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Treasure Island

Dreamcatchers Teaching Guides align with Presented by The Panto Company USA the Common Core State Standards and New Tuesday, March 20, 2018 Mexico State Learning Standards. Grades: 3 - 7 Grades: Standards No thief, however skillful, can rob one of knowledge, and that is why knowledge is the Addressed By best and safest to acquire.”

Attending the - L. FRANK BAUM, AUTHOR OF THE WIZARD OF OZ Performance ‘‘ NMCCSS SYNOPSIS ELA-Literacy.SL.2 is one of the most famous adventure stories in and is noted for its atmosphere, characters, and action. It is one of the most frequently dramatized of all novels. Its influence is enormous on popular perceptions of pirates, New Mexico including treasure maps marked with an “X,” schooners, the Black Spot, tropical Content islands, and one-legged seamen bearing parrots on their shoulders. Standards: Fine Arts/Theatre: Content Treasure Island is a quest story. , the hero, goes on a journey to a Standards 3 & 5 strange and dangerous place in pursuit of something valuable. On the surface, it is the treasure buried on the island, but it is also the process of coming-of-age and determining one’s own moral compass. Other themes in the story include the search for a heroic role model, escapism (from poverty, one’s limitations, geography), and greed.

The story, set in the mid-eighteenth century, is mainly narrated by a young boy named Jim Hawkins. An old sailor comes to stay at the seaside inn owned by Jim’s parents. When the sailor dies, Jim searches his belongings and finds a map revealing the location of an island with treasure buried on it. Jim’s friend, Mr. Trelawney, buys a ship to search for the treasure. During the voyage, Jim discovers that there are many pirates among the crew, and that they are led by Long John . When the ship reaches the island, a battle begins between the pirates and Mr. Trelawney’s men. Jim befriends an old pirate who lives alone on the island and has already found the treasure. After many adventures, Jim and his friends defeat the pirates and sail back to England with the treasure.

2 Treasure Island TEACHING GUIDE DREAMCATCHERS the intention of attacking other vessels in Pirates usually did not live long, full lives, Vocabulary order to steal gold or cause trouble and tended to spend all of their riches quickly. - a piratical adventurer of the - an armed vessel sailing under sea; a person who plunders at the sea, or the commission of a sovereign power There’s no historical proof that pirates land from the sea against an enemy were ever made to walk the plank. It is thought to be a complete Hollywood coxswain - a person who steers a boat squall - a sudden, brief, windy storm used myth. by the pirates as a metaphor for making a galleon - a large, square-masted vessel commotion used for war or commerce Many pirates had wooden legs because ships were extremely dangerous merchant ship - a ship that is involved in places to work, and pirates often lost trade/commerce; a cargo ship Fun Facts for Students limbs. - a pirate flag, usually Pirates believed that piercing their ears A gang of pirates from 1714 called depicting a white skull and crossbones would improve eyesight. the “Flying Gang” was the inspiration on a black field, often having a symbol to If a pirate captain thought there was a behind and Disney’s represent the particular pirate ship that chance that he would be captured, he Pirates of the Caribbean movies. flew the flag would change out of his expensive, dates back as far as ancient keel-hauled - a vicious punishment in clothes. That way he could Greece, where pirates threatened the which a pirate is thrown overboard often pretend he was just a part of the trading routes and seized cargoes resulting in very serious injuries. crew, and not the leader of the piracy of grain and olive oil from Roman operation. ships. Later, the most famous and far- mariner - one whose responsibility is to reaching pirates in early Middle Ages help navigate a vessel The black “Jolly Roger” flag with a white skull and crossbones was Europe were the . maroon - to leave a person ashore on a designed to be frightening, but had a Real historical pirates didn’t say “Arrr” deserted island version with a red background instead and “Matey” as much as you think they - a rebellion, especially of sailors or of black that was even more terrifying. did! Early Hollywood movies about soldiers. The punishment for mutiny in the Red meant no mercy would be given! pirates featured an actor with a thick 18th century was hanging. Each pirate captain had his own code of accent, which caused the “R” to roll. This created a style for pirate speech, pirate – to successfully attack a ship, or conduct. Even though pirates stole to but it is not historically accurate. to make an attempt; a thief of the seas or get their treasure, stealing between shipmates was strictly forbidden oceans; one who uses violence to steal There are still pirates operating today on most ships and had harsh (by force) the property of another vessel; who attack container ships, tankers, punishments. one who sails with the expressed intention and even cruise liners in places like of robbery or plunder; an armed vessel No one has ever actually found a Somalia and the Straits of Malacca which sails without legal commission, with hidden pirate . between Singapore and Indonesia.

3 Treasure Island TEACHING GUIDE DREAMCATCHERS ’s Code of Conduct

Contrary to popular images of pirates, life aboard ships was often a model of discipline and democ- racy. The following code of conduct was taken from one 18th century pirate ship and offers interesting insight into pirate affairs.

1. Every man shall obey civil command; the Captain shall have one full share and a half in all prizes; the Master, Carpenter, Boatswain, and Gunner shall have one share and quarter. 2. If any man shall offer to run away, or keep any secret from the company, he shall be marroon’d with one bottle of powder, one bottle of water, one small arm and shot. 3. If any man shall steal any thing in the company, or game, to the value of a piece of eight, he shall be marroon’d or shot. 4. If at any time we should meet another mar- rooner (that is pyrate) that man that shall sign his articles without the consent of our company, shall suffer such punishment as the Captain and company shall think fit. 5. That man that shall strike another whilst these articles are in force, shall receive Mose’s Law (that is 40 stripes lacking one) on the bare back. 6. That man that shall snap his arms, or smoke tobacco in the hold, without a cap to his pipe, or carry a candle lighted without a lanthorn, shall suffer the same punishment as in the former article. 7. That man that shall not keep his arms clean, fit for an engagement, or neglect his business, shall be cut off from his share, and suffer such other punishment as the Captain and the com- pany shall think fit. 8. If any man shall lose a joint in time of an en- gagement, he shall have 400 pieces of eight; if a limb 800. 9. If at any time you meet with a prudent woman, that man that offers to meddle with her, without her consent, shall suffer present death.

4 Treasure Island TEACHING GUIDE DREAMCATCHERS Interesting Facts About Treasure Island

• Treasure Island was originally a board game for Stevenson’s stepson on a cold and rainy holiday in during the sum- mer of 1881. They drew, colored, and annotated the map of an imaginary “Treasure Island.” The map stimulated Stevenson’s imagination and he began to write a story based on it as entertainment for the rest of the family. • This was Stevenson’s first volume-length fictional narrative, and the first of his writings “for children.” • Treasure Island was written as a series with every chapter coming out weekly, and each having a title. There are 34 titles in all. • The story was amazing because of the fact that with the opening sentence of the book, Stevenson sets up the point of view, introduces the first person narrator and his subject, establishes the setting, and launches the plot. • Silver’s tavern is named “The Spyglass,” which is also the name of a hill on Treasure Island. • The acknowledgement in the story that sometimes crime does pay, and that luck is as necessary to success as courage and virtue, prompted contemporary reviews of the novel to wonder whether Treasure Island was immoral. An early reviewer pre- dicted that boys would like the book, but didn’t think it would be wholesome reading for them.

5 Treasure Island TEACHING GUIDE DREAMCATCHERS Notes on Author He was… • born in , Scotland to a prominent family in 1850. His father was an engineer. • a fragile and sickly child suffering from severe respiratory ailments. • motivated by a love for adventure and his need for a climate that would not impact his health. This encouraged him to travel extensively throughout his life. • involved in sailing, diving, and climbing, despite his physical limitations. • enrolled at Edinburgh University at the age of 17 to study engineering with the goal of going into the family firm. However, he abandoned this course of studies and compromised by studying law. He passed his exams, but did not go into practice because he knew he wanted to be a writer. • always writing and consciously practiced the tools of his craft. On his walks in the hills above Edinburgh, he would take two books: one to read from and the other, a journal, to write in. • an inventive stylist and vivid storyteller with a notable understanding of youth. • an accomplished writer in his brief lifetime of 44 years. He wrote volumes of stories, essays, novels, poetry and letters, some of which were instant classics: Treasure Island (1883) A Child’s Garden of Verses (1885) (1886) The Strange Case of Dr. Jekyll and Mr. Hyde (1886) Critics credit their enduring attraction to their fast-paced action, strong plots and well- drawn characters.

6 Treasure Island TEACHING GUIDE DREAMCATCHERS The Treasure Hunt Lesson 1

Objectives Students : Grades 3 - 7 • create a map of their school, classroom, or other designated area. • use maps to locate an item in a particular location. • discuss codes of conduct. NMCCSS: ELA-Literacy.RL.7 Materials ELA-Literacy.SL.2 • Paper • Markers, crayons, paint, etc. • Measuring tools (optional) • 3-4 shoe boxes or similar to be used as “treasure chests” NM State • Treasure that can be distributed to students that they can keep such as: pencils, erasers, gold coins (plastic or Standards: chocolate), eye patches, plastic bead necklaces; anything that would be a treat for the students. • Compass (optional) Social Studies/Geography: • The Pirate’s Code of Conduct (optional for extensions) Content Standard 2 Fine Arts/Visual Arts: Procedure 1. Review the plot of Treasure Island. Be sure to make note that Bill and the rest of the crew of the Hispaniola Content Standards 1 & 3 were following a map in search of . 2. Take students on a tour of the school, classroom, or other designated area. Help to identify north, south, east, and west and ask students to note major landmarks. Whatever area is chosen to map should be large enough to present a challenge, but small enough to keep manageable. A playground can be an excellent setting for this activity. 3. Divide students into 3-4 groups. Give each group a “treasure chest” and tell them to select a spot where they will eventually bury or hide their treasure. 4. Have students work in their groups to create a map of the designated area. Maps should contain several landmarks and reflect accuracy of direction. Older students can measure the area so that maps can be made to scale, but this is not necessary for the activity. 5. Once the maps are created, have students place an “X” on the spot where they will hide their treasure. Allow each group time to privately hide their treasure from the rest of the class. 6. The groups will then exchange maps and use them to find another group’s buried treasure. 7. Conclude the activity with a pirate party in class. Extensions/Modifications • Go to “A Pirate’s Glossary Of Terms” to learn some basic pirate terminology. Make clues using pirate jargon to help guide other scallywags to the booty! • Have the small groups divide the treasure among themselves. Before they consume or make final claims, discuss how the decisions were made. Did everyone think the process was fair? Did everyone get what they wanted? Why or why not? What other ways could the division have been handled? How do they think the pirates divided their treasure? Discuss the Pirate’s Code of Conduct. • Pool all the treasure from the four “chests.” Divide the booty based on rank within the ship’s men with the Captain getting the largest share. How would the other portions be divided? Who would get the least amount of treasure? How do they think the pirates would handle disagreements about payments? Discuss the Pirate’s Code of Conduct. • How do you handle disagreements in your classroom? Which is better? Draw up your own Classroom Code of Conduct. The whole classroom must vote to agree. Assessment • Student maps contain landmarks and directional guides of designated area. • Quality of participation

7 Treasure Island TEACHING GUIDE DREAMCATCHERS Jolly Roger Ahoy! Lesson 2

Grades 3 - 7 Objectives Students will: NMCCSS: • learn the term “Jolly Roger” as an identifier for a pirate flag. ELA-Literacy.RI.7 • review famous Jolly Rogers throughout history. • create their own pirate flag with symbols that are personally meaningful.. ELA-Literacy.SL.2

Materials • Paper (white and colored) NM State • Pencil Standards: • Large pieces of black felt (one per student) Social Studies/History: • Colorful pieces of felt or construction paper • Craft glue Content Standard 1 • Fabric Fine Arts/Visual Arts: • Fabric paint (multicolored) Content Standards 2, 3, • Scissors 5 & 6 Procedure 1. Ask students if anyone knows what the Jolly Roger is. The term “Jolly Roger” describes any of various flags flown to identify a ship’s crew as pirates. The flag most commonly identified as the Jolly Roger today has the skull and crossbones, though there are many variations. Historically, the flag was flown to frighten pirates’ victims into surrendering without a fight. Today, the Jolly Roger is mostly used as a popular culture symbol of toughness. 2. Explain to students that they will be designing and creating their own pirate flags. It may be helpful to view pictures of various Jolly Roger flags to help students see some of the historical variations that have existed. The criteria for the flags is as follows: • Flags must be identifiable as Jolly Roger or pirate flags. • Flags must contain unique designs. • Flags should have symbols that represent personal qualities from its designer. 3. Allow students to make a preliminary sketch of the flag they intend to make. Discuss what symbols they may consider using to personalize their flags. For example, roller blades, a trumpet, a video game controller, etc. How is their flag representative of them? 4. When sketches are completed and approved, students can move on to making their flags. The base of the flag is a piece of black felt. Colored felt and/or paper can then be glued on to create the design. Fabric paint can be used to provide details. 5. When all the flags are completed, have students turn them in with their names on the backs. 6. Hang the flags up in the classroom and see if students can identify which flag belongs to whom. 7. Discuss why they thought it fit that person. Have the artist explain their choices. Extensions/Modifications • Research famous pirates throughout history. What did their Jolly Roger look like? What was the meaning behind the symbols used in their flags? • Female pirates were few, but famous! Research their stories and their choice of symbols in their Jolly Roger. What made them become pirates and how did they command ships of all men in a time when women had few “rights” of their own? Begin here: Wickipedia,History.com , and Smithsonian Magazine. Assessment • Student flags are identifiable as pirate flags, contain unique designs, and contain symbols that personally represent their designer • Quality of participation

8 Treasure Island TEACHING GUIDE DREAMCATCHERS Bonus Explorations Resources LESSONS & ACTIVITIES BOOKS Review the Pirates Code of Conduct Questions to Stevenson, Robert L. Treasure Island. London: with your class. Ask them what codes of Cassell and Company, 1883. Print. conduct or rules of behavior they know Engage & Connect about. Examples may include the classroom, WEBSITES After seeing the show, attending religious services or public events, ask your students to answer playing on a sports team, etc. Why are rules Talk Like a Pirate one of several websites to these questions: established? What does it mean to agree to get your pirate vocabulary started. They even rules of conduct? What happens if they are have an English to Pirate translator! In the play, Treasure Island, broken? Are there ever any reasons to break Jim knows he must be a rule? Have students give examples and has intersting pirate facts honorable and do the right discuss as a class. for older students. thing. Can you think of a Robert Louis Stevenson is an extensive time when it was difficult to Watch a film version ofTreasure Island. website dedicated to Robert Lewis Stevenson. do the right thing? Explain. Discuss the differences in that adaptation with the one you saw on stage. What did Storybird curates artwork from illustrators Treasure Island was written the students like or not like about each over 200 years ago. Differ- and animators around the world and inspires adapation? Did they think it was a “Hollywood writers of any age to turn those images into ent words and expressions version” or fiction? How true to life did they were popular at that time. fresh stories. Teachers can starts a class for think the characters, setting, clothes, and free. What is something we say lifestyle were? today that would have not VIDEOS made sense back then? Word Hunt. Stevenson helps readers imagine the actions of his characters by comparing The PBS version of C.S. Forester’s Horatio There are no female them to something familiar and instantly Hornblower series is set in almost the same characters in the novel. recognizable. Silver watches his adversary period as Treasure Island, giving a feel for How was the show differ- like a “snake about to strike.” With just a few that time. It also emphasizes duty, honor, and ent? Did it change the story words, Stevenson depicts the sea breeze in the courage that was expected from naval or themes? “a tossing and grinding of boughs” and “the officers. This is also a book series. The Panto Company is surf tumbling its foam along the beach.” Treasure Island (1990). Producer and Director: known for having the Have each student find and list 5 similes Fraser C. Heston. Cast: , audience participate, some- and 2 metaphors from Treasure Island. Make , Julian Glover. times loudly, in the show. a master list and decide what Stevenson’s Did you like that, or did it similes and metaphors have in common. distract you from the (Not only are they vivid and easy to picture, About the Company performance? but they are comparisons to ordinary things, The Panto Company started with pantomime especially taken from rural seaside life; just Why do you think Jim was tours for schools and clubs, aiming to restore the sorts of things Jim Hawkins would know glad that magic to children’s theater and return high about.) Have students explain how each got away? production values to the pantomime genre. comparison is appropriate. For example, the As the company’s audience and geography What do you think squire “eats like a bull” and “sleeps like a tree.” grew, its repertoire also expanded to include happened to Long John Have students supply their own comparisons other genres, with a focus on childhood issues Silver? in Mad-Lib fashion. through dance and contemporary songs. How might Treasure Island Learn more about The Panto Company by have influencedPirates of visiting their website. the Caribbean and its ideas of pirate life and character? What did you like best about the show?

9 Treasure Island TEACHING GUIDE DREAMCATCHERS •••••••••••• Schooltime SERIES

The Schooltime Series is a proud member of About the Schooltime Series The Los Alamos National Bank Popejoy Schooltime Series brings you national and international touring companies and performers you can’t see anywhere else in or around Albuquerque. Each touring company is selected with youth and family audiences in mind, and our repertoire reflects the cultural diversity The LANB Popejoy Schooltime of our global community. The Schooltime Series includes new plays, familiar Series is supported in part by stories, literary works, biographies, mythologies, folk tales, music, dance, and puppetry. These professional performing artists create educational awards from: experiences designed to encourage literacy, creativity, communication, and imagination. Send an email with your name and email address to schooltime@ popejoypresents.com requesting to be added to the mailing and monthly newsletter list. Visit us at schooltimeseries.com and facebook.com/ schooltimeseries. Popejoy Hall Popejoy Hall is New Mexico’s premier nonprofit venue for the performing arts and entertainment. Our misssion is to provide access to the performing arts for all New Mexicans. Etiquette The inside of a theatre is called a “house” and to get along, have fun, and enjoy the shows, there are rules to follow. Schooltime provides a wonderful opportunity to learn how good behavior in a live theater is different from watching television at home. For guidelines to practice with your class and chaperones go to schooltimeseries.com/house-policies. House Policies Please visit our website for detailed information about House Policies. This includes our guidelines on safety, special needs, food and drink, backpacks, cell phones, photography, recordings, and more. Credits Dreamcatchers are Teaching Guides produced by the Education Department of Popejoy Hall, Albuquerque, New Mexico. Selected Dreamcatchers Teaching Guide materials provided by The Panto Company USA, Virginia Repertory Theater, Lives, Core Knowledge, Members Vocab, Pirate 101, Schmoop, Wikipedia, Penguine Readers, and other resources noted throughout this guide. The Eugene & Marion Castiglia Popejoy Children’s Schooltime The University of New Mexico Endowment The Los Alamos National Bank Popejoy Schooltime Series is a program The Popejoy Schooltime of The University of New Mexico. Education Endowment

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