Terra-Nova-Study-Guide.Pdf

Morehead State University’s The Little Company Presents

Study Guide

Authors

Research

Erin Sinead — Dramaturgy

Makayla Holder—Dramaturgy

Format Design

William Murphy – Graphic Designer

Curriculum Research

Erin Sinead & Makayla Holder – Curriculum and Lesson Plan

The Little Company Staff

Octavia Biggs —The Little Company Director

Corinne Campagna —The Little Company Tour Coordinator

The Little Company Morehead State University 106 Baird Music Hall Morehead, KY 40351 606-783-2545 www.moreheadstate.edu/thelittlecompany www.facebook.com/The-Little-Company

Table Of Contents Title of Page Page Number Synopsis/ About the Author Page 4

Director Notes Page 5

Designer Notes Page 6

Regions of the Antarctic Page 10

Antarctic v. Arctic Page 11

The Norwegian Expedition Page 12

SS Terra Nova Page 13

The Men of Terra Nova Page 14

Word Cited Page 21

Lesson Plans/ Core Standards Page 26

Vocabulary Page 73

Terra Nova

Terra Nova by Ted Tally, is a true story drawn from the journals and letters found on the frozen body of Captain Robert Falcon Scott and his famous fatal expedition to the south pole. The play captures the dramatic, chilling, intense, and the awesome bravery of men who accepted the bitter knowledge that suffering and death would be the only reward for heroism.

About the Author Ted Tally is an award-winning screenwriter and playwright. Awards and honors include Yale University Kazan Award, Theron Rockwell Field Prize, Drama-Logue Award, CBS Foundation Playwriting Fellowship, New York State Creative Artists Public Service Grant, John Gassner Award, Outer Critics Circle Award, National Endowment for the Arts Grant, Obie Award, Guggenheim Fellowship, Christopher Award, and an Academy Award for the best screenplay based on material previously produced in his 1991 portrayal of Silence of the Lambs. Mr. Tally has also been a member of the following: Writer’s Guild of America, Dramatist Guild, Playwrights Horizons, and Academy of Motion Picture Arts and Science. Ted Tally worked for Yale as a playwriting seminar instructor from 1977-1979. Tally was the master artist-in- residence at the Atlantic Center for the Arts in 1983. Famous works by Ted Tally include Hooters, Coming Attractions, Silver Linings, and Little Footsteps. He has also written many screenplays such as White Palace, The Silence of the Lambs, Before and After, The Juror, All the Pretty Horses, Mission to Mars, and Red Dragon. In addition to his plays and screenplays Tally has also worked on some television scripts such as Hooters, Terra Nova, The Comedy Zone, and The Father Clements Story.

Directors Notes

“Had we lived, I should have had a tale to tell of the hardihood, endurance and courage of my companions which would have stirred the heart of every Englishman. These rough notes and our dead bodies must tell the tale. It seems a pity, but I cannot write more. For God’s sake look after our people.” ~Captain Robert Falcon Scott

In the winter of 1911-12, five Englishmen and five Norwegians raced each other to the bottom of the Earth. Only the Norwegians returned. Terra Nova by Ted Tally is the story of Captain Scott's fateful expedition to the South Pole. Mr. Tally uses this memory play to share with an audience the perils of not only the severe cold and blizzards of the Antarctic, but also the complications of the altitude, starvation and the multiple difficulties hyperthermia presents to the human body. Tally also brings Roald Amundsen, the leader of the Norwegian team, to play the role of Captain Scott’s conscience, articulating Scott’s internal doubts, making Amundsen the brutal realist to Scott’s heroic idealists. These 5 men’s heroism exhibits an awesome bravery, a strong British pride, a sense of destiny and command, and the bitter knowledge that suffering and death will be the only reward. As each member of the team dies, the play climbs the dramatic apogee, capturing Scott’s chilling intensity in a psychologically flawed, withdrawn man unable to connect to the world however obsessively ambitious. In a place where no human is native, and a time when the world was shifting from the 19th century to the 20th century, the world observed Scott and his men bravely retain their humanity. For it was not the success of the journey that gives meaning to their lives and deaths but the scientific exploration. Among what search teams discovered among the bodies, one year later, was 35lbs of fossil rich rocks and multiple research and discovery journals filled with documentation and analytical information making Scott and his men some of the most famous of all polar explorers. Directing this play and working with the design team has brought me to tears of pride on multiple occasions. I have been struck by the immense respect each person brought to the table and a deep desire to create a cohesive and collaborative story. I found myself continually reading quotes about the expedition and lines from the script, encouraging me to develop a respect for all things; military, environmental, historical, and most importantly, human life. As my last thought I offer to you; J.B. Priestly The Edwardian:

“…What they cherish, even though most of them would immediately deny it, is any action, though it may be accounted a failure that appears when it is recorded to be epic that takes on a poetic quality that haunts the mind like a myth. The long silence, the sudden tragic news, the idea of Scott and his companions doomed in that remote howling wilderness of snow and ice, all of it fired the imagination, and not only then, in 1913, but ever since.” ~Octavia Biggs, Director

Designer Notes Scenic & Properties Designer : Eli Weis

Have you ever tried remembering something, but as soon as you focus your thoughts it becomes fuzzy? The shapes and ideas are there, but no matter how hard you try, it just won’t become clear. My challenge was taking this aspect and applying it to the set and props.

I approached this challenge by utilizing differing opacity fabrics. The reason I decided to use fabric is because the flow of the fabric, not only can be used to show the passage of location and time, but to show how fragile and volatile memories truly can be. Throughout the play Scott has trouble discerning what is reality and what is a fantasy playing out in his head. The fabrics can be used to distort actors until they are ready to become clear, or they can obstruct his vision of them so Scott does not know what they truly look like in this moment. The props help the audience know where Scott is within his head. Any items utilized by the men will look realistic to help ground the reality of the play. Whenever he has a memory or vision that is seen on stage, the props will have a distorted look and not be as grounded in reality.

Stage Manager : Andrea Cox

As the stage manger, it is my job to know the show and everyone involved better than anyone else. As well as completing anything asked of me in a timely and efficient manor. During rehearsal I am responsible for writing down blocking, tracking props, and answering any and all questions that actors may have. I help keep rehearsals focused and moving along at an appropriate pace. Outside of rehearsal I lead production meeting and communicate directly with the designers on a daily basis to ensure all involved in the show are aware of what happens day to day.

My process involves being able to mold myself to the needs of the show, and making myself available to anyone who may need my help. While also keeping in mind the importance of staying punctual and communicating effectively with my cast and crew. While stage management is not the easiest job, it is a rewarding feeling to help a show from beginning to end, watching the growth along the way.

Light & Sound Designer : Ali McMurtrey

The world of the play is set in Scott’s memory and for the lights used in this play I wanted to explore the distortion of memory. Terra Nova is set in the Antarctic where Robert Falcon Scott and his team of five men race to the south pole. As they travel we see sparks of Scotts memory dance through the sea of white as if they were old photographs distorted by the passage of time. Throughout the play Scott and others remember home, and they speak fondly of the gardens back in England. We are given this vision of colorful flora around artfully crafted pathways, and then I abruptly bring you to this stark, cold, and uninviting environment. The stark contrast between reality and memory is jarring and at times unwelcomed, just like the Antarctic.

Terra Nova is a memory play. And like a memory it is distorted and becomes unclear as time goes by and so do the sounds we hear. All sound in the show are familiar but there is something more sinister behind each sound made. The fragile ground they walk on sounds like the crunch of bones underfoot, reminding them that any wrong step may lead them to death. The wind whipping and pulling at their clothes is like the whispers of the dead haunting them as they go further, beckoning them to join their ranks, and to be at peace. The utter silence reminding them that they are alone, so completely and helplessly alone, leaving only themselves for comfort and companionship. Finally the moments of memories where the sounds we hear are welcoming and we have hope and feel safe. Then are brought back to a harsh reality. On their journey, Scott and his men took a gramophone. A few of the songs you hear in the show allows us to know what they heard beside the silence. Something in the vastness to keep them sane.

Costume Designer : Rebecca Earehart

When I first read Terra Nova I was struck by the brotherhood and the determination of this group of men while charting unknown territory. These men pushed and helped each other even at great cost to themselves. Being in an isolated environment that no one had ever been, made these men rely on each other. There was no set of rules, no maps to follow; they were creating the maps. They had to trust each other and push forward even when all seemed hopeless.

One of my favorite lines from the play, delivered by Amundsen, “In playing the game you treat your gentlemen like dogs and your dogs like gentlemen,” really struck a chord with me. I see these men as a pack of dogs. No one man is more important than the other, they work in tandem to achieve their goal. When one is weak they put him in front to set the pace, just as a pack of wolves does. And just as with a pack of dogs they must count on each other. I wanted to display this comradery through the costumes. I achieved this by placing part of the expedition map on each of the men’s back; when lined up the complete journey to the South Pole is revealed. Also, placing the maps on their backs allowed me to create the illusion that they were living maps moving through the Antarctic, as they were instrumental in the creation of these maps.

With Kathleen I wanted her to go on a journey through her costumes. At the beginning of the play her costumes are loose, airy, ethereal, but by the end of the play we see her costumes change to be bound and restricting, signifying the result of her experiences throughout the play. The last time we see Kathleen is the only time we experience her outside of Scott’s mind, so I wanted her to be more real within the world of the play than as the previous times we saw her. As if she is blurry in the beginning and slowly comes into focus.

For my color palette I looked to Dr. Edward Wilson’s watercolors. A doctor and researcher on the expedition, he recorded what he saw through his paintings and sketches. I pulled each hue from an Antarctic landscape he painted while there. For Kathleen’s color palette just as her clothing goes from loose to constricted her color palette goes from white at the beginning of the show to black at the end of the play. This drastic shift from light to dark signifies her journey through the play. For Amundsen I chose white. Knowing that the set was going to consist of mostly whites, I knew he would fade into the background and sometimes he would be almost undetectable and then out of nowhere would “appear.”

Overall I wanted the design to encapsulate the dedication of these men, the hardships they went through, and the goals they achieved. I wanted to reflect the harshness of their environment while celebrating their endurance. This process has been moving an awe-inspiring and I wanted nothing more than to do their story justice.

Dramaturg : Erin Sinead

The role of co-dramaturg is to act as a researcher for the play, and to educate the actors more about the world of the play. In the case of Terra Nova, my co-dramaturg and I also got to research the actual events that took place! I began my research process by reading through the play a few times. My first read was strictly for enjoyment, and to know the play. Further readings were to discover new vocabulary words, and to understand the play more. For my portion of the research, I learned as much as I could about the people mentioned in the play. I used various internet resources as well as books to get this information. I compiled the most interesting parts into fact sheets for the actors, and further condensed the information to go into this study guide. I also did a few activities with the actors to help them discover more about their characters, and other necessary information.

Dramaturg : Makayla Holder

For my role as co-dramaturg, I was tasked with doing research on the playwright, the ship, the region, and relaying the information that I gathered to the actors. I started my process by first reading the play with the mindset of only enjoying it. As I was reading through Terra Nova the first time, the only notes I took were of concepts I found interesting as well as words I did not understand. I felt this was the best place to start as I would use my notes to spark my research. I then did this two more times to narrow down the concepts I wanted to research. If by the third read through I had written down the same concept each time, then I knew it had to be included in my research. The concepts that passed this test were SS Terra Nova’s history, the regions of Antarctica, and the Arctic verse Antarctica. The third part of my process was to begin researching all my concepts as well as rereading the play to expand my glossary. Once I felt I had enough information to move forward I began writing. My goal was to type up everything I now knew, use that to teach my information to the actors in the form of games and lectures, and then to edit my information down to fit into this study guide as well as on the dramaturg board presented outside the theatre. I accomplished these goals through rounds of editing, presentations to the actors, and a rousing game of Family Feud with the cast.

Regions of the Antarctic

Antarctica is a relatively small continent being the second smallest of all seven. The region is covered almost completely by the Antarctic Ice Sheet. Despite what this implies there are two different types of ice in this Ice Sheet that separate the continent into two regions; the East and West Antarctic Ice Sheet. The East is both larger, thicker, and older than that of the West. This is because Antarctica is not cen- tered over the South Pole and most of this continent lies in the Eastern Hemisphere. Thus, with this being a larger portion of the region it is called Greater Antarctica while the West is called Lesser Antarctica. Another convenient distinction between the two regions, they are divided by the Transantarctic Mountains which forms a physical boundary between the two. Besides these two regions there are still islands that fall under the boundaries of Antarctica. Some of the smaller landmasses include the South Shetland Island, South Orkney Island, and the Balleny Island. Many of the Antarctic islands are permanently linked to the main landmass by ice whereas others are linked only seasonally. Other areas of interest in the Antarctica are the coastline ice shelves and the McMurdo Dry Valleys. The largest ice shelves are the Ross Ice Shelf and the Ronne Ice Shelf. They are in the Ross Sea and the Weddell Sea respectively. The McMurdo Dry Valleys are among the only places in the Antarctic not covered by ice or snow.

Antarctic v. Arctic

The biggest difference between the Arctic and Antarctica are their geological characteristics. Antarctica is a universally accepted continent. Proximately 98% of this landmass is covered by an ice cap. The Arctic is composed of a series of smaller ice sheets and islands. The Arctic is a semi-enclosed ocean in which these ice sheets and islands exist. However, the Arctic also occupies a part of several countries. Unlike Antarctica, the Arctic does not have defined limits or boundaries. When it comes to flora and fauna, plants and wildlife, Antarctica is desolate land compared to its counterpart. Antarctica has virtually no vegetation besides lichens, while the Arctic’s tundra is populated with many flowering plants. The Arctic’s vast vegetation supplies food for several animals. These animals range from polar bears, foxes, hares, seal, whales, and many more. Antarctica, however, houses only penguins, whales, seals, and 39 bird species. Besides the flora and fauna another distinct feature between the two is their populations of people. There are no permanent residents of the South Pole. There are scientists in Antarctica year-round, but none of them live there full time. It is one of the only neutral and unowned regions on Earth. This is a stark contrast to the North Pole. The Arctic has indigenous populations which lived there far before the landmass was discovered by outsiders. Some of these indigenous populations are the Inuit, Indians, and Siberians. There are still current populations of permanent people in the Arctic as well as populations of scientists. This ownership of different regions in the Arctic is yet another difference between these two. Antarctica and the Arctic will always be the sisters of the pole, two of the most beautiful, terrifying, and often confused places on Earth.

The Norwegian Expedition The Norwegian expedition to the South Pole began as a different plan entirely. Amundsen originally planned to be the first to drift across the North Pole, but he scrapped this plan when other explorers declared they had been to the North Pole while Amundsen was still planning his expedition. Not wanting to be outdone, he began planning an expedition to be the first team to the South Pole. In 1910, he and his team left what is now Oslo, Norway with provisions for two years and nearly 100 sledge dogs. When they left, most of Amundsen’s crew, as well as everyone who had helped fund the expedition, were still under the assumption that the expedition was to the North Pole. Amundsen had other plans. They were now going towards the South Pole, with the intent to be the first people to reach the Pole. A month later, Amundsen let his team know about the change of plans. This expedition reached Antarctica on January 14th, 1911, and established a winter base, and began preparing for the journey. They had many setbacks from the weather, but Amundsen was finally able to leave with Olav Olavson Bjaaland, Hilmer Hanssen, Sverre H. Hassel, and Oscar Wisting, and 13 dogs for each man. On December 14th, they arrived at the South Pole. They erected a small tent, and left a letter. They then left to begin the return trip. They returned to their base camp 39 days later, with all five men and 11 dogs.

SS Terra Nova

The Terra Nova was built in 1884 by Alexander Stephen and Sons in Dundee, Scotland. The Terra Nova was constructed to be a ship in the Dundee sealing and whaling fleet. During the years that the Terra Nova was owned and working for this company, however, she did take on a few rescue missions. Among these are the 1903 relief of the Discovery and the 1905 rescue of the members of the US Arctic Fiala-Ziegler Polar Expedition.

In December 1903 Captain Scott was on his return journey home from his first expedition to the South Pole when disaster struck. His ship at the time, RRS Discovery, became trapped by 20 miles of ice that laid between them and the sea. With no way out, the Discovery called upon the assistance of the Terra Nova and Morning, her fellow Dundee whaler. They were able to free the RRS Discovery in February, 1904. The following year the SS Terra Nova was sent on a second rescue mission for the crew of the US Arctic Fiala-Ziegler Polar Expedition. The US expedition’s ship, the America, had been crushed by ice two years earlier. The Terra Nova tried to rescue this crew one year prior but failed due to the thickness of the ice. After five more years of being a sealing ship the Terra Nova was purchased by Scott in 1910 to be a part of the British National Antarctic Expedition. The Terra Nova’s time with Scott and his crew, however, was cut short as she would be sold in 1913 due to the deaths of five men; Scott, Wilson, Bowers, Oates, and Evans. When the ship docked at Antarctica in 1913 grief spread as all aboard were informed of the death of the men who set out to be the first to reach the pole. Everyone left ashore boarded the ship and she headed back to New Zealand. Thus, this ended the SS Terra Nova’s career with Captain Scott, but not her career as a vessel.

Upon her return in 1913 the Terra Nova was bought back by previous owner, the Bowring Brothers, to resume work as a sealing boat in Newfoundland. The SS Terra Nova continued doing this until she was chartered to carry supplies in World War I to Canada. The Terra Nova lived long past the end of the expedition. It wasn’t until she was charted to carry supplies to American bases in Greenland that her story ends. On September 13, 1942 the Terra Nova was damaged by an iceberg off the coast of Greenland. Every member of the 24-person crew was rescued from the sinking ship by the US Coast Guard. As per request of the captain of the ship at that time the SS Terra Nova was sent down in a hail of bullets. The Terra Nova was not rediscovered until 2012 when Schmidt Ocean Institute’s flagship R/V Falkor and its crew were running tests for the Kongsberg EM710, a multibeam mapping echo sounder.

The Characters of Terra Nova : Captain Robert Falcon Scott Captain Robert Falcon Scott was an Antarctic explorer that went on two different expeditions of the South Pole. The first was from 1901-1904, and the second, the ill-fated Terra Nova, in 1910. He was also a Naval Officer. Scott was born on June 6th, 1868 in Davenport, in Devon, England. He joined his first ship at age 13. In 1880, Scott joined the Royal Navy. He was promoted to Captain upon return from his first Antarctic expedition, known as Discovery. After the Discovery, he developed an interest in going on another expedition with the intent to be the first to reach the South Pole, and it began in June of 1910. They managed to arrive at the South Pole on January 17th, 1912. Much to their dismay, when they arrived at the Pole they found evidence that a rival team of Norwegians had beaten them to the Pole. They began their return trip. Captain Scott and two of his companions were trapped in their tents due to a blizzard for nine days, and eventually died. Their bodies were discovered on November 12th, along with journals that described their difficult last weeks. Captain Scott wrote of unusually severe cold, lack of food and fuel, and violent blizzards. His journal entries seemed to imply that Captain Scott knew him and his men wouldn’t survive this expedition. The news of Captain Scott’s failed expedition reached Brit- ain in February of the next year, and the country was plunged into mourn- ing.

Edward Adrian Wilson

Edward Adrian Wilson was born on July 23rd, 1872 in Cheltenham, Gloucestershire. In his early years, he was described as gifted, but boisterous. He was initially sent to a preparatory school, but attended Cheltenham College for Boys after failing to receive a scholarship. Wilson passed Cambridge and Oxford exams, earning honors in science. He was later diagnosed with pulmonary tuberculosis. He was told to move to the country, as the fresh air would be better for his lungs. He moved to in Stanmore countryside; he used this time to develop his skills as an artist. He also earned his qualifications as a doctor, and met his wife, Oriana Souper, while living in Stanmore. Soon after marrying his wife, he left on the Discovery Expedition. On this expedition, he acted as Junior Surgeon, Zoologist, and expedition artist. Wilson then joined Captain Scott on the ill-fated expedition Terra Nova. He was one of the five to reach the South Pole. He was the first doctor to reach the Pole. He perished along with Captain Scott and Bowers on March 29th, due to a blizzard preventing them from traveling to the next food and fuel depot eleven miles away. Their bodies were found in November. The search party left the bodies where they found them, covering them with the tent and marking the spot with a cross made from a pair of skis. The search team recovered Wilson’s final sketchbooks.

Henry Robertson Bowers

Henry Robertson Bowers was born in 1883 in Greenock. Daily, his mother would gather the family together for Bible reading, prayers, and hymns. As he aged, he only grew more connected to his faith; his connection and trust in it never wavered. Bowers joined the Terra Nova Expedition on June 6th, 1910. He was placed in charge of watching and taking care of the expedition team’s supplies, technically known as “stores,” along with various other duties. Despite how valuable Bowers proved to be to this expedition, he wasn’t part of the original plan. Captain Scott had planned to bring a team of four men total, but he chose to add Bowers. This was risky, as all rations had been decided based on a four man team. Bowers had an extra difficulty to his journey: the other men all had skis to help them travel on this ice, but Bowers had to do it by foot.

Bowers, like the rest of the team, did not survive the expedition. They at the Pole, but the return journey proved fatal. He suffered from frostbite and other difficulties caused by the extreme temperatures. He, along with Captain Scott and Wilson, perished in their tent only eleven miles from the next food and fuel depot.

Kathleen Bruce Scott

Kathleen Bruce Scott was born as Edith Agnes Kathleen Bruce in 1878. She was the youngest of eleven children. Her mother died two years after Kathleen was born, in 1880, and her father died six years later – leaving her an orphan at eight years old. She, along with her siblings, went to live with their great uncle. He died when Kathleen was a teenager. On her own, she went to London and Paris to study art. While in Paris, she befriended Pablo Picasso, Auguste Rodin, and Isadora Duncan. Upon her return to London, she met her eventual husband, Robert Falcon Scott. They were quickly married, and Kathleen soon gave birth to the couple’s only son, named Peter. During her husband’s expeditions, Kathleen began to develop a good reputation as a talented sculptor. After his death, she continued to sculpt, creating busts of her late husband, as well as many other distinguished contemporaries. Her most famous statue is of Captain Scott located in Waterloo Place. She was also granted the rank of a widow of a Knight Commander. This meant she was now known as Lady Scott. Later, in 1922, she was again married, this time to a British politician named Edward Hilton Young. In 1935, Young became a Baron, and was known by the title Baron Kennet. Kathleen also adopted this new title, becoming Baroness Kennet.

Lawrence Oates Captain Lawrence Oates was born on March 17th, 1880 in Putney, London. He was eventually allowed to join the Army. In March of 1901, he was fighting in the Boer War in South Africa. He was hit in the thigh by an enemy bullet. This left him with a permanent injury; he walked with a limp and one leg was rendered shorter than the other for the rest of his life. He was later promoted to Captain. When he heard about Captain Scott’s expedition plans, he immediately gathered the needed funds to join, and registered as a midshipman Terra Nova, the ship that would get the expeditioners to their starting point. Once they began traveling on land, he was put in charge of the horses. Captain Oates, despite his limp, was selected as one of the five men to continue onto the Pole. On the return trip, he began suffering from severe frostbite, which caused one of his big toes to turn black, and his skin to turn yellow. By the middle of March, he realized that his injuries were fatal, and for him to continue would not only be futile, but could harm the rest of the team. On the 15th of March, he asked to be left behind, but this request was refused and he continued on. The next day, walked out of the tent into the raging blizzard. He was never seen or heard from again, and his body was never found. Part of the coastline that this expedition discovered was named Oates Land in his honor.

Edgar Evans

Petty Officer Edgar Evans was born on March 7th of 1876 at Middleton on the Gower Peninsula in South Wales, the son of a sailor. He joined the Royal Navy at age of fifteen; he rose through the ranks to become a Petty Officer in five years, training in gunnery and torpedoes. Captain Scott wrote to Petty Officer Evans to request his services for his planned expedition to reach the South Pole. Petty Officer Evans initially hesitated due to financial issues, but eventually agreed to sign up. He was initially a pony handler, but when the ponies had to be sent back, he was switched to a sledge hauler. On December 31st, Petty Officer Evans cut his hand. This injury was not recorded in the journals, so he must have originally thought it was a small injury. The injury caused the team to make an early stop, and by the end of February, his fingers were frostbitten and leaking pus, and his fingernails had fallen off. Even worse, at the beginning of February, he fell through a crevasse, which probably gave him a concussion. Later that night he lost consciousness and died. His body was never found. The Royal Navy named an accommodation building in Portsmouth after him; it is the first building not to be named after an admiral. His widow erected a plaque in his honor at a church near his hometown. The plaque is engraved with the words: "To seek, to strive, to find and not to yield."

Roald Amundsen Roald Amundsen was born on July 16th, in 1872, near Olso, Norway. In 1897, he was first mate on the Belgica, which became the first expedition to spend the winter in the Antarctic. Amundsen then began another successful expedition, this time to sail through the Northwest Passage. Amundsen’s next goal was to drift across the North Pole. This plan was abruptly abandoned when news broke that an American explorer had reached the Pole. However, he began a new plan: to be the first to reach the South Pole. He kept his new plans a secret, even from those involved in the expedition. Eventually, he let his team in on the change of plans – but only after it was too late for them to back out. Amundsen and his men reached the South Pole on December 14th, 1911. They left a tent and a letter behind to mark their progress, and then began the return journey. They arrived back at base camp 39 days later. After his successful South Pole expedition, Amundsen continued to explore the arctic, and developed an interest in flying. This interest led to a plan to fly to the North Pole. In 1928, while searching in the Arctic for survivors of an airplane crash, Amundsen disappeared without a trace.

Works Cited

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“The Death of Lawrence Oates, March 17th 1912. Was It Sacrifice or Suicide?” Tom Crean, 6 Aug. 2016, tomcreandiscovery.com/?p=3015.

“Differences Between the Arctic & Antarctica.” The Arctic & Antarctica Collection, Arctic- Antarctica Collection, 2009, www.arcticantarcticcollection.com/polardifferences.htm.

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“Equipment - Scott's Last Expedition - Learning Zone.” National Library of Scotland, National Library of Scotland, www.nls.uk/learning-zone/geography-and-exploration/scotts-last- expedition/equipment.

“Explorer Robert Falcon Scott: The British Antarctic Expedition 1910.” Scott's Last Expedition, www.scottslastexpedition.org/expedition/robert-falcon-scott/.

“Folk Dances of Europe.” Ballet Alert!, 29 Sept. 2013, balletalert.invisionzone.com/topic/37848- folk-dances-of-europe/.

Frank, Stuart M. Whaling Museum, Whaling Museum, 2000, www.whalingmuseum.org/sites/default/files/pdf/Sea%20Chantey%27s%20and%20Sailors%3B% 20Songs.pdf.

“French to English.” Google Translator, Google, translate.google.com/.

Freedman, Samuel G. “HOW ONE PLAY FLOURISHED FOR YEARS BEYOND BROADWAY.” The New York Times, The New York Times, 29 Apr. 1984, www.nytimes.com/1984/04/29/theater/how-one-play-flourished-for-years-beyond- broadway.html.

Flint, Valerie I.J. “Christopher Columbus.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 26 July 1999, www.britannica.com/biography/Christopher-Columbus.

Gwynn, Stephen Lucius. Captain Scott. Penguin Books, 1940.

Hayes, J. Gordon. The Conquest of the North Pole: Recent Arctic Exploration. The Macmillan Company, 1937.

Hehn, Paul. “Mrs. Robert Falcon Scott's Awesome Story.” Who2, 11 Mar. 2013, www.who2.com/mrs-robert-falcon-scotts-awesome-story/.

Works Cited

“Henry Bowers.” Learning Zone, National Library of Scotland, www.nls.uk/learning- zone/geography-and-exploration/scotts-last-expedition/henry-bowers.

“Historical Cold Weather ClothingEvolution to the Modern Form.” Emperor Penguin Facts, 2001, www.coolantarctica.com/Antarctica%20fact%20file/science/clothing_in_antarctica_2.php.

“Historical Perspective: The Ziegler-Fiala Expedition to the Pole.” The Martha's Vineyard Times, 22 May 2013, www.mvtimes.com/2013/05/22/historical-perspective-ziegler-fiala-expedition-pole -15630/.

“History - Scott of the Antarctic.” BBC, BBC, www.bbc.co.uk/history/historic_figures/scott_of_antarctic.shtml.

“History of Naval Ranks and Rates.” Torpedo Bay Navy Museum, National Museum of the Royal New Zealand Navy, 11 June 2018, navymuseum.co.nz/history-of-naval-ranks-and-rates- 2/. “History of Scott's Expedition Cape Evans.” Antarctic Heritage, 2018,

www.nzaht.org/pages/history-of-scotts-expedition-cape-evans. “I Am Just Going Outside and May Be Some Time.” EnglishClub, www.englishclub.com/ref/esl/Quotes/Last_Words/ I_am_just_going_outside_and_may_be_some_time._2690.php.

Jane. “Kathleen Bruce Scott.” Terra Nova, Blogspot, 19 July 2011, terranovaatriverwalk.blogspot.com/2011/07/kathleen-bruce-scott.html.

Julita. “Difference Between Military and Army.” Difference Between Similar Terms and Objects, Difference Between, 19 July 2011, www.differencebetween.net/language/words-language/differencebetween-military-and-army/.

“Key Physical Features.” Discovering Antarctica, discoveringantarctica.org.uk/oceans- atmosphere-landscape/ice-land-and-sea/key-physical-features/. Lady Scott, Kathleen. Self-Portrait of an Artist. Hazell Watson & Viney, 1949. Laing, Peter. “Tragic Scott Was Told by Wife: Reach the South Pole or Die Trying.” Deadline News, Deadline News, 14 Feb. 2013, www.deadlinenews.co.uk/2013/02/14/tragic-scott-was-told-by-wife- reach-the-south-pole-or-die-trying/.

[Map] Pirates of the South Atlantic and Their Flags.” Pinterest, 2018, www.pinterest.com/pin/385972630556626234/.

Mason, Theodore K. Two Against the Ice: Amundsen and Ellsworth. Dodd, Mead, 1982.

“National Snow and Ice Data Center.” Arctic People | National Snow and Ice Data Center, National Snow and Ice Data Center, 2018, nsidc.org/cryosphere/seaice/characteristics/difference.html.

Works Cited “New Revision Series. “Tally, Ted 1952-.” Encyclopedia.com, Encyclopedia.com, 2018, www.encyclopedia.com/arts/educational-magazines/tally-ted-1952.

“Online Dictionary.” Dictionary.com, Dictionary.com, www.dictionary.com/.

“Old Roatan Pirate Map - Picture of Isery, Roatan.” TripAdvisor, 2018, www.tripadvisor.com/LocationPhotoDirectLink-g292019-d9978844-i178261364-Isery- Roatan_Bay_Islands.html.

Owen, James. “South Pole Expeditions Then and Now: How Does Their Food and Gear Compare?” National Geographic, National Geographic Society, 12 June 2016, news.nationalgeographic.com/news/2013/10/131025-antarctica-south-pole-scott-expedition- science-polar/.

Payne, Stephen J. The Ice: A Journey to Antarctica. University of Iowa Press, 1986. “Photo of Scott's Ship 'Terra Nova'.” National Library of Scotland, www.nls.uk/exhibitions/treasures/scotts-last-expedition/terra-nova. “Preparing for the Terra Nova: Robert Falcon Scott's Second Expedition.” Scott's Last Expedition, www.scottslastexpedition.org/expedition/preparing-for-terra-nova/.

Prigg, Mark. “Terra Nova, the Ship That Took Scott on His Doomed Expedition, Found off Greenland by Researchers Testing Their Equipment.” Daily Mail Online, Associated Newspapers, 18 Aug. 2012, www.dailymail.co.uk/sciencetech/article-2189719/Terra-Nova-ship-took- Scott-doomed-expedition-Greenland-researchers-testing-equipment.html.

“The Race to the Pole.” Cool Antarctica, www.coolantarctica.com/Antarctica%20fact%20file/History/race-to-the-pole-amundsen-scott.php.

“The Race to the South Pole, 1911.” Royal Museums Greenwich | UNESCO World Heritage Site In London, 5 July 2016, www.rmg.co.uk/discover/explore/race-south-pole-1911.

“Residency History.” Atlantic Center for the Arts, Atlantic Center for the Arts, 2 Dec. 2016, atlanticcenterforthearts.org/residencies/mair-residency-history/.

Rewald, Sabine. “Cubism.” The Metropolitan Museum of Art, I.e. The Met Museum, Oct. 2004, www.metmuseum.org/toah/hd/cube/hd_cube.htm.

Rich, Frank. “THEATER: 'TERRA NOVA'.” The New York Times, The New York Times, 26 Apr. 1984, www.nytimes.com/1984/04/26/theater/theater-terra-nova.html.

Rincon, Paul. “Scott's Wrecked Ship Terra Nova Found off Greenland.” BBC News, BBC, 16 Aug. 2012, www.bbc.com/news/science-environment-19288188.

“Roald Amundsen.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 27 May 1999, www.britannica.com/biography/Roald-Amundsen.

“Roald Amundsen - Crew of the Fram.” Cool Antarctica, www.coolantarctica.com/Antarctica%20fact%20file/History/antarctic_whos_who_fram.php.

Works Cited

“Roald Amundsen - Norwegian Antarctic Expedition, South Pole, 1910 - 1912.” Emperor Penguin Facts, www.coolantarctica.com/Antarctica%20fact%20file/History/roald-amundsen.php. “Robert Falcon Scott.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 23 Mar. 1999, www.britannica.com/biography/Robert-Falcon-Scott

“Royal Navy.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 20 July 1998, www.britannica.com/topic/Royal-Navy.

“S S Terra Nova Discovered.” Schmidt Ocean Institute, 15 Jan. 2016, schmidtocean.org/s-s- terra-nova-discovered/.

Scott, Robert Falcon. Journals: Captain Scott's Last Expedition. Edited by Max Jones, Oxford University Press, 2006.

Shah, Dhruti. “Antarctic Mission: Who Was Captain Lawrence Oates?” BBC News, BBC, 10 Mar. 2012, www.bbc.com/news/uk-17269397.

“The Story - RRS Discovery.” Dundee Heritage Trust, Dundee Heritage Trust , 2018, www.rrsdiscovery.com/exploration-article/the-story/.

“Ted Tally Biography.” Enotes.com, Enotes.com, 2018, www.enotes.com/topics/ted-tally.

“Ted Tally.” Playwrights Horizons, www.playwrightshorizons.org/shows/players/ted-tally/.

“Terra Nova.” Tom Crean, tomcreandiscovery.com/?page_id=188.

“Terra Nova - Ships of the Polar Explorers.” Emperor Penguin Facts, www.coolantarctica.com/Antarctica%20fact%20file/History/antarctic_ships/terra_nova.p hp.

“Terra Nova by Ted Tally.” Dramatists Play Service, Inc., www.dramatists.com/cgi-

bin/db/single.asp?key=1307. Thompson, Andrea. “50 Amazing Facts About Antarctica.” LiveScience, Purch, 10 Mar. 2014, www.livescience.com/43881-amazing-antarctica-facts.html.

Ward, Paul. “Edward Adrian Wilson (1872 - 1912) - Biographical Notes.” Cool Antarctica, 2001, www.coolantarctica.com/Antarctica%20fact%20file/History/biography/ wilson_edward_adrian.htm.

Ward, Paul. “Who Was Roald Amundsen?” Cool Antarctica, www.coolantarctica.com/schools/who-was-roald-amundsen.php.

Williams, Isobel P. “Captain Scott's Brave and Loyal Assistant: Petty Officer Edgar Evans.” Hektoen International, 2012, hekint.org/2017/01/30/captain-scotts-brave-and-loyal- assistant-petty-officer-edgar-evans/.

“Wilson of the Antarctic: Forgotten Hero.” BBC News, BBC, 31 Mar. 2012, www.bbc.com/news/science-environment-17560378.

Dances Across Europe Dance Lesson Plan Two Hours CORE CONTENT:

 High Concepts and Skills: Communication – select and use appropriate technology to collect, analyze present information.  High Skills and Concepts: Research – select and evaluate appropriateness of information (authenticity) from a variety of resources, including online research databases, online catalogs/virtual library and web sites to answer the essential questions.  8th DA:Cn10.1.8 – Relate connections found between different dances and discuss the relevance of the connections to the development of one’s personal perspectives.  8th DA:Cn11.1.8 – Analyze and discuss, how dances from a variety of cultures, societies, historical periods, or communities reveal the ideas and perspectives of the people.  HS Advanced DA:Pr4.1.III – Modulate and use the broadest range of movement in space for artistic and expressive clarity. Use inward and outward focus to clarify movement and intent. Establish and break relationships with other dancers and audience as appropriate to the dance.

OBJECTIVES:

 To learn European dance.  To share a presentation.  To work as a team.  To teach peers how to dance.

VOCABULARY:

 Dance – an art of sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony, and color. th  Branle – 16 -century French dance style which moves mainly from side to side, and is performed by couples in either a line or a circle. Pronounced BRA-nul.

 Galliard – a form of Renaissance dance and music popular all over Europe in the 16th century. Pronounced GAL-yeard th th  Sarabande – slow, stately dance that was popular in France in the 16 and 17 centuries. Pronounced sar-a-bond. th  Gavotte – a French folk dance, popular in the 18 century. Pronounced ga-vot. th  Minuet – a social dance of French origin, popular in the 18 century. Pronounced min-u-et. th  Quadrille – a historic dance performed by four couples, popular in the 18 century. Pronounced kwa-dril.  Cotillion – a type of patterned social dance that originated in France, popular in the 18th century. Pronounced cot-til-lon. th  Polka – a central European dance, popular in the 19 century. Pronounced pol-ka.

MATERIALS:

 Research materials  Presentation materials (PowerPoint software, poster making materials, etc.)  Rubric (teacher use only)

PROCEDURE: 1. Put students into groups. 2. Assign each group a dance movement from the provided list. 3. Groups must then research the dance movement using available materials such as computers or books. 4. Groups should use their research to design a presentation that will teach this information to the rest of the class. 5. Each group should also learn how to do their dance, and be prepared to teach it to the class. 6. Once all groups are complete, groups should present their information to the class. 7. After presenting the background information on their dance, each group should then teach the rest of the class how to do their dance.

Dance Rubric Criteria 0 1 2 3 4 Teamwork Group member Group Group Group member Group does not member only member does almost does their member contribute to offers some work fair share of work. contributes the group’s minimal towards the meaningfully project. effort to the final project. to the group’s group’s project, and project. displays a fair amount of effort.

Content of Little to no Some content A fair A lot of information All aspects of presentation content, or is provided, amount of is provided, and it is the dance and inaccurate but some is content is all accurate. its history are content. inaccurate. provided, and thoroughly it is all explained. accurate.

Presentation Group refuses Presentation Presentation Presentation is easy Presentation to present. is hard to is easy to to follow and hear, is easy to hear, or follow and and most follow and group does hear, but a information is hear, and all not cover all lot of covered. information is information. information covered. isn’t covered.

Teaching Instructions are Instructions Instructions Instructions can be Instructions completely are difficult can be followed with little are clear and unclear, and to follow, and followed with difficulty, and the concise, and group does little group makes some group is able to the group is to clarify little effort to difficulty, clarify able to understanding. assist. but the group misunderstandings. explain and makes an help students effort to who are clarify. struggling.

Total: (16 Points Possible)

British Royal Navy Rankings Social Studies Lesson Plan Ninety Minutes

CORE CONTENT:

 High Concepts and Skills: Productivity – use and apply a repertoire of technology skills regularly in the preparation of content assignments and authentic projects.  Big Idea: Government and Civics: 2.15 – Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.  Big Idea: Cultures and Societies: 2.16 – Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.  Big Idea: Cultures and Societies: 2.17 – Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.

OBJECTIVES:

 To define and rank different positions in the British Royal Navy.  To work together as a team.  To discuss a person’s role in the military.

VOCABULARY:

 Royal Navy – the British naval force. In charge of national defense at sea, shipping protection, and fulfilling national military agreements. It includes the Surface Fleet, the Submarine Service, the Fleet Air Arm, the Royal Marines, and the Royal Fleet Auxiliary.  Military – a unit of the government that is used to defend and further the interests of a specific country  Patriotism - devoted love, support, and defense of one's country; national loyalty.  Navy – the whole body of warships and auxiliaries belonging to a country or ruler.  Rank—a social or official position or standing, as in the armed forces.

MATERIALS:

 Vocabulary – Handout (one per student)  British Royal Navy Ranks Flashcards – Handout (one per group)  Correct Ranks – Key (Teacher use only)  Jeopardy game  Rubric – teacher use only  Jeopardy link — https://www.playfactile.com/royalnavyranks

PROCEDURE:

1. Pass out vocabulary handout and go over it as a class. 2. Put students into groups. 3. Give each group a set of British Royal Navy Ranks flashcards. 4. Groups should now organize the flashcards into the correct order of rankings of the British Royal Navy, from lowest rank to highest rank. They should use the provided definitions of the ranks to make an educated guess of the proper order. 5. Check each group’s ranking. Mark those that are correct, and have the group reorder the incorrect ones. Repeat until each group has all eighteen ranks correct. 6. Once each group has completed their ranking, go over the correct ranks with the class. 7. Play the provided Jeopardy game.

30 Handout –Vocabulary

 Able Rate (2) – had passed through basic training and were being sent to their first sea posting or branch training.  Able Rate/Marine – sailors who have been in the Navy for at least two years.  Admiral – naval officer with command of a fleet.  Admiral of the Fleet – captain in charge of a fleet.  Captain – any officer in command of a ship.  Chief Petty Officer – replaced chief boatswain’s mate, chief captain of the forecastle, admiral’s coxswain, chief quartermaster, chief carpenter’s mate, seamen’s schoolmaster, ship’s steward, and ship’s cook.  Commander – officer that is second in command of the largest warships.  Commodore – an officer in temporary command of a squadron, sometimes over a captain on the same ship.  Leading hand — able Seaman who has taken courses in his branch trade and is suitable for promotion to a senior rate.  Lieutenant* – provides the commanding officer of a ship with executive assistance.  Lieutenant*— Commander – a senior officer rank of the Royal Navy.  Midshipman – officer cadets undergoing training.  Petty Officer – minor officials aboard ships.  Rear-Admiral – a senior officer rank in the Royal Navy.  Sub-Lieutenant* – junior officer rank.  Vice-Admiral – officer who acts as secretary to admiral.  Warrant Officer 1 – officers that led the soldiers.  Warrant Officer 2 – men who were skilled in seamanship to take the ships to sea with their complement of soldiers. *The British pronounce “lieutenant” as “lef-tennent”

Handout – British Royal Navy Ranks Flashcards

Able Rate (2) Able Rate / Marine Leading Hand

Pety Offic Chief Pety Ofcer Warrant Ofcer 2

Warrant Ofcer 1 Midshipman Sub-Lieutenant

Lieutenant Lieutenant- Commander Commander

Captain Commodore Rear-Admiral

Vice-Admiral Admiral Admiral of the Fleet

Correct Ranks (Lowest to Highest Rank) – Teacher’s Key

1. Able Rate (2) 2. Able Rate/Marine 3. Leading Hand 4. Petty Officer 5. Chief Petty Officer 6. Warrant Officer 2 7. Warrant Officer 1 8. Midshipman 9. Sub-Lieutenant 10. Lieutenant 11. Lieutenant-Commander 12. Commander 13. Captain 14. Commodore 15. Rear-Admiral 16. Vice-Admiral 17. Admiral Admiral of the Fleet

History Rubric

Criteria 0 1 2 3 4

Teamwork Group member Group Group Group member Group member does not member only member does almost does their contributes contribute to offers some work fair share of work. meaningfully the group’s rank minimal towards the to the group’s activity. effort to the rank activity. rank activity, group’s rank and displays a activity. fair amount of effort.

Correct Ranks are Ranks are Some ranks Many ranks are Most ranks Ranks Incorrect and incorrect, and are correct, correct, and the are correct, group makes no minimal and the group group makes a strong and the group effort to fix effort is made makes an effort to fix the makes a strong them. to fix them. effort to fix incorrect ranks effort to fix those that are the incorrect incorrect. ranks.

Jeopardy Student does Student Student Student makes a Student fully Game not participate makes little makes some strong effort to participates in in game and effort to effort to participate in the the game. does not pay participate in participate in game. attention. game, but game. pays attention.

Total: (12 Points Possible)

Cubism Paintings Visual Art Lesson Plan Ninety Minutes CORE CONTENT:

 High Enduring Knowledge: Understandings – assistive technology supports learning to ensure equitable access to a productive life.  Big Idea: Information, Communication and Productivity 1.16 – Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.  HS Proficient VA:Cr2.1.I – Engage in making a work of art or design without having a preconceived plan.  HS Advanced VA:Re9.1.III – Construct evaluations of a work of art or collection of works based on differing sets of criteria.  6th VA:Re9.1.6 – Develop and apply relevant criteria to evaluate a work of art.

OBJECTIVES:

 To describe artworks using the elements of art.  To create an artwork inspired by the cubism movement.  To name notable artworks of the cubism movement.  To critique other’s artwork.

VOCABULARY:

 Cubism – abstract artwork that used geometric forms.  Pablo Picasso – one of the leaders of the cubism movement.  Georges Braque – one of the leaders of the cubism movement.  Color – the quality of an object or substance with respect to light reflected by the object, usually determined visually by measurement of hue, saturation, and brightness of the reflected light; saturation or chroma; hue.  Texture – the visual and especially tactile quality of a surface.

 Line – a mark or stroke long in proportion to its breadth, made with a pen, pencil, tool, etc., on a surface.  Shape – the quality of a distinct object or body in having an external surface or outline of specific form or figure.  Form – the organization, placement, or relationship of basic elements, as lines and colors in a painting or volumes and voids in a sculpture, so as to produce a coherent image; the formal structure of a work of art.  Elements of art – the five basic principles of art: color, texture, line, shape, and form.  Self-portrait – a portrait of oneself done by oneself.

MATERIALS:

 Projector  Sample Images: -Violin and Candlestick, 1910 by Georges Braque -Link: http://www.georgesbraque.net/violin-and-candlestick/ -Ma Jolie, 1911 by Pablo Picasso. -Link: https://www.moma.org/learn/moma_learning/pablo-picaso-ma- jolie-paris-winter-1911-12  Questions to Ask When Critiquing Art - Handout  Colored pencils  Paper  Pencils  Erasers

PROCEDURE:

1. Go over the vocabulary as a class. 2. Pass out the “Questions to Ask When Critiquing Art” handout. 3. Look at examples of cubism art, and have students discuss each artwork, using the questions featured on the handout. 4. Pass out colored pencils, paper, erasers, and pencils. 5. Students must now create a self-portrait using cubist style, keeping in mind the elements of art. 6. Once all students are done, have the class critique the drawings, again using the elements of art.

36 Questions to Ask When Critiquing Art – Handout

1. How did the artist use the elements of art? a. Color – b. Texture – c. Line – d. Shape – e. Form –

2. What do you think the artist is trying to say with this piece? Does the meaning come across?

3. What do you think inspired the artist? Does it connect to other artworks?

4. What media did the artist use? How does this impact the artwork? Would another media have worked better? Why or why not? If yes, what media? Why?

5. What did the artist do well?

6. What could the artist improve on? Visual Art Rubric

Criteria 0 1 2 3 4

Handout Student does Student Student only Handout is Handout is not fill out answers only responds to a complete, but some complete with handout. one or two few answers are lacking thorough questions, or questions, in detail or answers. answers are giving some explanation. minimal. detail. Discussion Student does Student Student Student offers many Student gives Participation not participate contributes offers some thoughts in thoughtful in discussion little to thoughts in discussion, but some response to discussion. discussion. are not fully formed. provided questions, and may post some questions of their own.

Quality of No artwork is Artwork is Artwork is Artwork is complete, Artwork is Artwork provided. unfinished. complete, but but is messy or complete, and work is messy unfocused. student made or unfocused. an effort to create a focused, clean artwork.

Elements of No elements of Only one Only 2 or 3 Only 4 elements of All elements Design in design are element of elements of design are visible in of design are artwork present design is design are artwork. visible in clearly visible clearly visible artwork. in art. in artwork.

Participation Student does Student gives Some critique Student gives a fair Student gives in Student not participate minimal is offered. amount of critique, substantial Critiques in critiques. critique. but thoughts are critique. unfocused.

Total: (20 Points Possible)

Travel Journals Writing Lesson Plan Sixty Minutes

CORE CONTENT:

 Big Idea: Research, Inquiry/Problem-Solving and Innovation – evaluate the accuracy and appropriateness of electronic information and correctly note the appropriate citations (e.g., APA, MLA).  Big Idea: Research, Inquiry/Problem-Solving and Innovation – organize information that is collected using a variety of tools (e.g., spreadsheet, database, saved files.  Grade 6 students – write narratives to develop real or imaged experiences using effective technique, relevant descriptive details, and well-structured event sequences.  Grade 8 students – Conduct short research projects to answer a question (including a self-generated question) drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.  Grades 9-10 students – demonstrate command of the conventions of standard English grammar and usage when writing or speaking.  Grades 11-12 students – produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience. OBJECTIVES:

 To learn about a different country.  To plan a trip.  To communicate ideas through writing.

Suggested Websites – Handout

Information on Flights, Hotels, and Other Important Travel Topics https://www.travelandleisure.com/ https://www.expedia.com/ https://www.travel.com/ https://www.travelocity.com/

Information on Different Countries http://www.geohive.com/ http://teacher.scholastic.com/activities/globaltrek/ https://www.cia.gov/library/publications/the-world-factbook/index.html http://news.bbc.co.uk/2/hi/country_profiles/default.stm https://www.state.gov/r/pa/ei/bgn/ http://countrystudies.us/ http://www.loc.gov/rr/international/portals.html http://www.imf.org/en/Countries http://www.who.int/countries/en/

Writing Help http://www.readwritethink.org/classroom-resources/student-interactives/ http://www.eduplace.com/kids/hme/k_5/graphorg/index.html http://www.time4writing.com/free-writing-resources/ http://grammar.ccc.commnet.edu/grammar/ http://www.essaypunch.com/ http://www.ozline.com/electraguide/thesis.php http://www.hemingwayapp.com/

How To Create A Bibliography https://support.office.com/en-us/article/create-a-bibliography-citations-and-references-17686589-4824-4940- 9c69-342c289fa2a5 https://www.sciencebuddies.org/science-fair-projects/science-fair/writing-a-bibliography-examples-of-apa- mla-styles https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/ mla_works_cited_page_basic_format.html

VOCABULARY:

 Journal – a daily record of occurrences, experiences, or observations.  Budget – an estimate, often itemized, of expected income and expense for a given period in the future. For a trip abroad, the budget should include things like: passport or other document fees, plane/train/bus tickets, subway/cab/bus fare, hotel or hostel fee, food, souvenirs, and money for activities like museums, other attractions, tours of the city, and shows.  Culture – a particular form or stage of civilization, as that of a certain nation or period. MATERIALS:

 Lined paper  Pencils  Research materials  Suggested websites list – handout  Rubric – teacher use only  PROCEDURE:

1. Go over vocabulary with class. 2. Students should research a European country they would like to visit someday. Their information should include where they will travel, things they would like to do in that country, some information about the country’s culture, and a rough budget. Be sure students think about the definition of “budget” they were given, and the kind of things they need to think about paying for. Their trip should last at least seven days. 3. Individually, students should write, in the form of a journal entry, about the trip they want to take, and why. This should be at least one page. 4. As they finish, students should begin discussing their planned trip with other members of the class. 5. Students should form groups with other students who want to go to the same country, and compare their planned trips. 6. Each group should then share their findings with the class.

41 Writing Rubric

Criteria 0 1 2 3 4

Country Information Some Information is Information is Information is Information provided about information is accurate, but accurate and accurate, and country is provided about there is only a shows evidence features a lot of minimal, or country, but it small amount of thorough detailed false. is at a basic provided. research, but information about level and some some key the specified is false. information is country. missing.

Activity Ideas Features no Features one Features three Features five Features at least activity ideas. or two activity or four or six activity seven activity ideas. ideas. activity ideas. ideas.

Budget There is no Budget is Budget is Budget is Budget is thorough budget, or missing many missing some missing a few and features a budget is costs. costs. costs. specified amount for missing all expected costs of multiple costs. the trip.

Journal entry No journal Journal entry Journal entry Journal entry Journal entry is at entry given. is given, but is is less than is less than least one page, and less than a half a page. three-quarters provides a thorough quarter of the of the page. description of the page and/or trip and why the lacks detail. student wants to take it.

Grammar and Journal entry Journal entry Journal entry Journal entry Journal entry and punctuation and budget are and budget and budget and budget budget have no riddled with have many have some have a few spelling and spelling and spelling and spelling and spelling and grammatical errors. grammatical grammatical grammatical grammatical errors. errors. errors. errors.

Presentation No Presentation Presentation Presentation Presentation gives presentation is shares only lacks cohesion, is cohesive and plenty of detail given, or no minimal and is missing informative, about the country information is information crucial but lacks key and trip. shared in asked for. information. information. presentation.

Total: (24 Points Possible)

Fishermen’s Tale Drama Three hours, Forty Five minutes (over four days)

CORE CONTENT:  TH:Cr2.1.6.: Contribute ideas and accept and incorporate the ideas of others in preparing or devising drama/theatre work.  TH:Pr6.1.7.: Participate in rehearsals for a drama/theatre work that will be shared with an audience.  TH:Pr4.1.I.: Shape character choices using given circumstances in a drama/theatre work.  TH:Cr2.1.II.: Cooperate as a creative team to make interpretive choices for a drama/ theatre work.  Information, Communication and Productivity 1.11: Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. OBJECTIVES:  To work as a team.  To develop characters and character’s arc.  To create a short play using the tools created from handouts.  To produce a play. MATERIALS:  Vocabulary – H.O. #1 (one per student)  Blank Vocabulary – H.O. #2 (one per student)  Plot Outline – H.O. #3 (one per student)  Writing Prompts – H.O. #4 (one per group)  Performance Rubric – H.O. #5 (teacher use) PROCEDURE: Day 1: 1 hour 30 minutes 1. Hand out Vocabulary – H.O. #1 and go over it as a class. (15 minutes) a. If needed use the Blank Vocabulary – H.O. #2 for them to take notes. b. Hand out Plot Outline – H.O. #3 and go over it as a class. (30 minutes) c. Explain each section one the Plot Outline – H.O. #3 purpose. d. As a class fill out a Plot Outline – H.O. #3.(45 minutes) The students may fill out their own with the same information to use as a reference sheet for tomorrow.

Day 2 : 1 hour

1. Students should bring handouts from the previous day. 2. Place students into groups. 3. Give each group a Plot Outline – H.O. #3 (separate from the ones they did the day before) and Writing Prompts – H.O. #4. 4. Have each group pick a prompt, different aspects of multiple prompts, or draw inspiration for their own from the Writing Prompts handout. 5. Each group should complete their new Plot Outline – H.O. #3. 6. Based on their Plot Outline – H.O. #3 each group should write a loose script to perform in front of the class, no more than five minutes long. 7. If applicable students should make props, set, and costumes lists for their play. Students rehearse their play. Day 3 : 30 minutes

1. Students should bring handouts from the previous days and reform their groups. 2. Students finish writing their scripts. 3. If applicable, students should gather their props, set, and costumes. Students rehearse their plays. Day 4 : 45 minutes

1. Students should bring handouts from the previous days and reform their groups. 2. If applicable, students should retrieve their props, set, and costumes. 3. One group at a time the students should perform their plays and hand in their: a. Scripts b. Plot Outline – H.O. #3 c. Props List d. Set List e. Costumes List

Vocabulary

 Antagonist —a person who is opposed to, struggles against, or competes with another; opponent; adversary.  Character —a person represented in a drama, story, etc.  Climax —a decisive moment that is of maximum intensity or is a major turning point in a plot.  Conflict —a fight, battle, or struggle, especially a prolonged struggle.  Costume List —list of costumes needed for production.  Falling Action —the part of a literary plot that occurs after the climax has been reached and the conflict has been resolved.  Language —choice of words or style of writing; diction.  Pantomime —the art or technique of conveying emotions, actions, feelings, etc., by gestures without speech.  Plot —also called storyline. The plan, scheme, or main story of a literary or dramatic work, as a play, novel, or short story.  Prop List —list of props (items picked up and used by the actor) needed for production.  Protagonist —the leading character, hero, or heroine of a drama or other literary work.  Rhythm —speed of the action.  Rising Action —a related series of incidents in a literary plot that build toward the point of greatest interest. Also known as climax.  Set List —list of set pieces (items or pieces not moved by the actor) needed for production.  Spectacle —anything presented to the sight or view.  Theme —a subject of discourse, discussion, meditation, or composition; topic.

45 Blank Vocabulary

Antagonist -

Character -

Climax -

Conflict -

Costume List -

Falling Action -

Language -

Pantomime -

Plot -

Prop List -

Protagonist -

Resolution -

Rhythm -

Rising Action -

Set List -

Spectacle -

Theme -

Plot Outline

(taken from https://www.teacherspayteachers.com/FreeDownload/Plot-Structure-Diagram -416444) Writing Prompts Narrative Fishermen’s Tales 1. You are the captain of a ship and the rest are the crew. Where do you go? What’s your ships name?

2. Your group has been recruited to explore a new land across the ocean. What does it look like? Is it dangerous?

3. Look a treasure map! Where does it lead? How will you get there? I shady pirate offers his services to you in exchange for a portion of the treasure, do you trust him?

4. Your ship has just crashed onto an unmarked island in the middle of the ocean, what do you do?

Art for Inspiration

Performance Rubric (taken from http://barefootk.weebly.com/)

NAME: CLASS:

Criteria 4 3 2 1 TOTAL

Almost Everyone in Almost every- everyone in the Only one person the group one in the group did not worked on the worked on the group worked worked on the play and did Group Work play and par- on the play and play and did most of the work ticipated participated in not participate in the equally in the the in the performance performance performance performance

Hardly any All of class Most class time No class time class time was time was spent was spent was spent spent effectively effectively effectively effectively Class Time working on the working on the working on the working on the performance performance performance performance and paying and paying and paying and paying attention attention attention attention

The words Voices are Words were Words are were not loud, clear, and uninterpretable, spoken clearly spoken clearly, Voice words are and they could but it was hard and it could clearly have been much to hear have been understood louder much louder

Full stage was Stage was More of the used, actors mostly used, stage could faced the all actors Actors stood in Blocking have been used, audience, and moved, could mostly one spot most actors did movement was have faced the not move prominent audience more Nice detail and Vivid detail dialogue is Very little No detail in used/dialogue, used, plot detail/dialogue the play, there Script interesting and seems to is used, Plot is is no connected connected plot wander a little hard to follow plot too much

More rehearsal Most of the All the lines needed, few lines are Script was not are memorized lines are mem- Memorization memorized at all with no orized, with a couple memorized slip-ups multiple slip-ups slip-ups occur

All pieces or Most pieces or Few pieces or No pieces or imagined imagined imagined piec- imagined Props, Set, pieces used in pieces used in es used in the pieces used in Costume / the play have a the play have a play have a the play have a Pantomime purpose and purpose and purpose and purpose and are are mostly are hardly are not distinguishable distinguishable distinguishable distinguishable

Performance Performance Performance Performance wasn’t was well was mostly wasn’t well rehearsed at Overall rehearsed, and rehearsed, and rehearsed, and all, and barely all students most students few students any students participated. participated. participated. participated.

Final Grade:

Additional Comments:

Temperature Conversions Math One hour, Thirty minutes CORE CONTENT:  7.EE: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.  6.EE: Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).  Information, Communication and Productivity1.16: Students use computers and other kinds of technology to collect, organize, and communicate information and ideas

OBJECTIVES:  To articulate how to solve a math problem.  To convert Celsius to Fahrenheit.  To understand the concept of conversion.

VOCABULARY:  Formula - A mathematical relationship or rule expressed in symbols.  Celsius - A scale of temperature used in most of the world.  Fahrenheit - A scale of temperature used in America.  Conversion - A process of changing or causing something to change from one form to another. Equations - A statement where the values of two mathematical expressions are equal.

MATERIALS:  Math Problems – H.O. #1 (one per student)  Math Solutions Key – H.O. #2 (teacher use)  Formula Worked Out – H.O. #3 (one per student)  Example Problems – H.O. #4 (teacher use only)  Math Wiz: The Game – H.O. #5 (teacher use only) Math Rubric – H.O. #6 (teacher use only)

PROCEDURE: 1. Pass out the Formula Worked Out – H.O. #3 and go over it. 2. Work through the Example Problems – H.O. #5 as a class. 3. As a class have the students play the Math Wiz game to further their understanding of the material. 4. This can last for as long or as short as you want. 5. To add some stakes, offer a small prize for the last one standing or the person who won the most games. 6. Pass out the Math Problems – H.O. #1. 7. Each student should work on their own to complete the problems on the Math Problems – H.O. #1. 8. Select students at random or from volunteers to display their work to a question on the board. 9. As a class discuss the answers.

52 Math Problems

If it is 85°F outside on a summer day If the freezing point in Fahrenheit is what is it in Celsius? 32° what is it in Celsius?

If the boiling point in Celsius is 100° What is the formula to convert what is it in Fahrenheit? Fahrenheit to Celsius?

What is the formula to convert Convert the following: -23°F = °C Celsius to Fahrenheit? Convert the following: 112°C = °F Convert the following: 10°F = °C

Convert the following: -52°C = °F Convert the following: 112°F = °C

Convert the following: 34°C = °F Convert the following: -45°F = °C Math Problems Answer Key

1. 24.9 °C 2. 0 °C 3. 212°F 4. 5/9(F-32) 5. 9/5*C+32 6. -30.6°C 7. 233.7°F 8. -12.2°C 9. -61.7°F 10. 44.4°C 11. 93.2°F 12. -42.8°C

Convert Celsius to Fahrenheit

The formula to convert Celsius to Fahrenheit is: If we are given 28°C how would we convert it to Fahrenheit?

First, we would input the 28°C into the formula: Second, we would follow the order of operations which states that we must complete the multiplication portion first: Then, we would add the result of the multiplication to the 32 from the original formula:

Convert Fahrenheit to Celsius

The formula to convert Fahrenheit to Celsius is: If we are given 16°F how would we convert it to Celsius?

First, we would input the 16°F into the formula: Second, we would follow the order of operations which states that we must complete the stuff in parenthesis first:

Then, we would multiple the result of the addition to the 5/9 from the original formula:

Convert Fahrenheit Equation to Celsius Equation

The formula to convert Celsius to Fahrenheit is: Our goal is to get C by itself on one side of the equal sign. To start we will subtract 32 from both sides:

which leaves us with

Next, we need to multiply both sides by the reciprocal of 9/5: this leaves us with

Convert Celsius Equation to Fahrenheit Equation

The formula to convert Fahrenheit to Celsius is: Our goal is to get F by itself on one side of the equal sign. To start we will multiply both sides by the reciprocal of 5/9: which leaves us with

Next, we need to add 32 to both sides: this leaves us with

Example Problems

-41°F= °C 19°C= °F

5/9 (-41—32) 9/5 * 19 + 32

34.2 + 32 5/9 (-73) -40.6°C 66.2°F

63°C= °F 11°F= °C

9/5 * 63 + 32 5/9 (11 - 32)

113.4 + 32 5/9 (-21) 145.5°F -11.7°C

Math Wiz: The Game Instructions This is a game where two students will stand in front of a whiteboard/chalkboard with a marker in their hands. The kids must face the opposite direction of the board while they await a question from the teacher. As soon as the teacher finishes the question the students are then to turn around and solve the problem on the board without a calculator. The first one to get the correct answer gets to remain at the board while a new student comes up and replaces the other student.

Questions/Examples For this lesson you could ask questions such as:  What is 26°F in Celsius?  What is -43°C in Fahrenheit?  Show your work and change the Celsius formula to the Fahrenheit formula?  As well as other math questions that relate to another recently learned topic or for an upcoming test.

Math Rubric

NAME: CLASS:

Criteria 4 3 2 1 TOTAL

Most work is All work is shown, and Little work is Shows Work shown step by No work shown some steps are shown step skipped

All of class time Most of class Hardly any class was spent time was spent No class time was time was spent effectively effectively spent effectively effectively work- Class working on the working on the working on the math ing on the math Participation math problems math problems problems and problems and and and participating in the participating in participating in participating games the games the games in the games Hardly any All answers Most answers Correct Answer answers are No correct answers correct are correct correct Student walked Student the class walked the Student just through the class through displayed answer Answers no questions Presentations problem in a most of the and answered and doesn’t have step by step (if applicable) problem and almost no anything to display manner and some answered questions answered questions questions

Student Student mostly Student barely thoroughly understands Student doesn’t understands the understands the the concept understand the Understanding concept and concept and can and can concept and cannot cannot execute a execute a execute a execute a solution solution solution solution

Student paid Student mostly Student paid little attention, Student paid no paid attention, attention, did did very little of attention, did none of did most their Overall their work, and their work, and their work, and work, and understood the understood understood nothing understood lesson nothing of the of the lesson most the lesson lesson

Final Grade: Additional Comments:

Sea Chanteys and Sailors’ Songs Music Two Hours CORE CONTENT:

 8th MU:Cr1.1.8: Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey expressive intent.  HS Proficient MU:Cr1.1.C.I: Describe how sounds and short musical ideas can be used to represent personal experiences, moods, visual images, and/or storylines.  HS Proficient MU:Pr6.1.T.I: Demonstrate an understanding of the context of music through prepared and improvised performances.  Information, Communication and Productivity 3.3: Students demonstrate the ability to be adaptable and flexible through appropriate tasks or projects.

OBJECTIVES:

 To collaborate with peers  To develop and perform a new sea chantey.  To express pantomime skills.

VOCABULARY:

 Sea Chantey —a song sung by sailors in rhythm with their work or an action such as rowing a boat.  Music —vocal or instrumental sounds (or both) combined in such a way as to produce beauty of form, harmony, and expression of emotion.  Tempo —the speed at which a passage of music is or should be played.  Rhythm — a strong, regular, repeated pattern of movement or sound.  Performance —an act of staging or presenting a play, concert, or other form of entertainment.  Pantomime —the art or technique of conveying emotions, actions, feelings, etc., by gestures without speech.

MATERIALS:

 Examples of Sea Chanteys – H.O. #1 (One per Student)  Performance Rubric – H.O. #2 (Teacher Use Only)  Pencils  Notebook Paper PROCEDURE: Class Work: Thirty minutes 1. As a class go over and discuss the vocabulary for this lesson. 2. Hand out the Sea Chanteys – H.O. #1. 3. Go over the Sea Chanteys – H.O. #1. a. Sing the songs. b. As a class the students should work together to come up with a class sea chantey that will be written on the board by the teacher. c. This is a preliminary activity for the group work later. d. This doesn’t need to be a long song; just a chorus and two versus. The class sea chantey should be sung by the whole class upon completion. Group Work: One hour, thirty minutes

1. Place students into groups. 2. Each group should pick a ship chore to pantomime as they perform their sea chantey. a. Examples: Rowing a boat Scrubbing the deck Raising the sails Packing a ship 3. Each group should work together to write a sea chantey of their own. (30 minutes) a. Ideas can be taken from the examples though they cannot be copied exactly. b. Each group needs to rehearse their sea chantey for their performances. (30 minutes) The groups should one at a time perform their sea chanteys to the class. (30 minutes).

60 Examples of Sea Chanteys

(Taken from whalingmuseum.org)

Haul Away, Joe Across the Western Ocean Oh, once I was in Ireland, A-diggin’ turf and ‘taties, Oh, the times are hard and the wages low, Away, haul away, we’ll haul away Joe! Amelia, where you bound to? But now I’m in a limejuice ship, The Rocky Mountains is my home, A-hauling on the braces, Across the Western Ocean. Away, haul away, we’ll haul away Joe! The land of promise there you’ll see; Away, haul away, we’ll haul away Joe! I’m bound across that Western sea. Away, haul away, we’ll haul away Joe! King Louis was the King of France I’ll take my way from Liverpool Before the Re-vo-lu-shy-un, In Liverpool, that Yankee school But then he got his head cut off, Which soiled his Con-sti-tu-shy-un. There’s Liverpool Pat in a tarpaulin hat, And Yankee Jack, the packet rat. St. Patrick was a gentleman, He came from daycent payple, Beware these packet ships, I say, He built a church in Dub-a-lin Town They steal your stores and clothes away. And on it put a steeple.

Haul Away, Joe

Across the Western Ocean

Performance Rubric Name:______Class:______

Criteria 4 3 2 1 TOTAL

Only one Everyone in Almost everyone Almost everyone person the group in the group did in the group worked on worked on the not worked on worked on the the song and Group Work song and the song and did song and did most of participated not participate participated in the the work in equally in the in the performance the performance performance performance The song was The song was The song was The song had influenced by entirely mostly a copy of no rhythm other works but Song Writing original and another’s work and was an not copied and it was very and had almost exact copy of was mostly rhythmic no rhythm another work rhythmic Performance Performance is Performance needs more well rehearsed Performance appears rehearsed rehearsal time Performance with few is not with some with multiple stumbles or rehearsed stumbles or pauses stumbles or pauses pauses

The activity The activity they The activity they are doing are doing is they are doing is They do not Pantomime is easily moderately hardly pantomime noticeable and noticeable and noticeable and anything. well executed. well executed. poorly executed.

Performance Performance Performance One student was rehearsed, seems rehearsed, needs more participates, all students most students rehearsal, very no rehearsal Overall few students participate, participate, work participate, and done, music music is their is mostly their music is mostly is a total own own not their own copy

Grade:______

Will It Freeze Science 2 Hours 30 Minutes: 30 Minutes a Day for 5 Days CORE CONTENT:

 MS. Structure and Properties of Matter: 06-PS1-4.: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.  MS. Chemical Reactions: 07-PS1-2.: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.  Information, Communication and Productivity 6.3: Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences. OBJECTIVES:

 To hypothesize using scientific methods.  To comprehend the result of experiments.  To write a presentation and share results of an experiment.  To compare results of an experiment to one’s hypothesis.  To work as a group. MATERIALS:

 Scientific Method – H.O. #1 (One per Student)  Data Collection Sheet – H.O. #2 (One per Student)  Milk Experiment – H.O. #3  Water Experiment – H.O. #4  Olive Oil Experiment – H.O. #5  Apple Juice Experiment – H.O. #6  Soda Experiment – H.O. #7  Science Rubric – H.O. #8 (teacher use)  Containers for liquids to freeze in  12.5 cups of salt (pure of table salt)  Plus an additional 5 tablespoons of salt  6 Cup of Milk  6 Cup of Water  6 Cup Apple Juice  6 Cup of Olive Oil  6 Cup of Soda  Measures for the salt PROCEDURE: Day 1: 1. Put students into groups. 2. Scientific Method – H.O. #1 and Date Collection Sheet – H.O. #2 given to each student. 3. Each group should receive a different Experiment handout. 4. Go over lab safety as a class as well as all handouts. 5. Have students make a hypothesis based on their prior knowledge and write it down on the Data Collection Sheet – H.O. #2. 6. Supply each group with the amount of liquid needed for their first experiment as well as the amount of salt needed. 7. Have each group combine the ingredients for their specified experiment and place them in a

Day 2: 1.The students should rejoin their previous group and pull out all handouts from the previous day.

2.All groups should get their experiments back.

3.Each group should record what happened on their Data Collection Sheet – H.O. #2.

4.Discuss findings and whether the hypothesis was correct or false. 5.Each group should compose a small (5 minute at most) presentation that includes: a. What was the experiment? b. How much liquid and which liquid was used? c. How much salt was used? d. The hypothesis and whether it was correct or incorrect. e. The Results!

Day 3: 1. The students should rejoin their previous group and pull out all handouts from the previous days. 2. Class discussion on each experiment. 3. Once the presentations are finished each group should then collect their materials to conduct the rest of the experiments on their experiment sheets. 4. The students should then make a hypothesis for each of the following rounds of their experiments. 5. Each group should then complete their experiments by combining their materials and put them in the freezer one experiment at a time.

Day 4:

1. The students should rejoin their previous group and pull out all handouts from the previous days. 2. All groups should get their experiments back and discuss what has occurred as a group.

3. Each group should record what happened on their Data Collection Sheet – H.O. #2. Discuss the findings and whether the hypothesis was correct or false.

4. Each group should compose a small (5 to 10 minute) presentation that includes: a. What the series of experiments were about? b. How much liquid and which liquid was used for each experiment? c. How much salt was used for each experiment? d. The hypothesis for each experiment and whether it was correct or incorrect. e. Results for each of the experiments. f. Any conclusions that can be drawn/a summarization of all the results and what they mean.

Day 5: 1. The students should rejoin their previous group and then one group at a time present their findings.

Scientific Method

(Taken from sciencebuddies.org) Data Collection Sheet

What How Much How Much Was Your Experiment Did It Liquid Did Liquid Did Salt Did Hypothesis Hypothesis Notes Number Freeze You Use You Use You Use True

Milk Experiment

Experiment 1: MATERIALS:  2 Cups of Milk  1 Tablespoon of Salt  A Bowl  A Spoon

STEPS: A. Measure out 2 cups of milk and at it to the bowl B. Measure out 1 tablespoon of salt C. Add the salt to the bowl and stir with the spoon for 10 seconds D. Put the bowl in the freezer and wait roughly 24 hours to remove E. After the 24 hours, remove your bowl and record the results of the experiment. a. Did it freeze? b. Is it the same color? c. Have the ingredients separated? Experiment 2: MATERIALS:  2 Cups of Milk  1 Cup of Salt  A Bowl  A Spoon STEPS: A. Measure out 2 cups of milk and at it to the bowl B. Measure out 1 cup of salt C. Add the salt to the bowl and stir with the spoon for 10 seconds D. Put the bowl in the freezer and wait roughly 24 hours to remove E. After the 24 hours, remove your bowl and record the results of the experiment a. Did it freeze? b. Is it the same color? c. Have the ingredients separated?

Experiment 3: MATERIALS:

 2 Cups of Milk  1 1/2 Cups of Salt  A Bowl  A Spoon STEPS:

A. Measure out 2 cups of milk and at it to the bowl B. Measure out 1 1/2 cups of salt C. Add the salt to the bowl and stir with the spoon for 10 seconds D. Put the bowl in the freezer and wait roughly 24 hours to remove E. After the 24 hours, remove your bowl and record the results of the experiment a. Did it freeze? b. Is it the same color? c. Have the ingredients separated? Water Experiment

Experiment 1: MATERIALS:  2 Cups of Water  1 Tablespoon of Salt  A Bowl  A Spoon STEPS: A. Measure out 2 cups of water and at it to the bowl. B. Measure out 1 tablespoon of salt. C. Add the salt to the bowl and stir with the spoon for 10 seconds. D. Put the bowl in the freezer and wait roughly 24 hours to remove. E. After the 24 hours, remove your bowl and record the results of the experiment. a. Did it freeze? b. Is it the same color? c. Have the ingredients separated? Experiment 2: MATERIALS:  2 Cups of Water  1 Cup of Salt  A Bowl  A Spoon STEPS: A. Measure out 2 cups of water and at it to the bowl B. Measure out 1 cup of salt C. Add the salt to the bowl and stir with the spoon for 10 seconds D. Put the bowl in the freezer and wait roughly 24 hours to remove E. After the 24 hours, remove your bowl and record the results of the experiment a. Did it freeze? b. Is it the same color? c. Have the ingredients separated?

Experiment 3: MATERIALS:  2 Cups of Water  1 1/2 Cups of Salt  A Bowl  A Spoon

STEPS: A. Measure out 2 cups of water and at it to the bowl B. Measure out 1 1/2 cups of salt C. Add the salt to the bowl and stir with the spoon for 10 seconds D. Put the bowl in the freezer and wait roughly 24 hours to remove E. After the 24 hours, remove your bowl and record the results of the experiment a. Did it freeze? b. Is it the same color? c. Have the ingredients separated?

Olive Oil Experiment Experiment 1: MATERIALS:  2 Cups of Olive Oil  1 Tablespoon of Salt  A Bowl  A Spoon STEPS:

Measure out 2 cups of olive oil and at it to the bowl A. Measure out 1 tablespoon of salt B. Add the salt to the bowl and stir with the spoon for 10 seconds C. Put the bowl in the freezer and wait roughly 24 hours to remove D. After the 24 hours, remove your bowl and record the results of the experiment a. Did it freeze? b. Is it the same color? c. Have the ingredients separated? Experiment 2: MATERIALS:  2 Cups of Olive Oil  1 Cup of Salt  A Bowl  A Spoon

STEPS: A. Measure out 2 cups of olive oil and at it to the bowl B. Measure out 1 cup of salt C. Add the salt to the bowl and stir with the spoon for 10 seconds D. Put the bowl in the freezer and wait roughly 24 hours to remove E. After the 24 hours, remove your bowl and record the results of the experiment a. Did it freeze? b. Is it the same color? c. Have the ingredients separated? Experiment 3:

MATERIALS:  2 Cups of Olive Oil  1 1/2 Cups of Salt  A Bowl  A Spoon

STEPS: A. Measure out 2 cups of olive oil and at it to the bowl B. Measure out 1 1/2 cups of salt C. Add the salt to the bowl and stir with the spoon for 10 seconds D. Put the bowl in the freezer and wait roughly 24 hours to remove E. After the 24 hours, remove your bowl and record the results of the experiment a. Did it freeze? b. Is it the same color? c. Have the ingredients separated? Apple Juice Experiment Experiment 1: MATERIALS:  2 Cups of Apple Juice  1 Tablespoon of Salt  A Bowl  A Spoon

STEPS: A. Measure out 2 cups of apple juice and at it to the bowl B. Measure out 1 tablespoon of salt C. Add the salt to the bowl and stir with the spoon for 10 seconds D. Put the bowl in the freezer and wait roughly 24 hours to remove E. After the 24 hours, remove your bowl and record the results of the experiment a. Did it freeze? b. Is it the same color? Have the ingredients separated? Experiment 2: MATERIALS:  2 Cups of Apple Juice  1 Cup of Salt  A Bowl  A Spoon

STEPS: A. Measure out 2 cups of apple juice and at it to the bowl B. Measure out 1 cup of salt C. Add the salt to the bowl and stir with the spoon for 10 seconds D. Put the bowl in the freezer and wait roughly 24 hours to remove E. After the 24 hours, remove your bowl and record the results of the experiment a. Did it freeze b. Is it the same color c. Have the ingredients separated?

Experiment 3: MATERIALS:

 2 Cups of Apple Juice  1 1/2 Cups of Salt  A Bowl  A Spoon

STEPS: A. Measure out 2 cups of apple juice and at it to the bowl B. Measure out 1 1/2 cups of salt C. Add the salt to the bowl and stir with the spoon for 10 seconds D. Put the bowl in the freezer and wait roughly 24 hours to remove E. After the 24 hours, remove your bowl and record the results of the experiment a. Did it freeze? b. Is it the same color? c. Have the ingredients separated?

Soda Experiment Experiment 1: MATERIALS:  2 Cups of Soda  1 Tablespoon of Salt  A Bowl  A Spoon STEPS:

A. Measure out 2 cups of soda and at it to the bowl B. Measure out 1 tablespoon of salt C. Add the salt to the bowl and stir with the spoon for 10 seconds D. Put the bowl in the freezer and wait roughly 24 hours to remove E. After the 24 hours, remove your bowl and record the results of the experiment a. Did it freeze b. Is it the same color Have the ingredients separated Experiment 2: MATERIALS:  2 Cups of Soda  1 Cup of Salt  A Bowl  A Spoon

STEPS: A. Measure out 2 cups of soda and at it to the bowl B. Measure out 1 cup of salt C. Add the salt to the bowl and stir with the spoon for 10 seconds D. Put the bowl in the freezer and wait roughly 24 hours to remove E. After the 24 hours, remove your bowl and record the results of the experiment a. Did it freeze? b. Is it the same color? c. Have the ingredients separated? Experiment 3: MATERIALS:

 2 Cups of soda  1 1/2 Cups of Salt  A Bowl  A Spoon STEPS: A. Measure out 2 cups of soda and at it to the bowl B. Measure out 1 1/2 cups of salt C. Add the salt to the bowl and stir with the spoon for 10 seconds D. Put the bowl in the freezer and wait roughly 24 hours to remove E. After the 24 hours, remove your bowl and record the results of the experiment a. Did it freeze b. Is it the same color c. Have the ingredients separated Science Rubric Name:______Class:______

Criteria 4 3 2 1 TOTAL All members of Most members One person in Very few people the group of the group the group Group Work contributed to contributed to contributed to contributed to the project the project the project the project

All of class time Most of class Hardly any No class time was spent time was spent class time was was spent Class effectively effectively spent effectively effectively

Participation working on the working on the working on the working on the experiments and experiments and experiments and experiments and recording data recording data recording data recording data

Student Student Student Student followed hardly followed none followed all followed most of Following any of the of the experiment and the experiment Directions experiment and experiment and teacher given and teacher teacher given teacher given directions given directions directions directions Student Student Student Student delivered an delivered a well delivered a poor delivered a poor averagely written presentation in presentation in written Presentations presentation in both occasions both occasions presentation in both occasions and answered and did not both occasions and answered most of the answer any of and answered all questions questions the questions all questions Student Student Student barely Student doesn’t correctly correctly understands the understand the recorded most of Data Sheet recorded all concept and concept and the data on the data on the data cannot execute a cannot execute a data collection collection sheet solution solution sheet

Student paid Student paid no Student mostly Student paid little attention, attention, did paid attention, attention, did did very little of none of their did most their Overall their work, and their work, and work, and work, and understood the understood understood understood most lesson nothing of the nothing of the the lesson lesson lesson

Total Grade:______Additional Comments:______

Vocabulary

 Able Rate (2) – someone who has passed through basic training and is being sent to their first sea posting or branch training.  Able Rate/Marine – sailors who have been in the Navy for at least two years.  Admiral – naval officer with command of a fleet.  Admiral of the Fleet – captain in charge of a fleet.  Admiralty – the office or jurisdiction of an admiral.  Antagonist – a person who is opposed to, struggles against, or competes with another; opponent; adversary.  Arithmetic – the method or process of computation with figures: the most elementary branch of mathematics.  Army — the English Army existed while England was an independent state and was at war with other states, but it was not until the Interregnum and the New Model Army (raised by Parliament to de- feat the Royalists in the English Civil War) that England acquired a peacetime professional standing army.  Ascensions – to rise to a higher point, rank, or degree; proceed from an inferior to a superior degree or level.  Atrocious — horrifyingly wicked.  Aurora — sometimes referred to as polar lights, northern lights (aurora borealis) or southern lights (aurora australis), a natural light display in the Earth's sky, predominantly seen in the high- latitude regions.  Aurora Australias – the aurora seen around the South Pole; a dazzling light display.  Aurora Borealis – the aurora of the Northern Hemisphere; a dazzling light display.  Back staff —the best known of which is the Davis' quadrant. It could measure the altitude of the sun without having the navigator directly observe the sun.  Balaclava – a close-fitting, knitted cap that covers the head, neck, and tops of the shoulders, worn especially by mountain climbers, soldiers, skiers, etc.  Ballocks — the testicles, used to express contempt, annoyance, or defiance.  Balloon Ascensions -- gathering where hot air balloons launch.  Barge – a capacious, flat-bottomed vessel, usually intended to be pushed or towed, for transporting freight or passengers; lighter.  Bear Baiting — a form of entertainment that involved setting dogs to attack a captive bear.  Beardmore — glacier in Antarctica descending to the Ross Ice Shelf at about 170° east.  Belgravia — a fashionable district in London, England, adjoining Hyde Park.  Beluga Malassol — Beluga Caviar.  Bercy — a sauce made with a reduction of white wine with shallots, butter, marrow, lemon juice, parsley, salt and pepper. It's served with broiled or grilled meat or fish.  Boer — a South African of Dutch extraction.  Boisterous — rough and noisy; noisily jolly or rowdy; clamorous; unrestrained.  Bordeau — mispronunciation of Bordeaux.

Vocabulary  Bordeaux — any wine produced in the Bordeaux region of southwest France.  Bordello — a brothel.  Bowler hats — a hard felt hat with a rounded crown.  Branle — 16th-century French dance style which moves mainly from side to side, and is performed by couples in either a line or a circle.  Brute — a brutal, insensitive, or crude person.  Budget — an estimate, often itemized, of expected income and expense for a given period in the future.  Capetown — Cape Town is a coastal city in South Africa. It is the capital and largest city of the Western Cape province. It forms part of the City of Cape Town metropolitan municipality.  Captain — any officer in command of a ship.  Cavalry — the part of a military force composed of troops that serve on horseback.  Caviar — is the fully ripe internal egg masses in the ovaries, or the released external egg masses of fish and certain marine animals, such as shrimp, scallop and sea urchins.  Celsius — a scale of temperature used in most of the world.  Chantey — a sailors' song, especially one sung in rhythm to work.  Chapel — a place of worship for members of various dissenting Protestant churches, as Baptists or Methodists.  Chappie — a fellow; man or boy.  Character — a person represented in a drama, story, etc.  Charts — are maps of the areas to be navigated with details specific to the marine environment.  Cheltenham — a city in N Gloucestershire, in W England: resort.  Chief Petty Officer – replaced chief boatswain’s mate, chief captain of the forecastle, admiral’s coxswain, chief quartermaster, chief carpenter’s mate, seamen’s schoolmaster, ship’s steward, and ship’s cook.  Chinaman — an outdated and offensive term used to refer to a Chinese person or a person of Chi- nese descent.  Chump — a stupid person; dolt.  Climax — a decisive moment that is of maximum intensity or is a major turning point in a plot.  Collateral – security pledged for the payment of a loan.  Color —the quality of an object or substance with respect to light reflected by the object, usually determined visually by measurement of hue, saturation, and brightness of the reflected light; saturation or chroma; hue.  Columbus — navigator who went on four transatlantic voyages, often credited with discovering the Americas.  Commander — officer that is second in command of the largest warships.

 Commission — the act of committing or entrusting a person, group, etc., with supervisory power or authority.  Commodore — an officer in temporary command of a squadron, sometimes over a captain on the same ship.

Vocabulary

 Compute — to determine by calculation; reckon; calculate.  Computing aids —used in necessary mathematical calculations. Today electronic computers or cal- culators are used. Other traditional aids used included tables (trigonometric, logarithms, etc.) and slide rules.  Con — to direct the steering of (a ship).  Concussion — injury to the brain or spinal cord due to jarring from a blow, fall, or the like.  Conflict — a fight, battle, or struggle, especially prolonged.  Continent — one of the great divisions of land (such as North America, South America, Europe, Asia, Africa, Australia, or Antarctica) of the Earth.  Conversion — a process of changing or causing something to change from one form to another.  Convulsions — contortion of the body caused by violent, involuntary muscular contractions of the extremities, trunk, and head.  Corroboration — to make more certain; confirm.  Costume List — a list of costumes needed for a production.  Cotillion — a type of patterned social dance that originated in France.  Cound — a village in the English county of Shopshire.  Crevasse — a fissure, or deep cleft, in glacial ice, the earth's surface, etc.  Cross staff — an older instrument long out of use.  Cubism — abstract artwork that used geometric forms.  Culture — a particular form or stage of civilization, as that of a certain nation or period.  Cyclorama — a curved wall or drop at the back of a stage, used for creating an illusion of unlimited space or distance in the background of exterior scenes or for obtaining lighting effects.  Dance — an art of sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony, and color.  Depot — a place for storing goods or motor vehicles.  Detract — to take away a part, as from quality, value, or reputation (usually followed by from).  Distorts — to twist awry or out of shape; make crooked or deformed.  Dividers—used for measuring lengths of lines and approximate lengths of non-linear paths on a chart.  Domestic — devoted to home life or household affairs.  Dressing-down — a severe reprimand; scolding.  East Grinstead — a town in West Sussex, in England. A town and civil parish in the northeastern corner of Mid Sussex district of West Sussex in England near the East Sussex, Surrey, and Kent borders. It lies 27 miles (43 km) south of London.  Edwardian — of, relating to, or characteristic of Edward VII of England or his reign.  Eightieth — the number 80 in a series; 80th.

Vocabulary English Glossary

 Enigmatic — resembling an enigma, or a puzzling occurrence, situation, statement, person, etc.; perplexing; mysterious.  Enrich — to supply with abundance of anything desirable.  Eon — an indefinite and very long period of time, often a period exaggerated for humorous or rhetorical effect.  Equations — a statement that values of two mathematical expressions are equal.  Exposure — the condition of being exposed without protection to the effects of harsh weather, especially the cold.  Fahrenheit — a scale of temperature used in America.  Falling Action — the part of a literary plot that occurs after the climax has been reached and the conflict has been resolved.  Flagship —a ship carrying the flag officer or the commander of a fleet, squadron, or the like, and displaying the officer's flag.  Flaunt — display (something) ostentatiously, especially in order to provoke envy or admiration or to show defiance.  Fondue — dish of melted cheese served in a communal pot over a portable stove heated with a candle or spirit lamp, and eaten by dipping bread into the cheese using long-stemmed forks.  Formula — a mathematical relationship or rule expressed in symbols.  Fossil — preserved from a past geologic age.  Frostbite — to affect or injure by frost or frostbite.  Frostbitten — injured by frost or extreme cold.  Furtively — taken, done, used, etc., surreptitiously or by stealth; secret.  Galliard — a form of Renaissance dance and music popular all over Europe in the 16th century.  Galvanize — to stimulate or treat (muscles or nerves) with induced direct current (distinguished from faradize).  Gamey — having the flavor or odor of game or other meat kept uncooked until slightly tainted.  Gangrene – necrosis or death of soft tissue due to obstructed circulation, usually followed by decomposition and putrefaction.  Gavotte — a French folk dance.  General — an officer in the highest, second, or third highest rank, is one ranking immediately below a field marshal in the British army.  Georges Braque – one of the leaders of the cubism movement.  Granite —a coarse-grained igneous rock composed chiefly of orthoclase and albite feldspars and of quartz, usually with lesser amounts of one or more other minerals, as mica, hornblende, or augite.  Great Barrier Glacier — Axel Heiberg Glacier in Antarctica is a valley glacier, 48 km (30 mi) long, descending from the high elevations of the Antarctic Plateau into the Ross Ice Shelf (nearly at sea level) between the Herbert Range and Mount Don Pedro Christophersen in the Queen Maud Mountains.  Great Ice Shelf — the Ross Ice Shelf, a collection of several major glaciers on the west Antarctic Ice Sheet.

Vocabulary

 Hemorrhaging — a profuse discharge of blood, as from a ruptured blood vessel; bleeding.  Hardihood — boldness or daring; courage.  Henley Regatta — Henley Royal Regatta (or Henley Regatta, its original name pre-dating Royal patronage) is a rowing event held annually on the River Thames by the town of Henley-on-Thames, England. It was established on 26 March 1839.  Hilmer Hanssen — a member of the Norwegian expedition.  His Majesty King Haakon the Seventh of Norway — the king of Norway from November 1905 until his death in September 1957.  Hoosh — a thick stew made from meat.  Hosepipe — British term for hose.  I’m in the Bleeding Pink — in perfect condition, especially of health. The general usage of this phrase has altered somewhat since it first entered the language. We now usually see it with the specific meaning of 'the pink of condition', that is, in the best possible health. It is tempting but, as it turns out, misguided, to assume an association between 'the pink of condition' and the healthily glowing pink cheeks of new-born babies or energetic sportsmen/sportswomen and the like. The earliest citations of 'in the pink' are from the 16th century and, at that time, the meaning was 'the very pinnacle of something', but not necessarily limited to health. The earliest example of pink being used with that meaning is from 1597 in Shakespeare's Romeo & Juliet.  Icecap — a thick cover of ice over an area, sloping in all directions from the center.  Indisposed — sick or ill, especially slightly.  Italianate — conforming to the Italian type or style or to Italian customs, manners, etc.  Jaunty — easy and sprightly in manner or bearing.  Journal — a daily record, of occurrences, experiences, or observations.  Kamal —very simple instrument used primarily by Arabian navigators. It consists of a small board with a knotted piece of twine through the center. The observer holds one of the knots in his mouth and extends the board away so that the edges make a constant angle with his eyes.  Knocking-shop — British slang for a brothel.  Kodak — a brand of portable camera introduced by George Eastman in 1888, using a roll of film and intended for taking snapshots.  Language — choice of words or style of writing; diction.  Lantern Program — the magic lantern was invented in the 1600’s, probably by Christiaan Huy- gens, a Dutch scientist. It was the earliest form of slide projector and has a long and fascinating history. The first magic lanterns were illuminated by candles, but as technology evolved they were lit by increasingly powerful means.  Lashed — to secure or bind, as with a rope, cord, or chain.  Latitude — the angular distance north or south from the equator of a point on the earth's surface, measured on the meridian of the point.  Lavatory — a room or compartment with a toilet and washbasin; a bathroom.  Leading hand — able Seaman who has taken courses in his branch trade and is suitable for promotion to a senior rate.

Vocabulary

 Leather Traces — straps connecting sled-dogs to each other and to the sled, allowing them to pull it.  Lieutenant — a senior officer rank of the Royal Navy and provides the commanding officer of a ship with executive assistance.  Lieutenant-Commander — a senior officer rank of the Royal Navy.  Line — a mark or stroke long in proportion to its breadth, made with a pen, pencil, tool, etc., on a surface.  Longitude — angular distance east or west on the earth's surface, measured by the angle contained between the meridian of a particular place and some prime meridian, as that of Greenwich, England, and expressed either in degrees or by some corresponding difference in time.  Ludicrous — causing laughter because of absurdity; provoking or deserving derision; ridiculous; laughable.  Magellan — a Portuguese navigator that discovered the Strait of Magellan.  Mandolin — a musical instrument with a pear-shaped wooden body and a fretted neck.  Mariner's astrolabe — Derived from the astrolabe, it was developed in late 15th century and found use in the 16th to 17th centuries. It was replaced by the back staff and later by the octant and sextant.  Martial-sounding band — Martial music or military music is a specific genre of music intended for use in military settings.  Mediocre — of only ordinary or moderate quality; neither good nor bad; barely adequate.  Mediocrity — the state or quality of being mediocre.  Menace — one that represents a threat.  Midshipman — officer cadets undergoing training.  Minuet — a social dance of French origin.  Mittens — a covering for the hand and wrist having separate section for the thumb only.  Morphine — a white, bitter, crystalline alkaloid, C17H19NO3⋅H2O, the most important narcotic and addictive principle of opium, obtained by extraction and crystallization and used chiefly in medicine as a pain reliever and sedative.  Mucked — something of no value; trash.  Municipal — of or relating to a town or city or its local government.  Music — vocal or instrumental sounds (or both) combined in such a way as to produce beauty of form, harmony, and expression of emotion.  Nautical – of or relating to sailors, ships, or navigation.  Nautical almanac — used to determine the position in the sky of a celestial body after a sight has been taken.  Navigational Instruments — refers to the instruments used by nautical navigators and pilots as tools of their trade. The purpose of navigation is to ascertain the present position and to determine the speed, direction etc. to arrive at the port or point of destination.  Navy — the whole body of warships and auxiliaries belonging to a country or ruler.

Vocabulary

 Normandy Chicken — chicken browned and braised in apple cider and brandy, cooked with apple slices and onions, served with a cream sauce. The Normandy region of France, which is North of Paris and lines the English Channel, is known for its cream, butter, cheeses, apples, and apple brandy.

 Northern Lights — another name for the Aurora Borealis.  Nuisance — an obnoxious or annoying person, thing, condition, practice, etc.  Oaf — a clumsy, stupid person; lout.  Obsequious — characterized by or showing servile complaisance or deference; fawning.  Octant —invented in 1731. The first widely accepted instrument that could measure an angle without being strongly affected by movement.  Olav Bjaaland — a member of the Norwegian team.  Ominous — portending evil or harm; foreboding; threatening; inauspicious.  Opium —the dried, condensed juice of a poppy, Papaver somniferum, that has a narcotic, soporific, analgesic, and astringent effect and contains morphine, codeine, papaverine, and other alkaloids used in medicine in their isolated or derived forms: a narcotic substance, poisonous in large doses.  Optimist — disposed to take a favorable view of events or conditions and to expect the most favorable outcome.  Oscar Wisting — a member of the Norwegian team.  Overland – over or across the land.  Pablo Picasso — one of the leaders of the cubism movement.  Panorama — an unobstructed and wide view of an extensive area in all directions.  Pantomime — the art or technique of conveying emotions, actions, feelings, etc., by gestures without speech.  Paraffin — a white or colorless, tasteless, odorless, water-insoluble, solid substance not easily acted upon by reagents, consisting of a mixture of hydrocarbons chiefly of the alkane series, obtained from crude petroleum: used in candles, for forming preservative coatings and seals, for waterproofing paper, etc.  Parallel rules —used for transferring a line to a parallel position. Also used to compare the orientation of a line to a magnetic or geographic orientation on a compass rose.  Parasols — a lightweight umbrella used, especially by women, as a sunshade.  Patriotism — devoted love, support, and defense of one's country; national loyalty.  Pedro — Spanish form of Peter.  Pension — a fixed amount, other than wages, paid at regular intervals to a person or to the person's surviving dependents in consideration of past services, age, merit, poverty, injury or loss sustained, etc.  Performance —an act of staging or presenting a play, concert, or other form of entertainment.  Pessimist — a person who habitually sees or anticipates the worst or is disposed to be gloomy.  Petty officer — one of the minor officers on a merchant ship, as a boatswain or carpenter.  Plot — also called storyline. The plan, scheme, or main story of a literary or dramatic work, as a play, novel, or short story.  Polka — a central European dance.

Vocabulary  Port — the left-hand side of or direction from a vessel or aircraft, facing forward.  Portent — an indication or omen of something about to happen, especially something momentous.  Portrait bust — a sculpture of a person’s head and shoulders.  Pounds — the basic monetary unit of the United Kingdom.  Pram — baby carriage.  Pretensions — a claim or title to something.  Private — a soldier of one of the three lowest enlisted ranks.  Probationer — a person undergoing probation or trial.  Prop List –- a list of props needed for production.  Protagonist — the leading character, hero, or heroine of a drama or other literary work.  Protestant — any Western Christian who is not an adherent of a Catholic, Anglican, or Eastern Church.  Put Them in the Suppers with a Hosepipe on Them — another way of saying hosing down a drunk.  Quadrant —a very simple instrument which used a plumb bob. These instruments are also used to measure the angular distance between objects.  Quadrille — a historic dance performed by four couples.  Quid — slang for one pound sterling.  Rank — a social or official position or standing, as in the armed forces.  Rear-Admiral — a senior officer rank in the Royal Navy.  Recoup — to regain or recover.  Resolution — where the conflict of the story is solved.  Rhossily — Rhossili (Welsh: Rhosili) is a small village and community on the southwestern tip of the Gower Peninsula in Swansea.  Rhythm — a strong, regular, repeated pattern of movement or sound.  Rising Action — a related series of incidents in a literary plot that build toward the point of greatest interest.  Roald Amundsen — leader of the Norwegian expedition.  Royal Geographical Society — the United Kingdom’s professional body for geography.  Runners — either of the long, bladelike strips of metal or wood on which a sled or sleigh slides.  Sarabande — slow, stately dance that was popular in France.  Scrim — a piece of such fabric used as a drop, border, or the like, for creating the illusion of a solid wall or backdrop under certain lighting conditions or creating a semitransparent curtain when lit from behind.  Scuppers — a drain at the edge of a deck exposed to the weather, for allowing accumulated water to drain away into the sea or into the bilges.  Serpentine — boating lake in Hyde Park, London.  Set List — a list of set pieces needed for production.  Sextant — an astronomical instrument used to determine latitude and longitude at sea by measuring angular distances, especially the altitudes of sun, moon, and stars. Derived from the octant in 1757, eventually made all previous instruments used for the same purpose obsolete.  Sham — something that is not what it appears to be; a spurious imitation; fraud or hoax.

Vocabulary

 Shape — the quality of a distinct object or body in having an external surface or outline of specific form or figure.  Shock — a collapse of circulatory function, caused by severe injury, blood loss, or disease, and characterized by pallor, sweating, weak pulse, and very low blood pressure.  Silhouette — a two-dimensional representation of the outline of an object, as a cutout or configurationally drawing, uniformly filled in with black, especially a black-paper, miniature cutout of the outlines of a person's face in profile.  Snow blindness — the usually temporary dimming of the sight caused by the glare of reflected sunlight on snow.  South Geographic Pole — the southernmost point of the Earth.  Southern Lights — another name for the Aurora Austrlias.  Spectacle — anything presented to the sight or view.  Starboard –- the right-hand side of or direction from a vessel or aircraft, facing forward.  Stormheads — cumulonimbus (from Latin cumulus, "heaped" and nimbus, "rainstorm") is a dense, towering vertical cloud, forming from water vapor carried by powerful upward air currents. If observed during a storm, these clouds may be referred to as thunderheads.  Stowing — pack or store (an object) carefully and neatly in a particular place.  Sub-Lieutenant — junior officer rank.  Surveyor’s Theodolite — a surveyor's instrument for measuring horizontal and usually also vertical angles.  Sussex — former county of southeastern England bordering on the English Channel.  Sverre Hassel — a member of the Norwegian team.  Tableau — a picturesque grouping of persons or objects; a striking scene.  Tarpaulin — a piece of material used especially for protecting objects or areas; a protective covering of canvas or other material waterproofed with tar, paint, or wax.  Telescope –- a usually tubular optical instrument for viewing distant objects by means of the refraction of light rays through a lens or the reflection of light rays by a concave mirror.  Tempo — the speed at which a passage of music is or should be played.  Terra Nova – the name of Captain’s Scott’s Ship.  Texture — the visual and especially tactile quality of a surface.  Thames — river in southern England.  Theme — a subject of discourse, discussion, meditation, or composition; topic.  Theodolite — a precision instrument having a telescopic sight for establishing horizontal and sometimes vertical angles.  Thermometer — an instrument for determining temperature.  To Interest — the state of wanting to know or learn about something or someone.  Tournedos — small round pieces of beef cut from the end portion of beef tenderloin, often cooked with bacon or lard.  Transvaal –- former province of the northeastern part of the Republic of South Africa between the Vaal and the Limpopo rivers. Its capital was Pretoria.

Vocabulary

 Tripod — a stool, table, pedestal, etc., with three legs.  Truffle — a truffle is the fruiting body of a subterranean Ascomycete fungus, predominantly one of the many species of the genus Tuber. Truffles are ectomycorrhizal fungi and are therefore usually found in close association with tree roots.  Union Jack — the British national flag.  Uppers — superior, as in rank, dignity, or station.  Vermilion — a vivid reddish orange  Vice-Admiral – officer who acts as secretary to admiral.  Warrant Officer 1 — officers that led the soldiers  Warrant Officer 2 — men who were skilled in seamanship to take the ships to sea with their complement of soldiers. French Glossary

 Filets de poisson Bercy aux champignons, s’il vous plaît – Bercy fish fillets with mushrooms, please.  Flambée – flames.  Fondue de poulet – chicken fondue.  Fondue poulet á la crème – chicken cream fondue.  Jambon farci en croute —Stuffed ham in crust.  Champignons sautès á la crème —mushrooms sautéed with cream.  Carrottes glacées —Glazed carrots.  Rognons de veau flambés —Flambé veal kidneys.  M’sieu — mister (short for “monsieur”).  Mais certainement, m’sieu — but certainly, mister.  Maison — house.  Maitre chef —master chef.  Oui, ç’est ca — yes, that’s it.  Oui, m’sieu — yes mister.  Oui, m’sieu, immediatement — yes mister, immediately.  Poulet rôti á la Normande — chicken roasted in Normandy.  Tournedo sautés aux champignons — mushroom sautéed beef.