DOCSLIB.ORG

African-Americans Taking a Stand 6Th – 8Th Grade Note: This Is a Sample of What Can Be Done Over Two Weeks

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
African-Americans Taking a Stand 6Th – 8Th Grade Note: This Is a Sample of What Can Be Done Over Two Weeks Title/Grade Level African-Americans Taking a Stand 6th – 8th Grade Note: This is a sample of what can be done over two weeks. Please use the texts of your choice and feel free to add activities, questions, protocols, graphic organizers, etc.… Teachers are encouraged to introduce students to multiple historical African-American figures, past and present, that took a stand for social justice. Essential Question(s) How has an African American Leader taken a stand for social justice in the United States? CCSS Standard (s): CCSS.ELA-LITERACY.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-LITERACY.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. CCSS.ELA-LITERACY.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch. CCSS.ELA-LITERACY.W.7.2.B Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. CCSS.ELA-LITERACY.W.7.2.C Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. CCSS.ELA-LITERACY.W.7.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-LITERACY.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.) CCSS.ELA-LITERACY.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. CCSS.ELA-LITERACY.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. MELD Objective(s) Students will engage in constructive conversation skills in order to Create, Clarify, Fortify, and Negotiate ideas. Students will write an essay that develops a topic, cites evidence, and relevant facts to support an idea. Materials/Resources Visual texts, “Always #LikeAGirl – Keep Playing”- (Extended Version) https://youtu.be/N433aXwj59E “Ibtihaj Muhammad Biography” - http://www.biography.com/people/ibtihaj-muhammad-071416, “Where Olympic fencer Ibtihaj Muhammad Got Her Start” - CBS News - http://www.cbsnews.com/news/where-olympic-fencer-ibtihaj-muhammad-got-her-start/ Frayer model (Advanced Graphic Organizer), Say-Mean-Matter (Advanced Graphic Organizer), Participation and Discussion Protocols, chart paper, constructive conversation skill posters and conversation norm poster, Boxes and Bullets, Opinion Writing graphic organizer. *Please copy and paste links into search engine. Culminating Task Students will write an essay or create a multi-media presentation describing an African-American Leader who has taken a stand for Social Justice? The student’s conclusion will express how they will take a stand for Social Justice in their community. Week 1 Day 1 Day 2 Day 3 Day 4 Day 5 Academic Vocabulary: Motivation: What is your opinion about How has fencing evolved How have others taken a What facts and details Rate your knowledge of some of the stereotypes throughout history? stand in their communities might you share to inform 1. adjudge the term “stereotype.” about girls playing sports? by participating in sports? your audience about 2. bias What might be some Introduce Visual Ibtihaj Muhammad? 3. commit stereotypes you’ve Video: Texts Video: 4. conjecture learned about girls playing Students Watch the video “The History of Fencing” “Where Olympic Fencer Video: 5. decree sports? “Always #LikeAGirl – Keep http://www.fencing.com/ Ibtihaj Muhammad Got Her 6. disrelish Playing”- (Extended NewTFC/Fencing_History. Start.” – CBS News Discussion Protocol: html 7. elect Version) Think-Pair-Share http://www.cbsnews.com/ 8. fencing https://youtu.be/N433aXwj5 Students participate in a news/where-olympic- 9. En Garde Sentence prompts: 9E gallery walk and observe fencer-ibtihaj-muhammad- 10. Hijab I think… the pictures depicting got-her-start/ In the video I observed… “The History of Fencing” 11. Illiberality The teacher reviews the I can infer___ because___ Students participate in 12. mindset Conversation Norms with What makes you think… Constructive Conversations 13. refuse students. http://www.cbsnews.com/ An example of___ to Create, Clarify, Fortify, videos/muslim-olympic- 14. resolve In my opinion ____ and Negotiate ideas about fencer-makes-history/ 15. stereotype I agree… because… the video, “Where Olympic I disagree … because Fencer Ibtihaj Muhammad The teacher models Got Her Start.” – CBS News The Pharaohs invent completing a Boxes and Participation Protocols the mask and Bullets graphic organizer Link: competition to gain facts and details. http://bit.ly/1T5cLrk Students collect evidence The teacher and students Literature from the video to participate co-construct a model essay Introduce 1-2 in constructive about Ibtihaj conversations about their Students read, “Ibtihaj Muhammad using the opinions about the Muhammad ideas and details stereotypes presented in the gathered from students. video. Students cite textual Biography” - evidence and inferences on http://www.biography.co Teachers will lead students post-its. m/people/ibtihaj- in a discussion about how muhammad-071416 From chivalry up to they can take a stand in Discussion Protocols Link: the fine blades their communities. http://bit.ly/1WP5pYx The teacher asks students to create a concluding statement. I will take a stand for social justice by…. The birth of modern because… Sentence prompts: fencing I think… In the video I observed… I can infer___ because___ What makes you think… The teacher and students Complete a “Divided Circle An example of___ work together to extract Map” to develop academic In my opinion ____ main ideas and details on Fencing, an art of vocabulary for the term: I agree… because… the Boxes and Bullets enjoyment stereotype I disagree … because Graphic Organizer in order to begin writing an Discussion Protocol: “Inside – opinion/informative essay Outside Circle” whole group using the Students will practice using “Say, Mean, Matter” the “Create and Fortify,” The teacher and students Ibtihaj Muhammad Graphic Organizer. skills about the video. work together to extract main ideas and details to Students work in small 1. Synonyms and Students choose 1-5 terms to practice creating an groups to complete Clarifying define, describe informative essay whole A visual thinking strategy Words/Phrases characteristics/facts, group using the “Say, allowing them to infer 2. Write your own examples and/or non- Mean, Matter” Graphic and gain meaning from description, examples using the Frayer Organizer and the Opinion the illustrations. explanation, or Model (Graphic Organizer). Writing Advanced Graphic example for Students participate in the Organizer. stereotype. discussion protocol, “Inside – 3. Construct a Outside Circle to share their Academic Vocabulary term Research – Allow students picture or symbol, with 3 or more partners. to select an African- for stereotype. American leader to begin 4. Construct graphic researching. Sample DOK 1, 2, and 3 for stereotype. Questions: Students complete 2 • What do you see in rounds of the “Give One, the pictures? Who Get One,” protocol with are the characters in their Divided Circle Maps the using “Musical Shares” paintings/pictures? Discussion Protocol. Academic Vocabulary • What can you infer 14- Musical Shares Development may be about the pictures? included in homework and • What evidence from This is similar to Give One, can serve as a tool for the illustration Get One. Teacher poses students to increase helped you form your knowledge of unknown question and turns on opinion about…? music. Students terms throughout their move/dance around the research and writing. Students read the article classroom until the music to gain more facts and is turned off. Students details about Ibtihaj discuss the question with Muhammad. The whomever they are closest teacher guides to when the music is students to write main turned off. Teacher ideas, facts and details resumes music and the to the Box and Bullets process continues until they have had enough Graphic Organizer. opportunities to share. Goal: Incorporate music and movement with opportunities to share ideas Uses/activities: Review, accessing prior knowledge, summarizing, clarifying Rate your new knowledge of the term stereotype after activity. The teacher revisits the term stereotype to add new synonyms and ideas gained from the “Give One, Get One” protocol. Review Guidelines, Criteria, and prizes for the AEMP Written Word Essay Contest in honor of African-American History Month. Criteria 6th–12th • Claim is clearly communicated and maintained
Load more

Recommended publications
  • The Cavé in French Swordsmanship Patrick T
    COLUMBIACLASSICALFENCING.COM The Cavé in French Swordsmanship Patrick T. Morgan Introduction French fencing masters wrote about the cavé (pronounced cahv-ay) as a distinct fencing action. In French, caver means to cave in or collapse. The cavé thus described how a fencer would change or position his wrist or body to create a sharp angle—“caving in” from, say, a straightened position— for a specific fencing purpose, whether offensive or defensive. Sensibly, then, the cavé is sometimes referred to as angulation today. But that term doesn’t always cover all the ways the French writers used the cavé. This is because, as explained below, you can also cavé by using no angulation. Three General Ways to Cavé For the French, there were three ways to cavé. From the on-guard position, you could cavé (1) at the hips or (2) with your rear leg. You could also (3) cavé the wrist of your sword arm, which itself was possible in three different ways. These methods were variously defensive or offensive. Importantly, these were not recommendations so much as taxonomy: as we’ll see, some of these ways of “cavé-ing” could get you killed. 1. The Cavé at the Hips Danet discussed the “cavation” of the body in the second volume of L’Art des Armes. The cavé of the hips is one of two types of esquive—that is, a movement or displacement of the fencer’s target area to evade a thrust—that Danet identified. As Danet described it, the cavé at the hips occurs by “lowering the shoulders and completely straightening the right knee” (en baissant les épaules, & dépliant tout-à- fait le genou droit).
    [Show full text]
  • SUCCESSFUL DEFENDING CHAMPIONS Al MORALES U.S
    SUCCESSFUL DEFENDING CHAMPIONS Al MORALES PAUL PESTHY U.S. Sabre Champion U.S. Epee Champion POSITION OPENS FOR PRO olume 19 Number 1 fENCING DEMONSTRATIONS Welcome to the 1967-1968 fencing season of the AHA. We eagerly look forward to a John R. West, general manager of National ;1 IJl f 11 lCIl 11 f El1CJl10 bonner fencing year culminating in the 1968 School Assemblies Agency, has announced Official Organ of the Amateur Fencers League of Americo Olympics scheduled for October in Mexico that his organization is seeking a fencing Management City. couple to put on demonstrations of the sort 'vV. L. Osborn, Publisher J. R. de Capriles, Editor on a year-around basis, starting in September P.O. Box 144 41 Fish Hawk Drive, Oak Hill, In the post year, your Notional Officers 1968. Terre Haute, Ind. Middletown, New Jersey 201-671-5872 have concentrated on publicizing the sport Feature Editors: Miguel de Copriles, Claribel Sounders and Rolph Goldstein. of fencing and encouraging participa­ The team, which could be either a married Assistant Editor: William J. Latzko tion primarily at the student level as it couple or two men, would sign up for one Advertising Office: 5 Great Oak Lone, Pleasantville, N.Y. is from these ranks that future champions or more tours to demonstrate fencing at Telephone: 867-9191 will emerge. Promotional brochures have schools and colleges throughout the U. S. National School Assemblies has been in busin­ Policy Board been developed and made available to any­ N. Lewis, Chairman; J. R. de Capriles, W. J. Latzko, body interested in fencing.
    [Show full text]
  • Broacher of Our Instructional Dvds
    Anthony De Longis Whip Video Products & Palpable Hit Productions Whip Cracking With The Masters - DVD With over 33 years of professional $34.95 stage and film experience, as a An introduction to bullwhip cracking - on the ground performer, choreographer and trainer to and horseback – featuring Anthony De Longis and the stars, Anthony De Longis has refined Colin Dangaard. Produced by the Australian Stock techniques that will assist any actor & Saddle Company. director in telling a compelling and dynamic story, safely and convincingly. Mastering the Bullwhip - DVD $34.95/volume A collegiate saber champion, he has or $64.95/set nearly 4 decades experience with swords, The De Longis rolling style utilizes structure and his first martial art. He trained to Black alignment to produce explosive energy in the Belt in Tae Kwon Do before beginning bullwhip with a minimum of effort. His methods training with Guro Dan Inosanto in 1985. combine knowledge and martial arts training to safely De Longis used this experience to create generate and focus the 700 mph velocity of the his unique “rolling” bullwhip style and world's fastest and most powerful flexible weapon. evolve effective multi-range combative whip techniques. Volume 1: Anatomy of the Bullwhip - De Longis teaches you to cultivate this supersonic ally and develop The mandate of Anthony’s company, safe and consistent accuracy, the essential foundation to Palpable Hit Productions, is to support mastering the intricate flowing combinations that are his the teaching of combat arts – historical trademark. It's step-by-step and as easy as walking. and modern, and to teach and promote Volume 2: Faster Than a Speeding Bullet - De & safe and exciting fight choreography in Longis assembles the individual throws presented in theatre, film and television.
    [Show full text]
  • Object of the Objec Points (In the Time Eliminatio Epee and First Fence
    Basics of Competitiion Object of the Bout The object of a fencing bout (“game”) is to effectively score 15 points (inn direct elimination play) or five points (in preliminary pool play) before your opponent, or have a higher score than your opponent when the time limit expires. Points are received by making a touch in the opponent’s target area. Direct elimination matches consist of three three‐minute periods with a one‐minute break between each in epee and foil. In saber, each the first period lasts for eight touuches and the second period ends when the first fencer scores 15 points. Penalties Penalties are divided into four categories. Category One All Category One penalties are interdependent. Upon the first occurrence of an offense during a bout, the fencer is warned and receives a yellow card. Committing any additional offense during the bout will result in the offender receiving a red card and the opponent receiving a penalty touch. Category Two All Category Two penalties are also interdependent. A fencer is given a red card upon first and any subsequent infraction during a bout. Both Category One and Two infractions result in the annulment of a touch made by the offending fencer while committing the offense. Category Three Category Three penalties may be assessed for infractions against safety or the order of the competition. Such infractions can result in penalty touches (red card) or expulsion (black card) from the competition. Category Four The Category Four penalties involve unsportsmanlike conduct, using fraudulently modified equipment, collusion or brutality. The infractions result in automatic expulsion (black card) from the competition.
    [Show full text]
  • The Fight Master, January 1988, Vol. 11 Issue 1
    Marshall University Marshall Digital Scholar Fight Master Magazine The Society of American Fight Directors 1-1988 The Fight Master, January 1988, Vol. 11 Issue 1 The Society of American Fight Directors Follow this and additional works at: https://mds.marshall.edu/fight Part of the Acting Commons, Other Theatre and Performance Studies Commons, Performance Studies Commons, and the Theatre History Commons JANUA RY 1988 American Fencers Supply Co 1180 Folsom Street San Francisco CA 94103 415/863-7911 UNIVERSITY OF NEVADA, LAS VEGAS JOURNAL OF THE SOCIETY OF AMERICAN FIGHT DIRECTORS January 1988 Volume XI number I PATTON AND HIS SABER by Charles Conwell 15 THE METAPHYSICS OF STAGE COMBAT by Mark Olsen 19 WHEN STYLES COLLIDE by T. J. Glenn 223 3 SWORD BELTS AND FROGS by Rod ~asteel 28 TOUCHE 229 9 Oregon Shakespeare Festival 330 0 Coriolanus at the McCarterMccarter Theatre 31 Trinity TrinityRep Rep 31 Scaramouche 332 2 The Three Musketeers 32 True West 333 3 The Rivals .at Berkeley Rep 333 3 The Hairy Ape at Berkeley Rep 334 4 Purloined Poe at the Lifeline 334 4 Richard III at the Guthrie 3 Editor's Comments 4 Vice President's Report 6 Treasurer's Report 6 Workshop Coordinator 7 Film Coordinator 35 Letters 337 7 Points of Interest 442 2 Society News SOCIETY OF AMERICAN FIGIIT DIRECTORS TIIE FIGIITMASTER Journal of the Society of American Fight Directors President Joseph Martinez Vice President Drew Fracher Editor Linda Carlyle McCollum Treasurer James Finney Associate Editor Olga Lyles Secretary Linda McCollum Assistant Editor Todd Tjaden Layout Editor Gregg Hillmar The Society of American Fight Directors was founded in May, 1977.
    [Show full text]
  • THE HISTORY of the RAPIER the Culture and Construction of the Renaissance Weapon
    THE HISTORY OF THE RAPIER The Culture and Construction of the Renaissance Weapon An Interactive Qualifying Project Report Submitted to the Faculty of the WORCESTER POLYTECHNIC INSTITUTE in partial fulfillment of the requirements for the Degree of Bachelor of Science By Robert Correa Andrew Daudelin Mark Fitzgibbon Eric Ostrom 15 October 2013 Submitted to: Professor Diana A. Lados Mr. Tom H. Thomsen Abstract At the end of the Middle Ages, weapons began to be used not only on the battlefield, but for civilian use as well. The rapier became the essential self-defense weapon of the “Renaissance man.” This project explores the evolution and manufacture of the rapier through history. This cut-and-thrust sword was manufactured by artisans who had to develop new methods of crafting metal in order to make the thin, light blade both durable and ductile. To study this process, a rapier was constructed using classical methods. Upon the completion of the replica, its material properties were studied using a surface microscope. The project also included contributing to the WPI Arms and Armor website. ii Acknowledgements The authors would like to thank Professor Diana Lados and Mr. Tom Thomsen for creating the Evolution of Arms and Armor Interactive Qualifying Project. Their guidance and assistance were invaluable throughout the project experience. A huge thanks also to Josh Swalec and Ferromorphics Blacksmithing. The expertise of Mr. Swalec and others at Ferromorphics was key to learning smithing techniques and using them to construct a replica of a rapier in the Renaissance style. Mr. Swalec opened the doors of his shop to us and was welcoming every step of the way.
    [Show full text]
  • The Concealment of Violence in the History of Fencing: Semantics, Codification, and Deterritorialization
    The Philosophical Journal of Conflict and Violence Vol. II, Issue 2/2018 © The Authors 2018 Available online at http://trivent-publishing.eu/ The Concealment of Violence in the History of Fencing: Semantics, Codification, and Deterritorialization Elise Defrasne Ait-Said Cognition and Action Group (UMR 8257, Université Paris-Descartes), France Abstract: Depending on historical periods and individual perspectives, fencing has been defined in various ways. Indeed, fencing has been regarded as an art, and/or a science, and/or a sport, and/or a game. This paper shows that those various attempts to define fencing throughout history are strategies aiming to conceal the founding violence of fencing (although these strategies do not prevent the emergence of further forms of violence). The study demonstrates that these strategies pertain to semantics, to regulation and codification of fencing, and to more recent phenomena which are linked to the deterritorialization of the practice of fencing. Keywords: Jules Barbey d'Aurevilly; Gilles Deleuze; Roger Caillois; Deterritorialization; Duelling; Fencing; Game; History; Sport; Violence. The PJCV Journal is published by Trivent Publishing. This is an Open Access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC-BY-NC-ND 4.0) license, which permits others to copy or share the article, provided original work is properly cited and that this is not done for commercial purposes. Users may not remix, transform, or build upon the material and may not distribute the modified material (http://creativecommons.org/licenses/by-nc/4.0/) The Concealment of Violence in the History of Fencing: Semantics, Codification, and Deterritorialization Elise Defrasne Ait-Said Cognition and Action Group (UMR 8257, Université Paris-Descartes), France Abstract: Depending on historical periods and individual perspectives, fencing has been defined in various ways.
    [Show full text]
  • NWFC MEMBER HANDBOOK Updated 5-1-18 Table of Contents
    ASPIRE - INSPIRE - PERSPIRE NWFC MEMBER HANDBOOK Updated 5-1-18 Table of Contents ABOUT NWFC 7 OUR MISSION 7 ABOUT US 7 NONPROFIT 7 Fred Meyer Community Rewards & AmazonSmile 7 Employer matching 7 Personal donations 7 Areas of support include 8 BRIEF HISTORY 8 CLASSES 9 YOUTH: AGES 4-13 9 Youth Intro to Fencing 9 Mini Fencers (Ages 4-6) 9 Youth One (Ages 7-12) 9 Youth Two (Ages 7-12) 9 1 ASPIRE - INSPIRE - PERSPIRE Youth Two With Lessons 9 Homeschool 9 ADULT: AGES 13+ 10 Adult Intro to Fencing 10 Evening Epee 10 CORE = COmpetitive + REcreation 10 COMPETITIVE: AGES 14+ 10 TERM COMMITMENTS 10 Youth Two with Lessons & Competitive 10 ACTIVITIES BEYOND CLASSES 12 OPEN BOUTING 12 PRIVATE LESSONS 12 CAMPS 13 International Foil and Epee Winter Camp 13 Youth Camp - 5 days - summers 13 International Foil and Epee Camps - summer, 6 days plus tournament 13 Pre Nationals Camp - 5 days, the week before Summer challenge 13 Adult Camp - November, 3 days and Memorial Day weekend, 3 days 13 EVENTS 13 Fencing Soiree evenings 13 Game Nights 14 Star Wars Nights - December 14 Armory Clinics 14 MEMBERSHIP 15 BENEFITS 15 REQUIREMENTS 15 US Fencing Membership 15 RESIDENT MEMBERSHIPS 15 SPECIAL MEMBERSHIPS 16 Guest 16 2 ASPIRE - INSPIRE - PERSPIRE Associate 16 CODE OF CONDUCT 16 Sportsmanship 16 Scoring/Referees 17 No Discrimination 17 Payments 17 Physical Safety 17 COMMUNICATION AND ONLINE RESOURCES 18 NWFC COMMUNICATION 18 COACHES CORNER 18 Fencer evaluations: Twice a year, fencers schedule time with their coach to review progress, set training and competition goals, and map out future plans.
    [Show full text]
  • The Riposte Vol. 2, Num. 1 Jan. 4, 1937 P.1 Open Letter from Joseph
    The Riposte Vol. 2, Num. 1 Jan. 4, 1937 P.1 Open Letter from Joseph Levis in Reply to George Santelli P.1 Nadi Requests Amateur Status P.1 Lewis Repeats in NYAC Foils Meet P.2 Joseph Levis' Letter Continues P.2 A Progressive Move P.3 Levis Replies to Santelli's Article on the Olympic Games (Continued) P.4 Levis Article (Continued) P.4 NYAC Regains Cartier Trophy P.4 Miss Dalton Wins Foil Meet P.5 Levis Article (Continued) P.5 Novice Title to Miss King P.5 Short Notes P.6 Levis on the Olympics P.6 Give It a Boost! P.6 Miss Stewart Wins College Invitation P.7-8 XI. Directing: The Theory of Right of Way (1) The Riposte Vol.2, Num. 3 Feb. 11, 1937 P.1 John Allaire is Dead P.2 Short Notes from All Over P.2 Huffman Retains 3-Weapon Title P.3 A Message from Mr. Paul Anspach P.3 International Open Tournament in New Orleans P.3 Huffman Retains Title (Continued) P.4 Alessandroni Wins Metropolitan Foil P.4 Mrs. Funke Wins Second Santelli Meet P.5 Women's Junior Foil Preliminaries P.5 Short Notes From All Over (Continued) P.5 Santelli-Greco Team Wins Club Match P.6 XIII. Directing: The Right of Way (3) The Riposte Vol. 2, Num. 4 Feb. 25, 1937 P.1 Lt. Sands Regains Epee Title P.1 Armitage Wins Metropolitan Sabre Crown P.1 Miss Lloyd Keeps Greco Trophy P.1 Miss Dalton Wins Junior Championship P.2 Philadelphia Fencer's Club 40th Anniversary P.2 Sands Wins Metropolitan Epee (Continued) P.2 Armitage Wins Sabre Title P.2 Men's Greco Trophy P.3 Greco Salle Has Formal Opening P.3 UFC Retains Epee Cup P.3 Columbia Wins Yale Trophy P.4 This and That From Here and There Washington England Illinois San Francisco P.5 XIV.
    [Show full text]
  • Combat Maneuvers
    Combat Maneuvers May be used with Combat Options Maneuver Option Description Movement Active Defenses Determined Melee: +4 to hit Ranged: +1 to hit Double Make 2 attacks. The first will unready unbalanced weapons. Feint Feint, then one attack. The Feint only applies to this attack. Strong +2 damage or +1/die, whichever is better All-Out Attack +1 yard of reach Half (forward) None No penalty to thrust attacks, -2 damage or -1/die to swing attacks, whichever is worse. Long The maneuver ends up in a kneeling position, any non two-handed weapon wielder can make a DX roll to end in a crouch. Can't be used with defensive grip. Suppression Fire Ranged weapon with RoF 5+. Spray area with fire for entire turn. Determined +2 to hit OR Committed +1 step Cannot parry/block with attack Attack Step weapon/arm or dodge if he kicked. +1 to damage OR All other defenses at -2. Strong -2 to hit, +1 damage, and +1 step Attack Make a melee, close combat, or ranged attack Step Any You can move and attack. Melee attacks suffer a -4 penalty and cannot exceed an effective skill of 9. Any, but cannot parry with the Move and Attack Ranged attacks suffer a -2 penalty or the bulk penalty, whichever is worse Full attacking weapon, nor can you If you aim previously, the aim bonuses are lost. retreat. -2 to damage or -1/die of damage whichever is worse, target gets +1 to defend Balanced against a grapple AND +1 to Parry or Block OR Defensive Attack with kick +2 on rolls to avoid Leg Grapples and to avoid falling.
    [Show full text]
  • Fencing - Overview Fencing Is a Game in Which Is Played Between Two Fencers
    COMPILED BY : - GAUTAM SINGH STUDY MATERIAL – SPORTS 0 7830294949 Fencing - Overview Fencing is a game in which is played between two fencers. Both the fencers use swords to attack the opponent and to defend self. There are some rules and regulations which the players have to follow while attacking or defending. Three different groups of weapons are used in fencing and each weapon has its own set of rules and regulations. Most of the fencers select one so as to specialise in using any one of these weapons. This is a sword exerting game where two fencers try to touch each other with the tip of their sword. The main objective of this game is to touch the other player and score enough points required to win the game before the opposite player scores points. There are different approved target zones based on the weapon used and players have to touch those target zones to score points. A Brief History of Fencing Fencing was initiated in the 12th century though the oldest surviving manual on swordsmanship dates around 1300. In ancient days in Rome and Egypt, fencing was quite popular and was an essential part of life in the form of swordsmanship. In the middle age, i.e. around 1400, the use of armours was introduced in order to make the game more defensive and interesting. THANKS FOR READING – VISIT OUR WEBSITE www.educatererindia.com COMPILED BY : - GAUTAM SINGH STUDY MATERIAL – SPORTS 0 7830294949 Spain was the first one to practice fencing. Several books related to fencing have been written by Spanish authors.
    [Show full text]
  • Downloaded and Shared for Private Use Only – Republication, in Part Or in Whole, in Print Or Online, Is Expressly Forbidden Without the Written Consent of the Author
    The International Armizare Society Presents: Beginning Armizare An Introduction to Medieval Swordsmanship Gregory D. Mele © 2001 - 2016 Beginning Armizare: An Introduction to Medieval Swordsmanship Copyright Notice: © 2014 Gregory D. Mele, All Rights Reserved. This document may be downloaded and shared for private use only – republication, in part or in whole, in print or online, is expressly forbidden without the written consent of the author. ©2001-2016 Gregory D. Mele Page 2 Beginning Armizare: An Introduction to Medieval Swordsmanship TABLE OF CONTENTS Foreword 4 Introduction: The Medieval Art of Arms 5 I. Spada a Dui Mani: The Longsword 7 II. Stance and Footwork 9 III. Poste: The Guards of the Longsword 14 IV. Learning to Cut with the Longsword 17 V. Defending with the Fendente 23 VI. Complex Blade Actions 25 VII. Parrata e Risposta 25 Appendix A: Glossary 28 Appendix B: Bibliography 30 Appendix C: Armizare Introductory Class Lesson Plan 31 ©2001-2016 Gregory D. Mele Page 3 Beginning Armizare: An Introduction to Medieval Swordsmanship FOREWORD The following document was originally developed as a study guide and training companion for students in the popular "Taste of the Knightly Arts" course taught by the Chicago Swordplay Guild. It has been slightly revised, complete with the 12 class outline used in that course in order to assist new teachers, small study groups or independent students looking for a way to begin their study of armizare. Readers should note that by no means is this a complete curriculum. There is none of the detailed discussion of body mechanics, weight distribution or cutting mechanics that occurs during classroom instruction, nor an explanation of the number of paired exercises that are used to develop student's basic skills, outside of the paired techniques, or "set-plays," themselves.
    [Show full text]