DOCSLIB.ORG

Ancient Egypt Story Sampler

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Ancient Egypt Story Sampler R EADING I S F UNDAMENTAL S T ORY S AMPLER ReReadingading UpUp onon AncientAncient EgyptEgypt F OR C HILDREN IN G RADES 2-5 Support for Reading Is Fundamental, Inc. comes from corporations, foundations, government, and other national service organizations. RIF is affiliated with the Smithsonian Institution and has been accorded tax-exempt status under Section 501 (c)(3) of the Internal Revenue Code. Contributions to RIF are tax-deductible to the fullest extent of the law. Reading Is Fundamental, RIF, and the logo design showing the open book with a smiling face on it and the words Reading Is Fundamental underneath it are all registered service marks of Reading Is Fundamental, Inc. All rights reserved. Created and developed by Sara Horwitz, Reading Is Fundamental, Inc. and Kathy Broderick, Consultant Reading Is Fundamental, Inc. 1825 Connecticut Avenue, N. W. Suite 400 Washington, D.C. 20009-5726 Toll free: 877-743-7323 Web site: www.rif.org © 2001 Reading Is Fundamental, Inc. All rights reserved. to support language and literacy development. Children IntroductionIntroduction who are read to from infancy associate reading with pleasant, warm feelings. When you invite children to participate in reading, ask open-ended questions that promote creative thinking and learning, and plan activities and experiences that allow children to expand their understanding of the What Is a story, you help them develop a love of reading. What Are the Standard Elements Story Sampler? of a Story Sampler? Each section of the Story Sampler includes a featured book A Story Sampler makes books come plus additional titles and resources.* The activities that accompany each section will help you develop a literacy-rich alive for children. It is a book-based environment that contributes significantly to a child’s thematic approach to reading designed enjoyment of reading. The standard elements in the Story Sampler include: to engage children in the book ■ Questions to ask ■ Family involvement experience. Each Story Sampler ■ Things to do ■ Community connections includes hands-on, cross-curricular *The ISBN listed indicates a specific edition of the book. However, other editions may also be available through the activities for books that are linked by public library or other publishers. a common theme. Who Should Use a Story Sampler Why Use a Story Sampler? and Where? Motivational activities are an important part of every Some Story Samplers are age-specific, but most can be Reading Is Fundamental program. And these motivational adapted to a broad range of ages. Teachers, families, and activities are an easy way to excite children’s interest in child-care providers can use them in classrooms, reading and help them associate books and reading with community centers, homes, and in Head Start sites. And positive experiences and that means fun! The ideas you will most importantly, parents can extend the story beyond the find in each Story Sampler show you how to build classroom with home-based projects and field trips. anticipation and excitement in your RIF programs. Story Samplers can forge relationships and shared Scores of studies show that students learn more and do experiences within the family and the community. Through better in school when their parents are involved in their the family, children can be introduced to many kinds of education. Different types of hands-on activities enable all books. Books can explain and reinforce concepts; allow children to learn in different ways. Particular questions children to build positive self-images; stimulate discussions before, during and after read aloud activities can develop and thinking; increase children’s understanding of high order thinking skills. various concepts; and expand their imagination. Family members can encourage children to become The age range for a Story Sampler is indicated at the life-long readers by reading aloud with them everyday. beginning of each set of activities. Reading aloud to children is one of the most effective ways 1 When and How Should I Use a Story Sampler? Reading Up on Story Samplers can be used within or as a supplement to a curriculum or an after-school program. They can be part of reading challenges, reading weeks, and family involvement Ancient Egypt events. Your imagination and the interests of the children A STORY SAMPLER FOR who participate in the RIF program will help determine the best way to use the Story Sampler. Enjoy and have fun! CHILDREN IN GRADES 2-5 Tips for Reading Aloud ▲ Before You Read a Story… EGYPT TODAY ■ Make sure everyone is comfortable The Day of Ahmed’s Secret ■ Show the cover and read the title and author of the book by Florence Parry Heide and Judith Heide ■ Ask the children about the cover Gilliland, with illustrations by Ted Lewin. 32p. Morrow/Mulberry, 1990 ■ Suggest things the children can look or listen for during ISBN: 0688140238 the story ▲ During a Story… MUMMIES UNWRAPPED ■ Change your voice to fit the mood or action Cat Mummies ■ Move your finger under the words as you read them by Kelly Trumble, with illustrations by Laszlo Kubinyi. 56p. Houghton Mifflin, 1996 ■ Show the pictures and talk about the book as you read ISBN: 0395968917 ■ Add information or change words to help kids understand ▲ more words and explain the meaning of a new word UNDERSTANDING ANCIENT ■ Ask children to make predictions about the plot, the EGYPTIAN ART characters, and the setting ■ Share your own thoughts about the story I Am the Mummy Heb-Nefert by Eve Bunting, with illustrations by David ■ Follow the cues of the children Christiana. 32p. Harcourt/Voyager, 1997 ISBN: 0152024646 After You Read a Story… ▲ ■ Ask questions about what happened in the story PHARAOHS AND THEIR PYRAMIDS ■ Encourage the group to relate the story to their own experiences Tutankhamen’s Gift by Robert Sabuda, 32p. Aladdin, 1994 ■ Ask children how they might feel or act if they were one ISBN: 0689817304 of the characters ■ Encourage children to share their thoughts about the ▲ story and pictures STORIES THE EGYPTIAN WAY ■ Extend the story with an activity or another book The Egyptian Cinderella by Shirley Climo, with illustrations by Ruth Heller. 32p. HarperCollins/Trophy, 1989 ISBN: 0064432793 2 EgyEgyptpt TodayToday The Day of Ahmed’s Secret by Florence Parry Heide and Judith Heide Gilliland with illustrations by Ted Lewin 32p. Morrow/Mulberry, 1990 ISBN: 0688140238 In this story, realistic illustrations, which almost look like photographs, portray modern-day Cairo. The story, told from a young boy’s point of view, reflects a culture, philosophy, and way of life that differs from modern America and is influenced by thousands of years of history. What To Do Before Reading the Story ■ Read the title of the story to the children and show them the cover. Ask them to predict what they think Ahmed’s secret will turn out to be. What kind of predictions do they come up with? ■ Give the children a chance to look closely at the cover, then ask them if they think the story takes place in America. Why or why not? ■ Following some discussion, grab a map and locate the country of Egypt, pointing out where Ancient Egyptian civilization existed and where the city of Cairo is located. Explain to the kids that the story they are about to hear takes place in modern day Egypt. ■ Arabic is the official language of Egypt today, and the official religion is Islam. Ancient Egyptian culture was lost when different cultures invaded — the Persians, the Greeks, and the Romans, for example. Finally Arab culture invaded, and it remains the culture of Egypt to this day. 3 What To Talk About During the Story What You Can Do When You Finish ■ Lewin’s art almost looks like photography. Ask the children if Reading the Story they think this artist ever visited Cairo. What evidence of the desert and the Nile exists in the text and illustrations of this ■ At the end of the story Ahmed finally shares his secret. Were story? Do people dress differently in Egypt? How are the any of the children’s predictions correct? Ask them what they buildings or the streets unlike those in America? think of Ahmed’s secret. Were they just as excited when they ■ The boy makes reference to other children working. Is this learned how to write their name for the first time? Why is surprising to the children in your group? Discuss how Ahmed’s learning how to write your name such a big deal? What does work is different from the work that children in America do. knowing how to read and write allow you to do? ■ Throughout the story Ahmed continues to refer to his secret. ■ The story ends with Ahmed saying Do the children have a better idea of what they think the secret “I write my name over and over… and I think of my name is now than before the story began? now lasting longer than the sound of it, maybe even lasting, like the old buildings in the city, a thousand years.” This last line of the book is a good lead-in to talking about how old Egypt is as a country. Discuss how archeologists have been able to uncover artifacts and written tablets from thousands of years ago that help us learn about life in ancient times. Depending on what the children already know about ancient civilizations, you may want to provide some general information on what life was like in Ancient Egypt. Emphasize the fact that the written word and the ability to read have allowed us to discover many things because writing immortalizes us. ■ Ask the children in your group what role they think children played in ancient Egypt.
Load more

Recommended publications
  • A Bestiary of the Arts
    LA LETTRE ACADEMIE DES BEAUX-ARTS A BESTIARY OF THE ARTS 89 Issue 89 Spring 2019 Editorial • page 2 News: Annual Public Meeting of the Five Academies News: Installations under the Coupole: Adrien Goetz and Jacques Perrin News: Formal Session of the Académie des beaux-arts • pages 3 to 7 Editorial The magnificent Exhibition: “Oriental Visions: Cynocephalus adorning the cover of this edition of From Dreams into Light” La Lettre emanates a feeling of peaceful strength Musée Marmottan Monet true to the personality of its author, Pierre-Yves • pages 8 and 9 File: Trémois, the oldest member of the Académie des Beaux-Arts after being elected to Paul Lemangy’s “A bestiary of the arts” seat on 8 February 1978. • pages 10 to 34 Through the insatiable curiosity and astounding energy that he brings to the table at the age of News: “Concerts for a seat” ninety-eight, Pierre-Yves Trémois shows us Elections: Jean-Michel Othoniel, the extent to which artistic creation can be Marc Barani, Bernard Desmoulin, regenerative, especially when it is not seeking to conform to any passing trend. News: The Cabinet des estampes de la In May 2017 we elected forty-three year-old composer Bruno Mantovani to Jean bibliothèque de l’Institut Prodromidès’ seat. Tribute: Jean Cortot Watching the two passionately converse about art, we realized that the half • pages 35 to 37 century separating them was of no importance. The Académie des Beaux-Arts is known for the immense aesthetic diversity Press release: “Antônio Carlos Jobim, running throughout its different sections. highly-elaborate popular music” This reality is in stark contrast with academicism.
    [Show full text]
  • Cats with Wings
    WINGED CATS And yet — in fact you need only draw a single thread at any point you choose out of the fabric of life and the run will make a pathway across the whole, and down that wider pathway each of the other threads will become successively visible, one by one. — Heimito von Doderer, DIE DÂIMONEN HDT WHAT? INDEX WINGED CATS WINGED CATS 1299 There is a tale of a winged predatory cat known as the Cat-a-Mountain in the accounts of Marco Polo (1254- 1324). This beast supposedly had the body of a leopard but a strange skin that stretched out when it hunted, enabling it to fly in the pursuit of its prey. This Cat-a-Mountain is most likely an imagined hybrid — a predatory feline imagined as a large bat or a predatory feline imagined as a large flying squirrel with flaps of skin enabling it to glide. Winged cats of myth and legend were often demonic creatures with “feathered” wings and were liable to swoop down on humans, who were liable to be terrified. Later authors would use Polo’s term to describe a wildcat and by the 17th Century it would have been abbreviated to Catamount and would be being used as a synonym for the American Mountain Lion, Cougar, or Puma. CATS WITH WINGS ESSENCE IS BLUR. SPECIFICITY, THE OPPOSITE OF ESSENCE, IS OF THE NATURE OF TRUTH. Winged Cats “Stack of the Artist of Kouroo” Project HDT WHAT? INDEX WINGED CATS WINGED CATS 1657 Job van Meekren, a Dutch physician, described a Spaniard, Georgius Albes, who was able to draw the skin of the left pectoral region to the left ear, or the skin under the face over the chin to the vertex.
    [Show full text]
  • The Moghul Emperors of India As Naturalists and Sportsmen, Part I
    Journ. Bombay Nat. Hi.t. Soc. r . , , " • ~­ ..,; - y- - J •• "J( • • ~ • THE EMPEROR JEHANGIR SHOOTS A LARGE LION. (Memoirs, voL ii, p. 284). Painted c. A.D. 1623, Indian Museum, Calcutta, No. 316, size 12i" X 7!". By kind permission of the P"blishC1's, ' Indian Paillting under the Mogl",ls, , by Percy B,'own. JOURNAL OF THE Bombay Natural History Society FEBRUARY, 1927 VOL. XXXI No. 4 THE MOGHUL EMPERORS OF INDIA AS NATURALISTS AND SPORTtlMEN BY SALIM A. ALl PART I (With 3 plates) The title of this paper is somewhat misleading, hence it may be advisable at the outset to indicate its scope. The term 'Moghul Emperors' here represents only the Big tlix, from Babnr the illustrious founder of the dynasty to Aurangzebe, with whose death the great empire launched on a career of steady and rapid decline. The' Naturalists' of the title also needs qualification. It ~tands here only in respect of animal life, though it is well known that the Moghuls were great lovers of Nature in all its other aspects as well. The wonderful gardens' built by them all over Northern India remain to this day to bear testimony to theIr love for flowers and trees, and the genuine delight which Babur and his great-grandson Jehangir felt in the natural objects they saw around them cannot help impressing anyone who wades through the inimitable memoirs left us by these two sovereigns. To avoid repitition of lengthy titles of works which I have most frequently quoted, I propose to use the following abbreviations :_ Babur Memoirs of ZaMruddin Mohonztd Babur, translated from the Chagatai Turki by John Leyden, M.D.
    [Show full text]
  • Bloomsbury Children's Books • January 2022 Juvenile Fiction / Family / Multigenerational
    BLOOMSBURY WINTER 2022 JANUARY – APRIL BLOOMSBURY CHILDREN'S BOOKS • JANUARY 2022 JUVENILE FICTION / FAMILY / MULTIGENERATIONAL MARGARET CHIU GREANIAS Amah Faraway A delightful story of a child’s visit to a grandmother and home far away, and of how families connect and love across distance, language, and cultures. Kylie is nervous about visiting her grandmother—her Amah—who lives SO FAR AWAY. When she and Mama finally go to Taipei, Kylie is shy with Amah. Even though they have spent time together in video JANUARY chats, those aren’t the same as real life. And in Taiwan, Bloomsbury Children's Books Juvenile Fiction / Family / Multigenerational Kylie is at first uncomfortable with the less-familiar On Sale 1/25/2022 language, customs, culture, and food. However, after she is Ages 3 to 6 invited by Amah—Lái kàn kàn! Come see!—to play and Hardcover Picture Book 40 pages splash in the hot springs (which aren’t that different from 9.6 in H | 10.8 in W Carton Quantity: 12 the pools at home), Kylie begins to see this place through ISBN: 9781547607211 her grandmother’s eyes and sees a new side of the things $18.99 / $25.99 Can. that used to scare her. Soon, Kylie is leading her Amah—Come see! Lái kàn kàn!—back through all her favorite parts of this place and having SO MUCH FUN! And when it is time to go home, the video chats will be extra specia... Margaret Chiu Greanias is the author of Maximillian Villainous. The daughter of Taiwanese immigrants, she grew up in New York, Texas, and California, while her Amah lived faraway in Taipei.
    [Show full text]
  • Ing Items Have Been Registered
    ACCEPTANCES Page 1 of 21 March 2011 LoAR THE FOLLOWING ITEMS HAVE BEEN REGISTERED: ÆTHELMEARC Aíbell ingen Chernacháin. Device. Argent, a dragon displayed sable and on a chief triangular azure a decrescent argent. There is a step from period practice for the use of a dragon displayed. Aleidis Lanen. Name and device. Purpure, in saltire a two-tined fork and a goblet, on a chief Or a dragon passant vert. Amalie Jäger von Holstein. Device. Argent, a horse rampant and on a chief rayonny enarched purpure two bears sejant erect respectant argent. Please instruct the submitter to draw the chief slightly higher on the field so it is unmistakably a chief. Angus mac Duibh. Name. Submitted as Angus Mac Dubh, the name was changed by kingdom to Áengus mac Duibh. The changes to the byname were necessary because the grammar of Gaelic requires that the patronymic be put in the genitive case. The changes to the given name were not required; we have therefore restored the submitted given name. This name mixes a Scots given name and a Gaelic byname, which is a step from period practice. The fully (Early Modern) Gaelic form is Aonghus mac Duibh; the earlier Middle Gaelic byname form that goes with Áengus is mac Duib. Caniodricca verch Elidir. Device. Per fess azure and argent, three dolphins counterchanged. Nice device! Caryl Olesdatter. Augmentation. Per bend vert and Or, two lyres counterchanged and for augmentation in chief a demi-escarbuncle argent. Gwen Telynores. Device. Or, a harp purpure. Kilian Helm. Device. Per pale argent and vert, a cross formy fitchy inverted and a cross formy fitchy counterchanged.
    [Show full text]
  • Paper XVII. Unit 1 Nathaniel Hawthorne's the Scarlet Letter 1
    Paper XVII. Unit 1 Nathaniel Hawthorne’s The Scarlet Letter 1. Introduction 1.1 Objectives 1.2 Biographical Sketch of Nathaniel Hawthorne 1.3 Major works of Hawthorne 1.4 Themes and outlines of Hawthorne’s novels 1.5 Styles and Techniques used by Hawthorne 2. Themes, Symbols and Structure of The Scarlet Letter 2.1 Detailed Storyline 2.2 Structure of The Scarlet Letter 2.3 Themes 2.3.1 Sin, Rejection and Redemption 2.3.2 Identity and Society. 2.3.3 The Nature of Evil. 2.4 Symbols 2.4.1 The letter A 2.4.2 The Meteor 2.4.3 Darkness and Light 3. Character List 3.1 Major characters 3.1.1 Hester Prynn 3.1.2 Roger Chillingworth 3.1.3 Arthur Dimmesdale 3.2 Minor Characters 3.2.1 Pearl 3.2.2 The unnamed Narrator 3.2.3 Mistress Hibbins 3.2.4 Governor Bellingham 4. Hawthorne’s contribution to American Literature 5. Questions 6. Further Readings of Hawthorne 1. Introduction 1.1 Objectives This Unit provides a biographical sketch of Nathaniel Hawthorne first. Then a list of his major works, their themes and outlines. It also includes a detailed discussion about the styles and techniques used by him. The themes, symbols and the structure of The Scarlet Letter are discussed next, followed by the list of major as well as minor characters. This unit concludes with a discussion about Hawthorne’s contribution to American literature and a set of questions. Lastly there is a list of further readings of Hawthorne to gain knowledge about the critical aspects of the novel.
    [Show full text]
  • WALDEN, and on the DUTY of CIVIL DISOBEDIENCE by Henry
    WALDEN, and ON THE DUTY OF CIVIL DISOBEDIENCE By Henry David Thoreau Walden Economy When I wrote the following pages, or rather the bulk of them, I lived alone, in the woods, a mile from any neighbor, in a house which I had built myself, on the shore of Walden Pond, in Concord, Massachusetts, and earned my living by the labor of my hands only. I lived there two years and two months. At present I am a sojourner in civilized life again. I should not obtrude my affairs so much on the notice of my readers if very particular inquiries had not been made by my townsmen concerning my mode of life, which some would call impertinent, though they do not appear to me at all impertinent, but, considering the circumstances, very natural and pertinent. Some have asked what I got to eat; if I did not feel lonesome; if I was not afraid; and the like. Others have been curious to learn what portion of my income I devoted to charitable purposes; and some, who have large families, how many poor children I maintained. I will therefore ask those of my readers who feel no particular interest in me to pardon me if I undertake to answer some of these questions in this book. In most books, the I, or first person, is omitted; in this it will be retained; that, in respect to egotism, is the main difference. We commonly do not remember that it is, after all, always the first person that is speaking. I should not talk so much about myself if there were anybody else whom I knew as well.
    [Show full text]
  • Book Title Author Reading Level Approx. Grade Level
    Approx. Reading Book Title Author Grade Level Level Anno's Counting Book Anno, Mitsumasa A 0.25 Count and See Hoban, Tana A 0.25 Dig, Dig Wood, Leslie A 0.25 Do You Want To Be My Friend? Carle, Eric A 0.25 Flowers Hoenecke, Karen A 0.25 Growing Colors McMillan, Bruce A 0.25 In My Garden McLean, Moria A 0.25 Look What I Can Do Aruego, Jose A 0.25 What Do Insects Do? Canizares, S.& Chanko,P A 0.25 What Has Wheels? Hoenecke, Karen A 0.25 Cat on the Mat Wildsmith, Brain B 0.5 Getting There Young B 0.5 Hats Around the World Charlesworth, Liza B 0.5 Have you Seen My Cat? Carle, Eric B 0.5 Have you seen my Duckling? Tafuri, Nancy/Greenwillow B 0.5 Here's Skipper Salem, Llynn & Stewart,J B 0.5 How Many Fish? Cohen, Caron Lee B 0.5 I Can Write, Can You? Stewart, J & Salem,L B 0.5 Look, Look, Look Hoban, Tana B 0.5 Mommy, Where are You? Ziefert & Boon B 0.5 Runaway Monkey Stewart, J & Salem,L B 0.5 So Can I Facklam, Margery B 0.5 Sunburn Prokopchak, Ann B 0.5 Two Points Kennedy,J. & Eaton,A B 0.5 Who Lives in a Tree? Canizares, Susan et al B 0.5 Who Lives in the Arctic? Canizares, Susan et al B 0.5 Apple Bird Wildsmith, Brain C 1 Apples Williams, Deborah C 1 Bears Kalman, Bobbie C 1 Big Long Animal Song Artwell, Mike C 1 Brown Bear, Brown Bear What Do You See? Martin, Bill C 1 Found online, 7/20/2012, http://home.comcast.net/~ngiansante/ Approx.
    [Show full text]
  • History Odyssey Ancients
    HISTORY ODYSSEY ANCIENTS AN ACTIVITYBASED STUDY GUIDE COMBINING HISTORY GEOGRAPHY READING WRITTEN BY CATHY WHITFIELD LEVEL ONE Dear Customer, Thank you for purchasing a license to use this Pandia Press eBook with your children. So that you may enjoy all the features of this eBook and use it for many years with your children, this file contains no embedded printing and downloading security restrictions. In order that Pandia Press may continue to provide eBooks without cumbersome restrictions, it is very important for customers to avoid any copyright infringements of our eBooks. You may not share (email, upload, print and distribute, resell, etc.) any portion of this eBook to anyone for any use. Your license to this eBook allows you to print pages only for use with your own children. Licensing is available for group, school, and co-op use. Please contact Pandia Press for details on group licensing ([email protected]). Thank you for your cooperation. Legal use and downloads of eBooks will ensure that Pandia Press can continue to offer more eBooks in the future. Thank you for your patronage and I hope you enjoy using your eBook. Pandia Press, Inc. Mount Dora, FL 32757 www.pandiapress.com [email protected] History Odyssey Ancients (level one) Cathy Whitfield Pandia Press Copyright © Pandia Press All Rights Reserved Without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, nor by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior written permission of Pandia Press.
    [Show full text]
  • Ing Items Have Been Registered
    ACCEPTANCES Page 1 of 20 January 2006 LoAR THE FOLLOWING ITEMS HAVE BEEN REGISTERED: AN TIR Alienor Sanz-Argent. Name and device. Sable, on a key cross Or a cross clechy gules, a bordure gyronny Or and gules. A key cross is a period charge found in the arms of Pisa. It is defined as a cross clechy pommety at the points. An Tir, Kingdom of. Transfer of heraldic title Electrum Herald to David of Moffat. An Tir, Kingdom of. Release of heraldic title Voice of the Lion Herald. Angharad Drakenhefd. Name change from Angharad Drakenhefd o Fynydd Blaena and device change. Argent, a horse courant sable between two bars purpure between three roses sable. Submitted as Angharad Banadaspus Drakenhefd, the name has several problems. According to Cassius Dio, Roman History, Banadaspus is the second king of the Iazyges, who fought against Marcus Antonius. The same passage describes how after the supplication of the Iazyges, fifty-five hundred of them were sent as troops to Britain. However, the submitted documentation does not show contact between the Welsh (or Wales) and this section of the Roman army; there is no reason to believe that an Iazygian name would appear as part of a Welsh name. Barring documentation showing substantial contact between these particular cultures, such a combination is not registerable. As the submitter will allow us to drop this element, we have done so in order to register the name. Furthermore, the name Banadaspus dates to around 175 AD. This means that even if it were registerable as part of a Welsh name, the other elements would have to be documented from before 475 AD.
    [Show full text]
  • Glencoe World History: Journey Across Time
    900-901_APP_MSWHTE_869371 9/22/04 8:41 PM Page 900 APPENDIX Using an Appendix Explain to students that an Appendix is additional material found at the end of a book. Have stu- dents look at the table of con- tents on page 900. Ask students to identify the materials found in the Appendix. Skills Handbook . XXX Review the descriptions of each SkillBuilder Handbook . 902 Appendix item from the infor- Historical Documents . XXX mation on page 901. After Standardized Test Practice . 920 students have read the descrip- Primary Source Library. XXX tions of each item, have them Primary Sources Library . 930 turn to the page where this Gazetteer . .783 item is found, using the page Suggested Readings . 944 number references from the Glossary . 791 table of contents. Ask students Glossary . 947 to describe what information is Spanish Glossary . 799 found on the pages and how it Spanish Glossary . 955 can help them as they read Index. 808 their textbooks. Gazetteer . 965 Acknowledgments . 827 Index . 977 Acknowledgements . 1006 900 Appendix (bkgd)CORBIS, (r)Sylvain Grandadam/Getty Images, (l)Picture Finders Ltd./eStock 900 900-901_APP_MSWHTE_869371 9/22/04 8:46 PM Page 901 APPENDIX An appendix is the additional material you often find at the end of books. The following information will help you learn how to use the Appendix in Journey Across Time. Have students complete the Test Yourself questions on SkillBuilder Handbook important to bilingual students, or those page 901. As students answer The SkillBuilder Handbook offers you Spanish-speaking students who are learning the questions, have them iden- the English language.
    [Show full text]
  • History Odyssey Ancients Level One Preview Try It Before You Buy It! This File Contains a PDF Preview of History Odyssey Ancients (Level One)
    History Odyssey Ancients Level One Preview Try it before you buy it! This file contains a PDF preview of History Odyssey Ancients (level one): Ancients - 11 lessons including maps Pandia Press offers free previews of all our History Odyssey and R.E.A.L. Science Odyssey courses. To download another preview please visit Pandia Press. To purchase complete copies of History Odyssey eBooks please visit: www.pandiapress.com/ebooks.html To purchase print copies of History Odyssey, please visit our preferred vendors: www.pandiapress.com/ordering.html We recommend using Adobe Reader or Adobe Acrobat version 8 or later to work with documents contained within this PDF. By updating to the latest version, you’ll enjoy the following benefits: • Efficient, integrated PDF viewing • Easy printing • Quick searches Don’t have the latest version of Adobe Reader? Click here to download the latest version of Adobe Reader www.pandiapress.com andia press HISTORY ODYSSEY ANCIENTS PREVIEW AN ACTIVITYBASED STUDY GUIDE COMBINING HISTORY GEOGRAPHY READING WRITTEN BY CATHY WHITFIELD LEVEL ONE History Odyssey Ancients (level one) PREVIEW To purchase a complete copy of HO Ancients (level one) eBook click the direct link below : www.e-junkie.com/ecom/gb.php?i=87235&c=cart&cl=17780 To purchase a print copy of HO Ancients (level one) please visit one of our preferred vendors: www.pandiapress.com/ordering.html Cathy Whitfield Pandia Press Copyright ©2008 Pandia Press All Rights Reserved Without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, nor by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior written permission of Pandia Press.
    [Show full text]