clubs shut down by 2 am. Most people in South Louisiana relate that gift giving was modest in their childhood. The children's stocking were hung on Christmas eve and the next day contained a trinket and some fruit and sweets. Adults rarely exchanged gifts. St. Nicholas Day (December 5) is an interesting tradition celebrated by the families of German descent in Robert's Cove in Acadia parish. For many generations, extended families have gathered at homes in the cove to await Kris Kringle (St. Nicholas) and Black Peter to bring treats for the good children. Several older people remember being afraid of this impressive bearded figure in white robes with a shepherd's staff, for he was said to punish the children who had not been good since last Christmas. Around the time of World War II, the St. Nicholas Day celebration was suspended but has seen a revival in recent years. The choir accompanied by St. Nicholas, Black Peter, and Santa Claus visit about ten homes in the cove. All the children are given treats, the choir sings German Christmas carols, and sweets and beverages are served. St. Nicholas Day continues to serve as an annual reminder of the Cove's German heritage. In the Mississippi River parishes of St. James and St. John the Baptist, bonfires have been lit on the levee since the mid-1800s. According to Marcia Gaudet's Tales from the Levee, the bonfires in Louisiana originated with the Marist priests at Jefferson College in Convent. "These French priests began building and lighting bonfires on the batture on New Years Eve, a tradition they had known in France. Years later, the tradition was moved to Christmas Eve and the fires were built on the levee." The fires were constructed as a tall four-sided pyre with timbers laid log-cabin style and fueled by any kind of trash which was stacked in the middle. Today, the building of fires is elaborate and very competitive. Teams of young men organize themselves year after year to build the biggest and most unique fire. The structures range from life-sized, fully equipped oil rigs to forts. Competition between the groups is so strong that often the teams post 24-hour guard during the week of construction so to guard against the possibility of arson or sabotage. To see the bonfires on the levee, drive along the Mississippi River levee south of Baton Rouge after dark on Christmas Eve.

RETRIEVED FROM: http://www.louisianafolklife.org/LT/Articles_Essays/creole_art_celebrations.html

18 Christmas Traditions: Comparison Contrast

Name______

Read the play excerpt. List five details about Christmas traditions from the excerpt. Read the Louisiana Traditions article. List five details about Christmas traditions from the article. List five details about your own family’s Christmas traditions. Read through the details in all three columns. Circle the ones that are the same.

Louisiana My Family’s A Christmas Story: Christmas Christmas a Play in Two Acts Traditions Traditions By Jean Shepherd

1) 1) 1)

2) 2) 2)

3) 3) 3)

4) 4) 4)

5) 5) 5)

19 Brainstorm: My Family’s Christmas Traditions

Name______

20 Name______

GRADES 3-5 Graphic Organizer: My Family’s Christmas Traditions

Paragraph 1: Introduction Background Information:

Thesis Statement:

Paragraph 2: First Body Paragraph (Point 1) Topic Sentence:

Supporting Details:

Paragraph 3: Second Body Paragraph (Point 2) Topic Sentence:

Supporting Details:

21 Paragraph 4: Third Body Paragraph (Point 3) Topic Sentence:

Supporting Details:

Paragraph 5: Conclusion

Name______

GRADES 6-12 Graphic Organizer: My Family’s Christmas Traditions

I. Opening paragraph______1. Introductory sentence______a. First supportive statement______b. Second supportive statement______c. Third supportive statement______2. THESIS STATEMENT______

II. Second paragraph______1. Introductory sentence addresses first supportive (a.) statement ______a. First piece of evidence______b. Second piece of evidence______c. Third piece of evidence______2. Concluding statement______

III. Third paragraph______

23 1. Introductory sentence addresses second supportive (b.) statement ______a. First piece of evidence______b. Second piece of evidence______c. Third piece of evidence______2. Concluding statement______

IV. Fourth paragraph______1. Introductory sentence addresses third supportive (c.) statement ______a. First piece of evidence______b. Second piece of evidence______c. Third piece of evidence______2. Concluding statement______

V. Concluding paragraph______1. Introductory sentence restates the thesis ______2. Second sentence concludes points made in second paragraph ______3. Third sentence concludes points made in third paragraph ______4. Fourth sentence concludes points made in fourth paragraph

24 ______5. Fifth sentence is final concluding statement ______

Christmas Traditions Rubric

Student Name: ______

4 - 3 - 2 - 1 - CATEGORY Above Standards Meets Standards Approaching Standards Below Standards Score Focus or The thesis The thesis The thesis statement The thesis Thesis statement names statement names outlines some or all of statement does Statement the topic of the the topic of the the main points to be not name the essay and essay. discussed but does not topic AND does outlines the main name the topic. not preview what points to be will be discussed. discussed. Evidence and All of the Most of the At least one of the Evidence and Examples evidence and evidence and pieces of evidence and examples are examples are examples are examples is relevant NOT relevant specific, relevant specific, relevant and has an explanation AND/OR are not and explanations and explanations that shows how that explained. are given that are given that piece of evidence show how each show how each supports the author's piece of evidence piece of position. supports the evidence author's position. supports the author's position. Sequencing Arguments and Arguments and A few of the support Many of the support are support are details or arguments are support details or provided in a provided in a not in an expected or arguments are logical order that fairly logical logical order, not in an makes it easy and order that makes distracting the reader expected or interesting to it reasonably and making the essay logical order, follow the easy to follow seem a little confusing. distracting the author's train of the author's train reader and thought. of thought. making the essay seem very confusing. Closing The conclusion is The conclusion The author's position is There is no paragraph strong and leaves is recognizable. restated within the conclusion - the the reader solidly The author's closing paragraph, but paper just ends. understanding position is not near the beginning. the writer's restated within position. the first two

26 Effective sentences of the restatement of closing the position paragraph. statement begins the closing paragraph. Grammar & Author makes no Author makes 1- Author makes 3-4 Author makes Spelling errors in 2 errors in errors in grammar or more than 4 grammar or grammar or spelling that distract the errors in spelling that spelling that reader from the content. grammar or distract the distract the spelling that reader from the reader from the distract the content. content. reader from the content. Capitalization Author makes no Author makes 1- Author makes a few Author makes & errors in 2 errors in errors in capitalization several errors in Punctuation capitalization or capitalization or and/or punctuation that capitalization punctuation, so punctuation, but catch the reader's and/or the essay is the essay is still attention and interrupt punctuation that exceptionally easy to read. the flow. catch the reader's easy to read. attention and interrupt the flow.

27 LOUISIANA CONTENT STANARDS AND BENCHMARKS: ENGLISH LANGUAGE ARTS

A. Standard One. Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.

B. Focus. As students move through the stages of reading development from emergent literacy to fluent, strategic reading, they learn to draw upon their prior experiences, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., semantic, syntactic, graphophonic). Students need to learn how to vary their approaches according to the type of text (e.g., written, spoken, or visual, including formal, informal, literary, and practical), their purpose in reading, and their own knowledge and experiences. Therefore, students should read for a variety of purposes and within a variety of contexts in order to become proficient and knowledgeable readers. Discovering various purposes and exploring and studying different kinds of texts will enable students to become lifelong readers and productive members of society and the workplace.

303. Benchmarks K-4 A. In Grades K-4, what students know and are able to do includes the following: 5. ELA-1-E5―reading, comprehending, and responding to written, spoken, and visual texts in extended passages (e.g., range for fiction passages 450-1,000 words; range for nonfiction 450-850 words (1, 3, 4); 6. ELA-1-E6―interpreting (e.g., retelling, summarizing) texts to generate connections to real-life situations (1, 2, 4);

NOTE: These foundation skills are listed numerically in parentheses at the end of each benchmark.

A. Standard Two. Students write competently for a variety of purposes and audiences.

B. Focus. Writing is a flexible, recursive process that requires an awareness of purpose and audience, an ability to draw on prior experience, and a knowledge of various approaches. To attain the necessary skills to create written text, students should engage in frequent, meaningful writing activities. As students use different strategies and modify their writing for various purposes and audiences, they become competent in communicating in real-life situations.

503. Benchmarks K-4 A. In Grades K-4, what students know and are able to do includes the following:

28 1. ELA-2-E1―drawing, dictating and writing compositions that clearly state or imply a central idea with supporting details in a logical, sequential order (beginning, middle, end) (1, 4); 3. ELA-2-E3―creating written texts using the writing process (1, 4); 6. ELA-2-E6―writing as a response to texts and life experiences (e.g., journals, letters, lists) (1, 2, 4).

A. Standard Three. Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting.

B. Focus. Communication is dependent on the practical application of standard English to real-life situations. Students need to be able to apply the knowledge of the systems and structures of standard English in order to develop, discuss, and critique various texts. When students connect the study of grammar and language patterns to written, spoken, and visual compositions, they begin to incorporate these skills into their own working knowledge and ensure that the texts that they create are well received and understood.

703. Benchmarks K-4 A. In Grades K-4, what students know and are able to do includes the following: 1. ELA-3-E1―writing legibly, allowing margins and correct spacing between letters in a word and words in a sentence (1, 4); 2. ELA-3-E2―demonstrating use of punctuation (e.g., comma, apostrophe, period, question mark, exclamation mark), capitalization, and abbreviations in final drafts of writing assignments (1, 4); 3. ELA-3-E3―demonstrating standard English structure and usage by writing clear, coherent sentences (1, 4); 4. ELA-3-E4―using knowledge of the parts of speech to make choices for writing (1, 4); 5. ELA-3-E5―spelling accurately using strategies (e.g., letter-sound correspondence, hearing and recording sounds in sequence, spelling patterns, pronunciation) and resources (e.g., glossary, dictionary) when necessary (1, 4).

NOTE: These foundation skills are listed numerically in parentheses at the end of each benchmark.

A. Standard Five. Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge.

B. Focus. The information and technology age demands multifaceted approaches to accessing facts, images, and text from an array of information sources (e.g., libraries, electronic data, audio and video materials).The vast amount of available sources includes the reading and retrieval of information through the use of technology. The ability to identify topics, to gather information, and to evaluate, assemble, and interpret findings from an assortment of sources

29 is one of the most essential real-life skills that students need in order to acquire and communicate knowledge in a rapidly changing world.

1103. Benchmarks K-4 A. In Grades K-4, what students know and are able to do includes the following: 3. ELA-5-E3―locating, gathering, and selecting information using graphic organizers, simple outlining, note taking, and summarizing to produce texts and graphics (1, 3, 4);

A. Standard Seven. Students apply reasoning and problem solving skills to their reading, writing, speaking, listening, viewing, and visually representing.

B. Focus. Students use language daily to solve problems and deal with issues surrounding them. In order to respond effectively to these situations, students need to use the English Language Arts clearly, fluently, strategically, critically, technologically, and creatively. Students should use reasoning skills as they pose questions, plan, predict, investigate, hypothesize, speculate, and communicate about issues they encounter in academic subjects as well as in everyday life.

1503. Benchmarks K-4 A. In Grades K-4, what students know and are able to do includes the following: 1. ELA-7-E1―using comprehension strategies (e.g., sequencing, predicting, drawing conclusions, comparing and contrasting, making inferences, determining main ideas) to interpret oral, written, and visual texts (1, 2, 4); 2. ELA-7-E2―using basic reasoning skills, life experiences, and available information to solve problems in oral, written, and visual texts (1, 2, 4);

NOTE: These foundation skills are listed numerically in parentheses at the end of each benchmark.

30 THERMAL CONDUCTIVITY: A Science Experiment by Karel Sloane-Boekbinder

OVERVIEW A Christmas Story is based on the classic holiday movie of the same name by humorist Jean Shepherd. Shepherd's memoir of growing up in the Midwest in the 1940s includes a scene where one of the characters, in the middle of winter, is dared to lick a flag pole (“I triple dog dare ya!”) The character’s tongue sticks to the flag pole. THERMAL CONDUCTIVITY: A Science Experiment investigates the “why” of thermal conductivity. During this experiment, students will explore the thermal conductivity of three different substances: plastic, wood and ice. This activity allows teachers and students to investigate scientific principals of thermal conductivity either prior to or following the JPAS presentation of A Christmas Story. This lesson is adaptable for grades K-6.

VOCABULARY Experiment, temperature, thermal conductivity, hypothesis

TIME 90 minutes

MATERIALS Popsicles Plastic spoons Popsicle sticks A clock with a minute hand “Will Your Tongue Really Stick to a Frozen Flag Pole?” Article Test Your Hypothesis sheets (all grade levels) Follow Up: Data Record Observation (grades K-3) Follow Up: Science Experiment: Scientific Process (grades 3-6) Metal’s thermal conductivity Q & A

ACTIVITY

31 Prior to class, copy the “Will Your Tongue Really Stick to a Frozen Flag Pole?” Article, the either the Data Record Observation or the Science Experiment: Scientific Process sheets (depending upon the grade level of your students,) the Metal’s thermal conductivity Q & A sheets, freeze the popsicles, plastic spoons and popsicle sticks, enough so that every student will have one, and, write the vocabulary words and their definitions where they can be visible to the whole class. Begin the activity by explaining that in the play A Christmas Story the character Flick gets his tongue stuck to a frozen pole as part of an experiment. Many children believe Flick’s tongue will not stick, and so they “triple dog dare” him to touch the frozen pole with his tongue. For most of the children, their hypothesis is that Flick’s tongue will not stick. As Flick’s tongue sticks to the pole, the children realize their hypothesis was wrong. Flick’s tongue sticks to the pole due to a process called thermal conductivity. Explain that the students are going to conduct their own experiment in thermal conductivity. Next, review the vocabulary with the class. Here is a good definition of thermal conductivity: “When two objects of different temperatures are put in contact with one another, there is an exchange of thermal energy. This exchange, known as heat conduction, causes the warmer object to cool and the cooler object to warm.

Heat moves through a material at a specific rate. The rate it travels depends on the material itself: some materials allow heat to move quickly through them, some materials allow heat to move very slowly through them.” RETRIEVED FROM: http://phun.physics.virginia.edu/topics/thermal.html

This definition can be modified for grades K-3: When something warm is placed next to something cold, the two things trade temperature, the cold thing gets warm and the warm thing cools down. How fast something heats up or cools down depends on what it’s made of.

Next distribute the “Will Your Tongue Really Stick to a Frozen Flag Pole?” Article (enough copies so that each student has one.) For younger grades, read the article aloud to the class and ask the students to follow along. For grades 4—6 have students take turns reading aloud to the class from the article.

Now explain that students are going to conduct their own thermal conductivity experiments. Distribute the Test Your Hypothesis sheets to all students. Explain students will be working with three substances: plastic (a plastic spoon,) water (a popsicle) and wood (a popsicle stick.) Explain that all three items have been frozen. Ask students to make a prediction about whether their tongue will stick to any, none or all of these items. To make a prediction, ask students to circle whether each statement is true or false.

Once all students have made their predictions, distribute the frozen plastic spoons so that every student has one. Explain students will have five minutes to test their hypothesis.

32 Instruct students to touch the spoons with their tongues to test their hypothesis. Using the clock with the minute hand, ask students to time how long it takes their tongue to stick to the spoon. (Note: students’ tongues will not stick to the frozen plastic spoons; plastic has a low thermal conductivity and cannot take enough heat away from the water on students’ tongues to make them freeze, even if the plastic is very cold.) After five minutes have passed, ask students to circle their conclusions on their Test Your Hypothesis sheet.

Next, distribute the frozen popsicles so that every student has one. Explain students will have five minutes to test their hypothesis. Instruct students to touch the popsicles with their tongues to test their hypothesis. Using the clock with the minute hand, ask students to time how long it takes their tongue to stick to the popsicle. (Note: students’ tongues will stick to the frozen popsicles; ice has a thermal conductivity between metal and plastic.) After five minutes have passed, ask students to circle their conclusions on their Test Your Hypothesis sheet. Also tell students to eat their popsicles.

Now distribute the frozen popsicle sticks so that every student has one. Explain students will have five minutes to test their hypothesis. Instruct students to touch the frozen popsicle sticks with their tongues to test their hypothesis. Using the clock with the minute hand, ask students to time how long it takes their tongue to stick to the spoon. (Note: students’ tongues will not stick to the frozen popsicle sticks; wood has a low thermal conductivity and cannot take enough heat away from the water on students’ tongue to make it freeze, even if the wood is very cold.) After five minutes have passed, ask students to circle their conclusions on their Test Your Hypothesis sheet.

Once all three hypothesizes have been tested, ask the class the following questions: 1) How many people predicted their tongue would stick to frozen plastic? 2) How many people predicted their tongue would stick to a frozen popsicle? 3) How many people predicted their tongue would stick to frozen wood? 4) Make another prediction: Did the spoon have low or high thermal conductivity? 5) Make another prediction: Did the popsicle have low or high thermal conductivity? 6) How long did it take for your tongue to stick to the popsicle? (Note: as an extension, the class can graph comparisons between hypothesizes and graph the time it took for each person’s tongue to stick to the popsicle and compare and discuss rates of thermal conductivity;) and 7) Make another prediction: Did the popsicle stick have low or high thermal conductivity? Record students’ answers on a dry erase board or a Promethean board where they can be seen by the whole class. Collect the Test Your Hypothesis sheet at the end of this session.

This will conclude the first 45 minute session.

Prior to the next session, write the vocabulary words and their definitions where they can be visible to the whole class. Also write students’ responses to the questions raised the previous session: 1) Make another prediction: Did the spoon have low or high thermal conductivity? 2) Make another prediction: Did the popsicle have low or high thermal conductivity?

33 3) Make another prediction: Did the popsicle stick have low or high thermal conductivity?

Begin the next 45 minute session by reviewing the vocabulary and students’ responses to the questions. Next, distribute the Metal’s thermal conductivity Q & A sheets (enough copies so that each student has one.) For younger grades, read the sheet aloud to the class and ask the students to follow along. For grades 4—6 have students take turns reading aloud to the class from the sheet.

Next, distribute the Follow Up worksheets (enough copies so that each student has one): Data Record Observation (grades K-3) OR Science Experiment: Scientific Process (grades 3-6) Allow students 20 minutes to complete their Follow Up worksheets. Collect them at the end of this session.

34 The Science Behind the Freezing Flagpole Dare

Image posted by trisha |

Will Your Tongue Really Stick to a Frozen Flagpole? By George Frederick 17 March 2010 6:02 PM ET

The next time someone triple-dog dares you to stick your tongue to a frozen metal pole — don't. Your tongue will be joined to the pole, and you'll have plenty of time to ponder the thermal conductivity of metal while you await the rescue squad.

Your tongue is covered with moisture, which beings to freeze if its temperature drops below 32 degrees Fahrenheit. Your body counteracts the freezing by pumping warm blood to your tongue.

Heat from your blood warms the moisture through a process called conduction. Heat energy from the blood excites atoms in your tongue. The atoms absorb energy and vibrate. The more they vibrate, the more their temperatures increase. This incites vibrations in neighboring atoms, which take the energy and pass it up the line like a hot potato and eventually warms the surface moisture.

So why is the Fire Department on its way?

35 "It's because of the high thermal conductivity of the pole," explains Frank J. DiSalvo, director of the Cornell Center for a Sustainable Future and co-director of the Cornell Fuel Cell Institute. "The metal is a much better conductor than your tongue (up to 400 times more powerful). The metal takes heat faster than your body can replenish it."

The atoms in solid metals are packed tightly and transfer thermal energy more readily. They also have free electrons that boost conductivity. Free electrons are free to move from atom to atom. The electrons absorb heat energy and move through the flagpole, stirring up other atoms.

As your tongue touches the flagpole, the moisture on your tongue is robbed of heat. The temperature of the moisture drops. Water freezes inside tiny pores and surface irregularities on your tongue and the pole. You're stuck.

So now your thinking, "Maybe if I just pull hard it will come off." Yes, it will — a piece of your tongue, that is.

Kent Sperry is a 911 dispatcher at a place where people know about cold and snow — Boulder, Colorado. He offers a less painful alternative, assuming you happen to have the necessary remedy at hand: "Pour warm water on the area where the tongue meets the pole, and the tongue should come free."

RETRIEVED FROM: http://www.lifeslittlemysteries.com/will-your- tongue-really-stick-to-a-frozen-flagpole-0389/

36 THERMAL CONDUCTIVITY: A Science Experiment

ALL GRADES: Test Your Hypothesis

Name______

Your Hypothesis Experiment time: Conclusion Circle your How long did it Circle your prediction take? conclusion Plastic Spoon: Plastic Spoon: My tongue will stick My tongue stuck to to frozen plastic. frozen plastic. True False True False

Popsicle: My Popsicle: My tongue will stick to tongue stuck to frozen water. frozen water. True False True False

Popsicle Stick: Popsicle Stick: My tongue will stick My tongue stuck to to a frozen piece frozen wood. of wood. True False True False

37 THERMAL CONDUCTIVITY: A Science Experiment Name______

GRADES K-3: DATA RECORD OBSERVATION Draw and describe what you observed. Plastic spoon: Write down Draw what you saw when you what you thought would put your tongue on a plastic happen when you put your spoon. tongue on a plastic spoon.

Popsicle: Write down what Draw what you saw when you you thought would happen put your tongue on a popsicle. when you put your tongue on a popsicle.

38 Popsicle stick: Write down Draw what you saw when you what you thought would put your tongue on a popsicle happen when you put your stick. tongue on a popsicle stick.

39 THERMAL CONDUCTIVITY: A Science Experiment

Name______GRADES 3-6 Scientific Process One point of experimentation is to find out for yourself the answer to a question. In the experiment we conducted last session, we investigated questions about thermal conductivity.

Hypothesis: Write what you thought would happen. Plastic: ______Ice: ______Wood:______

Materials: List the materials used in the experiment. ______

Procedure: Describe clearly how we set up our experiment. 1. ______2. ______3. ______4. ______5. ______

Conclusion: Write what actually happened & what the results might mean. ______

40 Q and A Handout

Metal's thermal conductivity makes your tongue stick in winter

Why does your tongue get stuck to metal in the winter?

The short answer is that the water on your tongue freezes solid between the skin on your tongue and the cold metal. For this to happen the temperature of the metal must be below 32 oF, otherwise the water cannot freeze. The lower the temperature of the metal the quicker your tongue will stick. Even your hand may stick to cold metal if your hand is a little sweaty - like when you pull your hand out of a warm glove.

Now, for the finer points. If you put your tongue or hand on a cold piece of plastic or rubber, even if it is very cold, it is unlikely to stick. I've done that experiment many times and even when the plastic or rubber is minus 300 degrees (much colder than it gets even at the earth's poles in the winter - about the boiling point of liquid nitrogen) my hand or tongue does not stick. Why is that?

The answer involves a property of materials called thermal conductivity. Materials that have high thermal conductivity will transfer lots of heat from a higher temperature to a lower temperature. To be exact, the heat conducted away from the higher temperature material (in this case your tongue) to the lower temperature material (the metal) is equal to the product of the thermal conductivity times the temperature difference between the two materials. For the water to freeze on your tongue, heat must be extracted from the water to lower its temperature to the freezing point (32 oF). But your tongue is warm and your body continuously supplies heat to it through your circulating blood. So the material you touch must have a high enough thermal conductivity to extract heat faster from your tongue than it can be supplied by your blood.

So you guessed it! Metals have a high thermal conductivity, high enough to make the water freeze on your tongue. But plastics and rubbers have much lower thermal conductivity (about a hundred times lower) and cannot take enough heat away from the water on your tongue to make it freeze, even if these materials are very cold (a large temperature difference between it and you).

So if you are going to put your tongue on something cold, first be sure that it has a low thermal conductivity. By the way, if a popsicle or the ice on a pond is cold enough, your tongue will stick. Ice has a thermal conductivity between that of metals and of plastics.

RETRIEVED FROM: http://www.ccmr.cornell.edu/education/ask/index.html?quid=777

41 LOUISIANA CONTENT STANDARDS AND BENCHMARKS: Science

Strand One: Science As Inquiry

A. Focus. The process of scientific inquiry involves "asking a question, planning and conducting an investigation, using appropriate tools, mathematics, and techniques, thinking critically and logically about the relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments" (NSE Standards, pp. v-4). Students develop these skills as they are encouraged to think scientifically rather than simply memorize and/or study science facts.

B. Standard. The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.

903. Benchmarks K-4 A. In Grades K-4, what students know and are able to do includes: 1. the abilities necessary to do scientific inquiry: b. SI-E-A2: planning and/or designing and conducting a scientific investigation (2, 3); c. SI-E-A3: communicating that observations are made with one's senses (1, 3); d. SI-E-A4: employing equipment and tools to gather data and extend the sensory observations (3); e. SI-E-A5: using data, including numbers and graphs, to explain observations and experiments (1, 2, 3); f. SI-E-A6: communicating observations and experiments in oral and written formats (1, 3); g. SI-E-A7: utilizing safety procedures during experiments (3, 5); 2. understanding scientific inquiry: b. SI-E-B2: using appropriate experiments depending on the questions to be explored (2, 4); d. SI-E-B4: developing explanations by using observations and experiments (1, 2, 3, 4); e. SI-E-B5: presenting the results of experiments (1, 3); f. SI-E-B6: reviewing and asking questions about the results of investigations(1, 3, 4). NOTE: The foundation skills addressed by each benchmark are listed numerically in parenthesis after the benchmark.

Additional Resource: THERMAL CONDUCTIVITY Info Sheet

 Heat moves through a material at a specific rate. The rate it travels depends on the material itself: some materials allow heat to move quickly through them, some materials allow heat to move very slowly through them.

When heat is applied to a portion of a material, that heat will move through the material. Depending on the composition of the atoms of that material, the heat may move very slowly, or it may move very quickly. Heat moves very quickly through a metal spoon, for instance: leaving one end of a spoon in boiling water will make the entire spoon hot very quickly. The entire spoon becomes hot, not just the spot in the boiling water. On the other hand, heat moves very slowly through the insulation in your house. When it is very cold outside, the heat from your house moves slowly from one side of the insulation to the other. This helps keep the heating costs of your house down.

 When two objects of different temperatures are put in contact with one another, there is an exchange of thermal energy. This exchange, known as heat conduction, causes the warmer object to cool and the cooler object to warm.

The thermal energy of an object is a measure of the speed of the object's particles. When two objects of different temperatures are put in contact with one another, the faster moving particles collide with the slower moving particles, and energy is exchanged. The faster moving particles give up some energy and therefore slow down and the slower moving particles gain some energy and therefore speed up. This process, known as heat conduction, continues until an equilibrium is reached, where all the particles of both objects are moving at roughly the same speed. This equilibrium speed (or equilibrium temperature) must be somewhere in between the two objects' original temperatures. Therefore, the warmer object cools and the cooler object warms.

 The thermal current is directly proportional to the coefficient of thermal conductivity. Different materials have different coefficients of thermal

43 conductivity.

When heat is applied to a portion of a material, that heat will move through the material. This movement of heat through a material is called the thermal current. Depending on the composition of the atoms of that material, the heat may move very slowly, or it may move very quickly. This dependance is quantified by the coefficient of thermal conductivity. Each material has a unique coefficient of thermal conductivity. A high coefficient means heat moves very quickly; a low coefficient means heat moves very slowly. Below is a chart of thermal conductivities for some common materials. Compare your own empirical knowledge of how quickly heat moves through these materials with the values in the chart.

Material Coefficient of Thermal Conductivity (W/mK)

Air 0.026 Water 0.609 Glass 0.8 Concrete 1.0 Steel 46 Copper 401

Values taken from Tipler, Paul A. Physics, Third Edition. 1991.

RETRIEVED FROM: http://phun.physics.virginia.edu/topics/thermal.html

A Physical Science Activity: Heat Conduction

GRADES 7-12

Objectives

Students will

 understand the process of heat transfer through conduction;  determine properties that affect the thermal conductivity of a material;  experimentally test the thermal conductivity of various substances.

Motivation for Learning

Driving Question

If you were stirring a pot of spaghetti in boiling water in the kitchen, would you rather use a wooden or metallic spoon? Why? Why are kitchen items such as teapots and pans usually made of metal? Discuss other examples of good and poor heat (thermal) conductors in the home.

Background Information

Thermal energy is required in many different aspects of our lives. Heating systems and refrigeration both rely on this type of energy to function; they function by adding or removing thermal energy from an object or area to control its temperature. This transfer of energy can occur by three methods: conduction, convection or radiation. Conduction is the most direct transfer of energy, as it requires two objects to directly contact one another. Thermal energy moves from particle to particle throughout a material as heat is conducted.

Conduction takes place when water heats on a stove top, or when a person takes a warm bath, or when a hot pan is cooled by running it under cold water. The mechanism of conduction is simple. As the temperature of a substance increases, so does the kinetic energy of its individual particles, which causes them to resonate rapidly within that substance. These high energy particles then collide with those at a lower temperature, transferring energy through the substance. For example, if a metallic spoon were placed in hot water, initially only the particles in contact with the water would increase in

45 thermal energy. The energy would then propagate through the spoon until heat was felt at its handle.

Some materials are naturally good conductors of heat, while others are poor. Metals usually conduct heat extremely well, which explains the use of iron and copper in cooking utensils. Materials such as plastic, glass or wood do not conduct well; therefore, it is a better idea to use a wooden spoon than a metal spoon when cooking.

In this experiment, students will explore conduction through two examples. The first will compare the conductive capabilities of copper and cork. They should find copper, a metal, to conduct heat much faster than the cork. The second example will test the conductivity of three kitchen utensils made of plastic, wood and metal. They are asked to determine which utensil heats the quickest. Metal conducts heat at least 500 times better than wood. The relation between heat conductivities for wood and plastic depends on the type of plastic, but the values are similar. Use the driving question to explore other examples of good and poor heat conductors used in everyday life.

Students with Special Needs

All students should be able to participate in this activity.

RETRIEVED FROM: http://galileo.phys.virginia.edu/Education/outreach/8thgradesol/ HeatConduction.htm

46 A Physical Science Activity: Heat Conduction

Student Activity

Materials

 19 cm long, stiff copper wire  Metal spoon

 2 small corks  3 quarters

 Matches  600 mL beaker

 Candle  300 mL water

 Wooden spoon  Hot plate

 Plastic spoon

Procedure

Part I:

1. Cut the copper wire into 3 pieces: one piece 10 cm long and two pieces 4.5 cm long. 2. Push the longer copper piece through the middle of one cork so that the cork is at its midpoint. BE VERY CAREFUL DOING THIS!! 3. Push the smaller pieces into either end of the second cork, but not touching inside. 4. Light the candle or burner. 5. Each partner should hold the end of one wire in the flame (See diagram). 6. Note the approximate time until the heat can be felt on the opposite end of the wires. As soon as the wire feels warm, remove it from the flame. 7. Record which wire heated faster. wax and quarters

Part II:

1. Press a small piece of warm candle wax from Part I into the handle of each of the three spoons (see diagram). Push the quarters into the wax so that they are attached to the spoons. 2. Fill the beaker with 300 mL 3. water and place the beaker on a hot plate. 4. Place the three spoons in the water so that the quarters come out of the top of the beaker. 5. Turn on the hot plate and allow the water to warm. Observe the quarters and note the order in which they fall from the spoons.

48 A Physical Science Activity: Heat Conduction

Data Sheet

Name______

Part I:

1. In which wire was heat felt first? How much of a difference was there in the time it took the two wires to heat?

2. Explain the difference in the rate of heating of the two wires.

3. From your observations, do you think cork or copper is a better conductor? What properties make one material more conductive than the other?

Part II:

1. In what order did the quarters fall from the spoons? Explain this based on heat conductivity.

2. Identify and explain a kitchen item made of each plastic, metal and wood. Distinguish the uses of these items based on heat conductivity.

49 3. Explain energy transfer through heat conductivity in your own words.

50 LOUISIANA CONTENT STANDARDS AND BENCHMARKS: Science

Strand One: Science As Inquiry

B. Standard. The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.

A. As students in Grades 5-8 extend their knowledge, what they know and are able to do includes: 1. the abilities necessary to do scientific inquiry: a. SI-M-A1: identifying questions that can be used to design a scientific investigation (1, 2, 3); b. SI-M-A2: designing and conducting a scientific investigation (1, 2, 3, 4, 5); d. SI-M-A4: developing descriptions, explanations, and graphs using data (1, 2, 3, 4); e. SI-M-A5: developing models and predictions using the relationships between data and explanations (1, 2, 3, 4); h. SI-M-A8: utilizing safety procedures during scientific investigations (3, 5);

2. understanding scientific inquiry: d. SI-M-B4: using data and logical arguments to propose, modify, or elaborate on principles and models (1, 2, 3, 4);

NOTE: The foundation skills addressed by each benchmark are listed numerically in parenthesis after the benchmark.

51 CHRISTMAS STORIES: Comparison and Contrast by Karel Sloane-Boekbinder

OVERVIEW A Christmas Story is based on the classic holiday movie of the same name by humorist Jean Shepherd. Shepherd's memoir shares his family’s Christmas experiences. Many stories have been written about Christmas. This activity allows teachers and students to investigate similarities and differences of two other Christmas stories: THE NIGHT BEFORE CHRISTMAS by Clement Clarke Moore and the Cajun Night Before Christmas by J. B. Kling, Jr either prior to or following the JPAS presentation of A Christmas Story. This lesson is adaptable for grades 2-6.

TIME 90 minutes

MATERIALS THE NIGHT BEFORE CHRISTMAS by Clement Clarke Moore Cajun Night Before Christmas by J. B. Kling, Jr. Comparison Contrast sheet Christmas Stories: Story Comparison Sheet

ACTIVITY Prior to class, copy THE NIGHT BEFORE CHRISTMAS by Clement Clarke Moore, Cajun Night Before Christmas by J. B. Kling, Jr., the Comparison Contrast sheet and the Christmas Stories: Story Comparison Sheet, enough so that every student will have one.

Begin by explaining students will be investigating similarities and differences of two Christmas stories: THE NIGHT BEFORE CHRISTMAS by Clement Clarke Moore and the Cajun Night Before Christmas by J. B. Kling, Jr. For younger grades, read each story aloud to the class and ask the students to follow along. For grades 4—6 have students take turns reading aloud to the class from each story.

Distribute the two stories to the class and the Christmas Stories: Story Comparison sheets. Read THE NIGHT BEFORE CHRISTMAS. Ask students to complete the Christmas Stories: Story Comparison sheet for this story. Next, read the Cajun Night Before Christmas. Then ask students to complete the Christmas Stories: Story Comparison sheet for this story.

Collect the Christmas Stories: Story Comparison sheet at the end of this session.

This will conclude the first 45 minute session.

Begin this session by returning the Christmas Stories: Story Comparison sheets to students. Next, distribute the Comparison Contrast sheet. Using their Story Comparison sheets, ask students to identify one thing in both stories that was the same for the 1) characters, 2) setting, 3) events and 4) ending. Ask students to record their responses on their Comparison Contrast sheet. Remind students to use complete sentences and correct grammar.

Collect the Christmas Stories: Story Comparison sheets and the Comparison Contrast sheets at the end of this session.

This will conclude the first 45 minute session. Use the “Christmas Stories: Comparison and Contrast” rubric to score each Comparison Contrast sheet.

THE NIGHT BEFORE CHRISTMAS by Clement Clarke Moore or Henry Livingston

'Twas the night before Christmas, when all through the house

Not a creature was stirring, not even a mouse;

The stockings were hung by the chimney with care,

In hopes that St. Nicholas soon would be there;

The children were nestled all snug in their beds,

While visions of sugar-plums danced in their heads;

And mamma in her 'kerchief, and I in my cap,

Had just settled down for a long winter's nap,

When out on the lawn there arose such a clatter,

I sprang from the bed to see what was the matter.

Away to the window I flew like a flash,

Tore open the shutters and threw up the sash.

The moon on the breast of the new-fallen snow

Gave the lustre of mid-day to objects below,

When, what to my wondering eyes should appear,

But a miniature sleigh, and eight tiny reindeer,

With a little old driver, so lively and quick,

I knew in a moment it must be St. Nick.

More rapid than eagles his coursers they came,

And he whistled, and shouted, and called them by name;

"Now, Dasher! now, Dancer! now, Prancer and Vixen!

On, Comet! on Cupid! on, Donder and Blitzen!

To the top of the porch! to the top of the wall!

Now dash away! dash away! dash away all!"

As dry leaves that before the wild hurricane fly,

When they meet with an obstacle, mount to the sky,

So up to the house-top the coursers they flew,

With the sleigh full of toys, and St. Nicholas too.

And then, in a twinkling, I heard on the roof

The prancing and pawing of each little hoof.

As I drew in my head, and was turning around,

Down the chimney St. Nicholas came with a bound.

He was dressed all in fur, from his head to his foot,

And his clothes were all tarnished with ashes and soot;

A bundle of toys he had flung on his back,

And he looked like a peddler just opening his pack.

His eyes -- how they twinkled! his dimples how merry!

His cheeks were like roses, his nose like a cherry!

His droll little mouth was drawn up like a bow,

55 And the beard of his chin was as white as the snow;

The stump of a pipe he held tight in his teeth,

And the smoke it encircled his head like a wreath;

He had a broad face and a little round belly,

That shook, when he laughed like a bowlful of jelly.

He was chubby and plump, a right jolly old elf,

And I laughed when I saw him, in spite of myself;

A wink of his eye and a twist of his head,

Soon gave me to know I had nothing to dread;

He spoke not a word, but went straight to his work,

And filled all the stockings; then turned with a jerk,

And laying his finger aside of his nose,

And giving a nod, up the chimney he rose;

He sprang to his sleigh, to his team gave a whistle,

And away they all flew like the down of a thistle.

But I heard him exclaim, ere he drove out of sight,

"Happy Christmas to all, and to all a good-night."

RETRIEVED FROM:

http://www.christmas- tree.com/stories/nightbeforechristmas.html

56 Cajun Night Before Christmas

Twas the night before Christmas an' all t'ru de house, Dey don't a ting pass Not even a mouse. De chirren been nezzle good snug on de flo', An' Mama pass de pepper t'ru de crack on de do'.

De Mama in de fireplace done roas' up de ham, Sit up de gumbo an' make de bake yam. Den out on de by-you dey got such a clatter, Make soun' like old Boudreau done fall off his ladder.

I run like a rabbit to got to de do', Trip over de dorg an' fall on de flo'. As I look out de do'in de light o' de moon, I t'ink, "Mahn, you crazy or got ol' too soon."

Cux dere on de by-you w'en I stretch ma'neck stiff, Dere's eight alligator a pullin' de skiff. An' a little fat drover wit' a long pole-ing stick, I know r'at away got to be ole St.Nick.

Mo' fas'er an' fas'er de' gator dey came He whistle an' holler an' call dem by name: "Ha, Gaston! Ha, Tiboy! Ha, Pierre an' Alcee'! Gee, Ninette! Gee, Suzette! Celeste an'Renee'!

To de top o' de porch to de top o' de wall, Make crawl, alligator, an' be sho' you don' fall." Like Tante Flo's cat t'ru de treetop he fly, W'en de big ole houn' dorg come a run hisse's by.

Like dat up de porch dem ole 'gator clim! Wit' de skiff full o' toy an' St. Nicklus behin'. Den on top de porch roof it soun' like de hail, W'en all dem big gator, done sot down dey tail.

Den down de chimney I yell wit' a bam, An' St.Nicklus fall an' sit on de yam. "Sacre!" he axclaim, "Ma pant got a hole I done sot ma'se'f on dem red hot coal."

57 He got on his foots an' jump like de cat Out to de flo' where he lan' wit' a SPLAT! He was dress in musk-rat from his head to his foot, An' his clothes is all dirty wit' ashes an' soot.

A sack full o' playt'ing he t'row on his back, He look like a burglar an' dass fo' a fack. His eyes how dey shine his dimple, how merry! Maybe he been drink de wine from de blackberry.

His cheek was like a rose his nose a cherry, On secon' t'ought maybe he lap up de sherry. Wit' snow-white chin whisker an' quiverin' belly, He shook w'en he laugh like de stromberry jelly!

But a wink in his eye an' a shook o' his head, Make my confi-dence dat I don't got to be scared. He don' do no talkin' gone strit to hi work, Put a playt'ing in sock an' den turn wit' a jerk.

He put bot' his han' dere on top o' his head, Cas' an eye on de chimney an' den he done said: "Wit' all o' dat fire an' dem burnin' hot flame, Me I ain' goin' back by de way dat I came."

So he run out de do' an, he clim' to de roof, He ain' no fool, him for to make one more goof. He jump in his skiff an' crack his big whip, De' gator move down, An don' make one slip.

An' I hear him shout loud as a splashin' he go, "Merry Christmas to all 'til I saw you some mo'!"

Author: J. B. Kling, Jr., 1973

RETRIEVED FROM: http://www.creativeyouthideas.com/blog/humor/cajun_night_before_christmas_1.html

58 Christmas Stories: Story Comparison Sheet

Name______

Title A Title B

Characters Characters

Setting Setting

Events Events

Ending Ending

59 Comparison Contrast Name______

The Night Before Christmas Cajun Night Before Christmas by Clement Clarke Moore By J. B. Kling, Jr. or Henry Livingston

1) 1)

2) 2)

3) 3)

4) 4)

Christmas Stories: Comparison and Contrast Rubric

Student Name: ______

4 - 3 - 2 - 1 - CATEGORY Above Standards Meets Standards Approaching Standards Below Standards Score Grammar & Author makes no Author makes 1- Author makes 3-4 Author makes Spelling errors in 2 errors in errors in grammar or more than 4 grammar or grammar or spelling that distract the errors in spelling that spelling that reader from the content. grammar or distract the distract the spelling that reader from the reader from the distract the content. content. reader from the content. Capitalization Author makes no Author makes 1- Author makes a few Author makes & errors in 2 errors in errors in capitalization several errors in Punctuation capitalization or capitalization or and/or punctuation that capitalization punctuation, so punctuation, but catch the reader's and/or the essay is the essay is still attention and interrupt punctuation that exceptionally easy to read. the flow. catch the reader's easy to read. attention and interrupt the flow.

LOUISIANA CONTENT STANARDS AND BENCHMARKS: ENGLISH LANGUAGE ARTS

A. Standard One. Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.

303. Benchmarks K-4 A. In Grades K-4, what students know and are able to do includes the following: 4. ELA-1-E4―recognizing story elements (e.g., setting, plot, character, theme) and literary devices (e.g., simile, dialogue, personification) within a selection (1, 4); 5. ELA-1-E5―reading, comprehending, and responding to written, spoken, and visual texts in extended passages (e.g., range for fiction passages 450-1,000 words; range for nonfiction 450-850 words (1, 3, 4); 6. ELA-1-E6―interpreting (e.g., retelling, summarizing) texts to generate connections to real-life situations (1, 2, 4);

NOTE: These foundation skills are listed numerically in parentheses at the end of each benchmark.

A. Standard Two. Students write competently for a variety of purposes and audiences. B. Focus. Writing is a flexible, recursive process that requires an awareness of purpose and audience, an ability to draw on prior experience, and a knowledge of various approaches. To attain the necessary skills to create written text, students should engage in frequent, meaningful writing activities. As students use different strategies and modify their writing for various purposes and audiences, they become competent in communicating in real-life situations.

503. Benchmarks K-4

62 A. In Grades K-4, what students know and are able to do includes the following: 1. ELA-2-E1―drawing, dictating and writing compositions that clearly state or imply a central idea with supporting details in a logical, sequential order (beginning, middle, end) (1, 4); 3. ELA-2-E3―creating written texts using the writing process (1, 4); 6. ELA-2-E6―writing as a response to texts and life experiences (e.g., journals, letters, lists) (1, 2, 4).

A. Standard Three. Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting.

NOTE: These foundation skills are listed numerically in parentheses at the end of each benchmark.

A. Standard Five. Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge.

63 and to evaluate, assemble, and interpret findings from an assortment of sources is one of the most essential real-life skills that students need in order to acquire and communicate knowledge in a rapidly changing world.

A. Standard Seven. Students apply reasoning and problem solving skills to their reading, writing, speaking, listening, viewing, and visually representing.

NOTE: These foundation skills are listed numerically in parentheses at the end of each benchmark.

64 CHRISTMAS HISTORY IN AMERICA: Event Mapping by Karel Sloane-Boekbinder

OVERVIEW A Christmas Story is based on the classic holiday movie of the same name by humorist Jean Shepherd. Shepherd's memoir shares his family’s Christmas experiences. Christmas traditions in America have evolved over time. This activity gives teachers and students a chance to investigate the history of Christmas in the United States. This lesson can be conducted either prior to or following the JPAS presentation of A Christmas Story. This lesson is adaptable for grades 2-6.

TIME 45 minutes

MATERIALS Christmas History in America timeline Event Map: Christmas History in America

ACTIVITY Prior to class, copy the Christmas History in America timeline and the Event Map: Christmas History in America, enough so that every student will have one.

Begin the session by explaining Jean Shepherd's play A Christmas Story is based his family’s Christmas experiences and that Christmas traditions in America have evolved over time. Explain that the class will be investigating the history of Christmas in the United States. Distribute the Christmas History in America timeline and the Event Map: Christmas History in America.

For younger grades, read the Christmas History in America timeline aloud to the class and ask the students to follow along. For grades 4—6 have students take turns reading aloud to the class from each story. Ask students to complete the Event Map: Christmas History in America sheet while the timeline is being read.

Collect the timelines and Event Map: Christmas History in America sheets at the end of this session.

This will conclude the first 45 minute session.

Christmas History in America

In the early 17th century, a wave of religious reform changed the way Christmas was celebrated in Europe. When Oliver Cromwell and his Puritan forces took over England in 1645, they vowed to rid England of decadence and, as part of their effort, cancelled Christmas. By popular demand, Charles II was restored to the throne and, with him, came the return of the popular holiday.

The pilgrims, English separatists that came to America in 1620, were even more orthodox in their Puritan beliefs than Cromwell. As a result, Christmas was not a holiday in early America. From 1659 to 1681, the celebration of Christmas was actually outlawed in Boston. Anyone exhibiting the Christmas spirit was fined five shillings. By contrast, in the Jamestown settlement, Captain John Smith reported that Christmas was enjoyed by all and passed without incident.

After the American Revolution, English customs fell out of favor, including Christmas. In fact, Congress was in session on December 25, 1789, the first Christmas under America’s new constitution. Christmas wasn’t declared a federal holiday until June 26, 1870.

Washington Irving reinvents Christmas It wasn’t until the 19th century that Americans began to embrace Christmas. Americans re-invented Christmas, and changed it from a raucous carnival holiday into a family-centered day of peace and nostalgia. But what about the 1800s peaked American interest in the holiday?

The early 19th century was a period of class conflict and turmoil. During this time, unemployment was high and gang rioting by the disenchanted classes often occurred during the Christmas season. In 1828, the New York city council instituted the city’s first police force in response to a Christmas riot. This catalyzed certain members of the upper classes to begin to change the way Christmas was celebrated in America. In 1819, best-selling author Washington Irving wrote The Sketchbook of Geoffrey Crayon, gent., a series of stories about the celebration of Christmas in an English manor house. The sketches feature a squire who invited the peasants into his home for the holiday. In contrast to the problems faced in American society, the two groups mingled effortlessly. In Irving’s mind, Christmas should be a peaceful, warm- hearted holiday bringing groups together across lines of wealth or social status. Irving’s fictitious celebrants enjoyed “ancient customs,” including the crowning of a Lord of Misrule. Irving’s book, however, was not based on any holiday celebration he had attended—in fact, many historians say that Irving’s account actually “invented” tradition by implying that it described the true customs of the season.

66 Before the Civil War The North and South were divided on the issue of Christmas, as well as on the question of slavery. Many Northerners saw sin in the celebration of Christmas; to these people the celebration of Thanksgiving was more appropriate. But in the South, Christmas was an important part of the social season. Not surprisingly, the first three states to make Christmas a legal holiday were in the South: Alabama in 1836, Louisiana and Arkansas in 1838.

In the years after the Civil War, Christmas traditions spread across the country. Children's books played an important role in spreading the customs of celebrating Christmas, especially the tradition of trimmed trees and gifts delivered by Santa Claus. Sunday school classes encouraged the celebration of Christmas. Women's magazines were also very important in suggesting ways to decorate for the holidays, as well as how to make these decorations.

By the last quarter of the nineteenth century, America eagerly decorated trees, caroled, baked, and shopped for the Christmas season. Since that time, materialism, media, advertising, and mass marketing has made Christmas what it is today. The traditions that we enjoy at Christmas today were invented by blending together customs from many different countries into what is considered by many to be our national holiday.

An overview: 1600's: The Puritans made it illegal to mention St. Nicolas' name. People were not allowed to exchange gifts, light a candle, or sing Christmas carols. 17th century: Dutch immigrants brought with them the legend of Sinter Klaas. 1773: Santa first appeared in the media as St. A Claus. 1804: The New York Historical Society was founded with St. Nicolas as its patron saint. Its members engaged in the Dutch practice of gift-giving at Christmas. 1809: Washington Irving, writing under the pseudonym Diedrich Knickerbocker, included Saint Nicolas in his book "A History of New York." Nicolas is described as riding into town on a horse. 1812: Irving, revised his book to include Nicolas riding over the trees in a wagon. 1821: William Gilley printed a poem about "Santeclaus" who was dressed in fur and drove a sleigh drawn by a single reindeer. 1822: Dentist Clement Clarke Moore is believed by many to have written a poem "An Account of a Visit from Saint Nicolas," which became better known as "The Night before Christmas." Santa is portrayed as an elf with a miniature sleigh equipped with eight reindeer which are named in the poem as Blitzem, Comet, Cupid, Dancer, Dasher, Donder, Prancer, and Vixen. Others attribute the poem to a contemporary, Henry Livingston, Jr. Two have since been renamed Donner and Blitzen. 1841: J.W. Parkinson, a Philadelphia merchant, hired a man to dress up in a "Criscringle" outfit and climb the chimney of his store. 1863: Illustrator Thomas Nast created images of Santa for the Christmas editions of Harper's Magazine. These continued through the 1890's. 1860s: President Abraham Lincoln asked Nast to create a drawing of Santa with some Union soldiers. This image of Santa supporting the enemy had a demoralizing influence on the Confederate army -- an early example of psychological warfare. 1897: Francis P Church, Editor of the New York Sun, wrote an editorial in response to a letter from an eight year-old girl, Virginia O'Hanlon. She had written the paper asking whether there really was a Santa Claus. It has become known as the "Yes, Virginia, there is a Santa Claus" letter. 4

67 1920's: The image of Santa had been standardized to portray a bearded, over- weight, jolly man dressed in a red suit with white trim. 5 1931: Haddon Sundblom, illustrator for The Coca-Cola ™ company drew a series of Santa images in their Christmas advertisements until 1964. The company holds the trademark for the Coca-Cola Santa design. Christmas ads including Santa continue to the present day. 1939 Copywriter Robert L. May of the Montgomery Ward Company created a poem about Rudolph, the ninth reindeer. May had been "often taunted as a child for being shy, small and slight." He created an ostracized reindeer with a shiny red nose who became a hero one foggy Christmas eve. Santa was part-way through deliveries when the visibility started to degenerate. Santa added Rudolph to his team of reindeer to help illuminate the path. A copy of the poem was given free to Montgomery Ward customers. 6 1949: Johnny Marks wrote the song "Rudolph the Red-Nosed Reindeer." Rudolph was relocated to the North Pole where he was initially rejected by the other reindeer who wouldn't let him play in their reindeer games because of his strange looking nose. The song was recorded by Gene Autry and became his all-time best seller. Next to "White Christmas" it is the most popular song of all time. 1993: An urban folk tale began to circulate about a Japanese department store displaying a life-sized Santa Claus being crucified on a cross. It never happened. 1997: Artist Robert Cenedella drew a painting of a crucified Santa Claus. It was displayed in the window of the New York's Art Students League and received intense criticism from some religious groups. His drawing was a protest. He attempted to show how Santa Claus had replaced Jesus Christ as the most important personality at Christmas time. 7

References: 1) Barbara G. Walker, "The Woman's Encyclopedia of Myths and Secrets." Harper & Row, (1983) Pages 725 to 726. 2) "St. Nicholas of Myra," The Catholic Encyclopedia, at: www.newadvent.org/cathen/11063b.htm 3) "Father Frost," at: www.bobandbabs.com/ 4) "Yes, Virginia, there is a Santa Claus," at: www.stormfax.com/virginia.htm 5) "The Claus that Refreshes," at: www.snopes.com/cokelore/santa.htm 6) "Rudolph," at: www.snopes.com/holidays/xmas/ 7) "R Cendella Gallery - Theme: Commentary," at www.rcenedellagallery.com "St. Nicholas of Bari (Fourth Century)," Catholic Information Network, at: www.cin.org/nichbari.html

RETRIEVED FROM: http://www.thehistoryofchristmas.com/ch/in_america.htm

68 Event Map: Christmas History in America

Name______

EVENT MAP EVENT MAP EVENT MAP Washington Irving Before the Civil War After the Civil War reinvents Christmas

When did it When did it When did it happen? happen? happen?

Who was involved Who was involved Who was involved in the event? in the event? in the event?

What happened? What happened? What happened?

Where did it Where did it Where did it happen? happen? happen?

Why did it Why did it Why did it happen? happen? happen?

How did it How did it How did it happen? happen? happen?

Grades 9-12 > U.S. Government

Grade level: Subject: U.S. Duration: One or two class 9-12 Government periods

Image RETRIEVED FROM: http://www.achristmasstoryhouse.com/

2nd Amendment: The Right to Bear Arms

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71 Objectives Students will

 use what they learned in the video to define gun rights and gun control;  review the history of gun control legislation; and  research arguments for gun control and gun rights and participate in a class debate.

Materials

 Computer with Internet access  Poster board, markers, or other materials to create a display

Procedures

1. Begin the lesson by defining "gun rights" and "gun control." What do supporters on each side of the issue believe? o Advocates of gun control support stricter firearm laws: tougher background checks and longer waiting periods for those purchasing guns; mandatory child safety locks; a limit of one handgun purchase per month; and raising the legal age limit for ownership of guns to age 21 from the current age of 18. They believe these measures will curb the rise of gun- related violence. o Advocates of gun rightssay such legislation would infringe on the constitutional rights of law-abiding citizens. The National Rifle Association, a prominent voice in the gun debate, says firearm-control measures are unnecessary if lawmakers would enforce current laws.

(Summaries above adapted fromThe Center for Responsive Politics; see the Web site at http://www.opensecrets.org/ .)

2. Review the history of gun control legislation in the United States, from the ratification of the Second Amendment to the Constitution (to protect militias) to the Brady Handgun Violence Prevention Act. For a timeline, visit the Web site below:

Milestones in Federal Gun Control Legislation http://www.infoplease.com/spot/guntime1.html

3. Divide the class into two groups: Gun Control and Gun Rights. Explain that the class is going to participate in a debate, and the groups will defend opposing sides. To begin, each group should use the Web sites below to research and develop an argument for their assigned side of the issue.

Gun Rights

72 NRA Institute (see "Political/Legislative" section) http://www.nraila.org/issues/FAQs

Gun Control

Brady Campaign: Facts and Issues http://www.bradycampaign.org/facts/index.asp

General Information

Yahoo Links on the Gun Control Debate http://fullcoverage.yahoo.com/Full_Coverage/US/Gun_Control_Debate/

Firearm Injury Center http://www.mcw.edu/fic/

4. To help students prepare, tell students the rules of the debate: o Each group will have five minutes to give an opening statement that should include statistics, quotes from sources, and other facts based on their research. o Students are strongly encouraged to prepare visual presentations, such as posters with charts and graphs, to support their argument. o After the opening statements, each group may ask two questions of the opposing side. (Remind students to try to anticipate questions-and their own responses-from the opposing side. Encourage students to explore Web sites for both sides of the issue.) o Groups will take turns asking questions; give them one minute to ask a question and two minutes to answer. 5. Hold a class debate. Allow about 35 minutes for each side to present their argument, then ask and answer two questions. If time permits, allow students to ask and answer more questions.

6. As a class, summarize the debate. Write two columns on the board ("Gun Control" and "Gun Rights"), and ask students to list the most compelling arguments for either side.

7. After the debate summary, ask students to share their feelings about gun laws. Do events such as the Columbine shooting and the September 11th terrorist attacks influence their opinions about the laws? If so, explain how.

Evaluation Use the following three-point rubric to evaluate students' work during this lesson.

 Three points: Students were highly engaged in class discussions; they prepared a comprehensive and thoughtful opening statement; they asked clear, challenging questions; and they gave answers based on several facts from their research.

73  Two points: Students participated in class discussions; they created a somewhat comprehensive opening statement; they asked somewhat clear, challenging questions; and they gave answers based on some facts from their research.  One point: Students participated minimally in class discussions; they created a simplistic opening statement; their questions were shallow or not well thought out; and their answers were unclear or simple and without basis in fact or research.

Vocabulary Brady Handgun Violence Prevention Act Definition: Passed in 1994, this act imposes a five-day waiting period and background check before a licensed gun importer, manufacturer, or dealer can sell or deliver a handgun to an unlicensed individual; in 1998, a new background-check system allowed checks to be done over the phone or electronically. Context: Also known as the Brady Bill, the Brady Handgun Violence Prevention Act was named after Jim Brady, the press secretary to President Ronald Reagan, who was shot and seriously wounded during an assassination attempt on the president. gun rights Definition: The belief that any legislation to curtail the use and sale of firearms is an infringement on Americans' constitutional rights Context: Some groups advocating gun rights believe that firearm-control measures are unnecessary if lawmakers would enforce current laws. gun control Definition: The belief that the United States needs stricter firearm laws, including tougher background checks Context:Gun control advocates believe that tougher firearm laws will curb the rise of gun-related violence.

Second Amendment Definition: The Second Amendment to the U.S. Constitution states that "A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed." Context: The Second Amendment was ratified in 1791.

Standards This lesson plan addresses the following standards from the National Council for the Social Studies: V. Individuals, Groups, and Institutions VI. Power, Authority, and Governance

Credits Joy Brewster, freelance education writer, editor, and consultant

74 RETRIEVED FROM: http://school.discoveryeducation.com/lessonplans/programs/2ndame ndment/

Lesson Two: The Right to Bear Arms

Download a copy of the guide in PDF format. Overview Media Components Subjects Grade Levels Learning Objectives Educational Standards Prep for Teachers Introductory Activity Learning Activities Extension Activities

OVERVIEW "..the right of the people to keep and bear arms, shall not be infringed." Few statements evoke such strong and wide-ranging reactions in people as these words from the Second Amendment. Many believe that the freedom to bear arms is an individual right guaranteed by the constitution. Others feel that the Second Amendment's right "to keep and bear arms" applies only to the right of the state to maintain a militia, and not to the individual's right to bear arms. This lesson explores the issues surrounding the Second Amendment and the issue of gun control. Students will research the issues behind the Second Amendment and engage in a classroom debate on the subject. They will also investigate differing views people hold on gun control and create a talk show which represents varied perspectives on the issue.

MEDIA COMPONENTS Video: KQED Bay Window Special GunShots: Gun Trafficking and Violence

SUBJECTS Civics, English

GRADE LEVELS 9-12

LEARNING OBJECTIVES With this lesson plan, students will:

 construct a definition for the concept of freedom.

76  analyze and explain the issues surrounding the interpretation of the Second Amendment.  examine a person's perspective on the subject of gun control and role-play his/her views.  evaluate the issues surrounding gun control, and determine his/her own views on the subject.

EDUCATIONAL STANDARDS Within this lesson plan, students should obtain a certain level of understanding within the subjects discussed. For more information about educational standards, go to http://www.mcrel.org . Understands ideas about civic life, politics, and government

Understands the sources, purposes, and functions of law, and the importance of the rule of law for the protection of individual rights and the common good

Understands issues regarding the proper scope and limits of rights and the relationships among personal, political, and economic rights

Understands the concept of a constitution, the various purposes that constitutions serve, and the conditions that contribute to the establishment and maintenance of constitutional government

Understands the importance of Americans sharing and supporting certain values, beliefs, and principles of American constitutional democracy

Understands how relationships between government and civil society in constitutional democracies differ from those in authoritarian and totalitarian regimes

History Understands the historical perspective

English Uses reading skills and strategies to understand and interpret a variety of informational texts

Scans a passage to determine whether it contains relevant information

Summarizes and paraphrases complex, implicit hierarchic structures in informational texts, including the relationships among the concepts and details in those structures

Uses discussions with peers as a way of understanding information

Uses text features and elements to support inferences and generalizations about information (e.g., vocabulary, structure, evidence, expository structure, format, use of language, arguments used)

Uses listening and speaking strategies for different purposes

PREP FOR TEACHERS

77 1. Preview the GunShots video. 2. Decide how you will break the class into groups for the various activities. 3. Consider ways to organize the debate. 4. Bookmark the following sites: http://www.gunfree.org/content/resources/frame_resc_intro.html The Organizing for a Safer America site provides information and materials to educate the public and policymakers about the threat of gun violence. http://www.saf.org/ The Second Amendment Foundation site contains news releases, articles, and links about the Second Amendment. http://www.gunfree.org/content/coalition/frame_coal_fedleg.html The Coalition to Stop Gun Violence is a national group working to reduce gun violence. http://www.handguncontrol.org/index.asp Handgun Control, chaired by Sarah Brady, is well-known for working on gun control legislation. http://hunting.fws.gov/ The U.S. Fish & Wildlife Service Hunting page discusses how hunting is an important tool for wildlife management. http://www.wagc.com/ The Women Against Gun Control organization supports a woman's right to carry a gun. http://www.pomc.com/ Parents of Murdered Children provides emotional support to help parents and other survivors deal with their grief. http://www.nra.org/ The National Rifle Association of America site contains information on gun safety, news and commentary on firearm-related stories, and legislative activity. http://www.millionmommarch.com/ The Million Mom March is a national grassroots, chapter-based organization dedicated to preventing gun death and injury, and supporting victims and survivors of gun trauma.

INTRODUCTORY ACTIVITY Building Background One In this lesson students will visit the Coalition to Stop Gun Violence Web site to collect facts about gun violence. Students should go to: http://www.gunfree.org/content/resources/frame_resc_intro.html

Once on that page, they will click on The Facts button on the right hand side.

Assign students one of the 16 categories listed on the Web site. (You may have to

78 partner some of the students depending on your class size.)

Ask students to record three or four facts. Reconvene the class and have each group share its facts with the entire class. Create a class fact chart by providing a large sheet of paper on which students may record their facts.

Building Background Two Both the anti-gun control and pro-gun control camps frequently use the word "freedom." Ask students what freedom means to them. Brainstorm examples of freedom "from things that would harm us," and freedom "to do things that benefit us." Create a class definition of freedom and write it on the board.

LEARNING ACTIVITIES Activity One: The Second Amendment Debate "A well regulated Militia, being necessary to the security of a free State, the right of people to keep and bear arms shall not be infringed." -The Second Amendment to the U.S. Constitution The interpretation of the Second Amendment has been the source of many heated discussions between individual people as well as between gun control advocate groups and gun lobby groups. In this lesson students will research the issues behind the interpretation of the Second Amendment, and conduct a class debate on the subject.

The Second Amendment/Building Background 1. Write the Second Amendment on the board. 2. Working in small groups, ask students to gather information on the Second Amendment debate. Using a variety of sources, students should answer the following questions:

 How do gun control advocates tend to interpret the Second Amendment?  How do pro-gun advocates generally interpret the Second Amendment?

The following Web sites contain information about the interpretation of the Second Amendment: http://www.saf.org/ The Second Amendment Foundation Site http://www.gunfree.org/content/coalition/frame_coal_fedleg.html The Coalition to Stop Gun Violence http://www.handguncontrol.org/index.asp Handgun Control

The Debate 1. Pass out the list of debate questions. Tell students to gather information on these subjects in order to formulate their responses to the questions. (The sites mentioned above are a good place to begin.)

Debate Questions

79  Do you agree with the following quote? "The real purpose of the Second Amendment was to ensure that the 'state armies' -- 'the militia' -- would be maintained for the defense of the state. The very language of the Second Amendment refutes any argument that it was intended to guarantee every citizen an unfettered right to any kind of weapon he or she desires." Warren E. Burger, Former Chief Justice of the U.S. Supreme Court (11/26/91, Keene Sentinel)  Do you think that people should be allowed to arm themselves against the possibility of a tyrannical American Government?  Cars kill more people than guns, but we don't ban cars. Should we ban cars?  Gun advocates believe that the Second Amendment prohibits the government from interfering with the individual's right to keep and bear arms. Do you agree?  Do you think people should be allowed to arm themselves for protection from other individuals?  People kill with knives, too. Should we also ban knives?

2. After the students have researched the issues surrounding the Second Amendment debate, break the class into small groups. (Groups should contain no more than five students so that each student will be answering at least one of the debate questions.) Decide if you want the groups to consist of people who hold the same point of view on the issues, or groups with varying opinions who will argue a teacher assigned point-of-view. 3. Allow time for groups to draft their responses to the questions. 4. Ask each group to decide who will debate which questions. (Each group member will be debating at least one question.) 5. Debate each question, giving groups equal time to talk. Allow a set amount of time for questions at the end of each person's response. 6. After all of the groups have answered the questions, discuss how effective the debate was at bringing out the points of the issues for discussion. 7. Ask students if their views changed over the course of this activity. 8. Have students write a one-page paper expressing their views on the interpretation of the Second Amendment.

Activity Two: Talk Show In this lesson students will create a talk show on the subject of gun violence and gun control. Students will research various people's perspectives on the subject. They will then assume an imaginary role based on these perspectives and act it out for the talk show.

The talk show panel will consist of the six following people:

 A recreational hunter  A woman against gun control  A mother or father of a child killed by gun violence  A member of the NRA  An organizer for the Million Mom March  A member of Teens on Target

1. Divide the class into seven groups: one group for each of the six groups mentioned above, and one group to generate questions for the talk show host.

Talk Show Guests Groups Creating a talk show character: after reading the text on the sites, students will discuss what they think this person's view would be on gun violence and gun control laws. Students will develop this character by writing an imaginary life story outline for this person. Finally, students will choose one of their group members to portray this character in the talk show.

Talk Show Host Group Students in this group will decide on the format for the talk show, generate a list of possible questions for the talk show panel, and decide how to include the audience in the discussions. The group will choose one of the members to play the role of the talk show host.

Group One The recreational hunter http://hunting.fws.gov/ U.S. Fish & Wildlife Service

Group Two A woman who speaks out against gun control http://www.wagc.com/ Women Against Gun Control

Group Three A parent of a murdered child http://www.pomc.com/

The National Organization of Parents Of Murdered Children, Inc. Group Four A member of the NRA http://www.nra.org/ National Rifle Association Of America

Group Five An organizer of the Million Mom March http://www.millionmommarch.com Million Mom March

Group Six Member of Teens on Target

For this group students may review the GunShots program and create a character based on the actual teens from the film.

2. Stage the talk show. Students who aren't on the panel will be the talk show audience.

3. After the show, each student will write a letter to a friend describing what occurred at the talk show.

81 EXTENSION ACTIVITIES Gun control is an issue that affects everyone's emotions in powerful ways. On one end of the spectrum people believe that the right to bear arms is an individual right guaranteed by the constitution. For people who are concerned about the loss of life associated with guns, many who have lost friends and family to gun violence, it is an extremely personal issue. Some people believe that all weapons including nuclear and heavy military artillery should be legal, and others think that all guns should be banned. Working in groups, ask students to interview members of the community for suggestions on how gun violence might be diminished in our society. Create a proposal for rational gun control based on these discussions with community members. (These are some areas to consider: a registration system for guns and ammunition, background checks on people buying guns or ammunition, sentences for gun crimes, gun education, etc.)

Find a way to share the results with the community (e.g., write an article for the school or local newspaper, hold an information night, create a brochure or Web site).

RETRIEVED FROM: http://www.kqed.org/w/baywindow/guns/lesson2.html