Wild Horses: Galloping Through Time by Kelly Milner Halls

Teacher’s Edition Wild Horses: Galloping Through Time by Kelly Milner Halls

Available only from Junior Library Guild 7858 Industrial Parkway Plain City, OH 43026 www.juniorlibraryguild.com

Junior Library Guild selects the best new hardcover children’s and YA books being published in the U.S. and makes them available to libraries and schools, often before the books are available from anyone else. Timeliness and value mark the mission of JLG: to be the librarian’s partner. But how can JLG help librarians be partners with classroom teachers? With JLG Guides.

JLG Guides are activity and reading guides written by people with experience in both children’s and educational publishing—in fact, many of them are former librarians or teachers. The JLG Guides are made up of activity guides for younger readers (grades K–3) and reading guides for older readers (grades 4–12), with some overlap occurring in grades 3 and 4. All guides are written with national and state standards as guidelines. Activity guides focus on providing activities that support specific reading standards; reading guides support various standards (reading, language arts, social studies, science, etc.), depending on the genre and topic of the book itself.

JLG Guides can be used both for whole class instruction and for individual students. Pages are reproducible for classroom use only, and a teacher’s edition accompanies most JLG Guides.

Research indicates that using authentic literature in the classroom helps improve students’ interest level and reading skills. You can trust JLG to provide the very best in new-release books, and now to enhance those selections by giving your school the tools to use those books in the classroom.

And in case you think we forgot the librarians, be sure to check out the Library Applications page, shown on the table of contents in each guide.

From all of us at Junior Library Guild, we wish you and your students good reading and great learning . . . with JLG Selections and JLG Guides.

To add JLG Guides to your membership or to get started with JLG, contact an Account Representative at 800-491-0174.

Table of Contents

About the Author/Author Interview...... 3 Building Background: Some Basic Vocabulary ...... 5 Prereading Activities...... 6 As You Read: Small Beginnings: Prehistoric Horses ...... 8 Horses of the World ...... 11 Wild Horses of Eastern Europe and Asia...... 12 Wild Horses of Western Europe...... 14 Wild Horses of the Middle East...... 16 Wild Horses of Africa ...... 18 Wild Horses of the Americas...... 21 Let the Rescue Begin...... 23 Wrap-up ...... 24 Library Applications...... 26 Suggestions for Further Reading / Language Arts Connection ...... 27 Correlations to National Standards...... 28

Schools may reproduce copies of the pages in this book for use on one school campus or a public library. Any other reproduction is strictly prohibited.

Copyright © 2009 by Junior Library Guild/Media Source, Inc. All rights reserved. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher. For permissions questions, contact Junior Library Guild.

Kelly Milner Halls is a full-time author with a passion for unearthing unusual facts about the creatures and the world around her. She’s written about dinosaurs, wild dogs, Big Foot, and albino alligators—and even wilder, weirder things than those! She loves to dig up the details by interviewing experts and discovering the most up-to-date research on her subjects. Ms. Halls grew up in Texas, where she developed a fascination for creepy crawlies, strange animals, and even repulsive reptiles. Her previous books with Darby Creek Publishing are Dinosaur Mummies: Beyond Bare-Bone Fossils and Albino Animals. Several of her books have won awards and have been named to “best books” lists. Ms. Halls lives with her two daughters and an ever-growing pack of furry pets in Spokane, Washington. She enjoys doing presentations at museums, conferences, and schools across the country. You can find out more about Ms. Halls and her books on her Web site at www.kellymilnerhalls.com.

Author Interview

Q: What is your full name (including your middle name)? A: My name is Kelly Ann Milner Halls.

Q: How many brothers and/or sisters do you have? A: I have one older sister named Kim, who is an opera singer and a college professor in Ohio.

Q: What did you want to be when you grew up? A: When I was REALLY little, I wanted to be a guardian angel. Then I wanted to be a naturalist. Finally, in high school, I decided I wanted to be a writer, and that’s what I am.

Q: What was your favorite thing to do when you were a kid? Why? A: I love to explore. Most of my friends were boys, so we’d go out exploring the woods every single day. I also liked sports and drawing.

Q: What was your favorite book then? Why? A: My favorite book was my pocket field guide to reptiles and amphibians. I also loved “Are You My Mother?” and “So Small,” a book about a tiny little mouse who was too little to do anything, until it took a wee mouse to save the day. I was really short, so I liked anything about other short guys being okay.

Copyright © Junior Library Guild 3 Q: What was your worst subject in school? A: All of them for a while. I was 40% deaf when I was little, but no one knew it. So they thought I wasn’t paying attention when really I didn’t hear them when they called on me. Once they figured out what was wrong, my grades got better.

Q: Why do you write books for kids? A: I write books for kids because I never really grew up all the way. I write books for kids because I think kid stuff is way more interesting that grown-up stuff, most of the time. And I didn’t like to read much when I was little because there wasn’t much I thought was fun to read. I read about Abraham Lincoln and vampires. That was about it. So I write books I would have loved when I was little.

Q: Do you have any pets? What are they? A: Oh man, do I have pets. I rescue sick and wounded animals, so I usually have at least three dogs and seven cats at a time. I try to find them other homes to make room for new rescues. But sometimes I can’t give them away. So some of them are just mine for keeps. I love animals. I’ve had everything from frogs and lizards to ferrets to horses. I tried to keep baby bats once, but my father wouldn’t let me. And it really is better to turn wild abandoned babies over to the experts.

Q: What’s the first thing you do when you start a new book? A: Research, research, research. But it’s not like homework for me. It’s like a treasure hunt. I want to find all the crazy, “who knew?” facts that will make you smile and wonder. That’s my favorite part of writing a book.

Q: What is the hardest thing about writing? A: The hardest part about writing is cutting things out when you don’t have room. So many cool facts, only so much space.

Q: What are you afraid of? A: I used to be really afraid of the dark when I was little, but I figured out one day if I jumped right in the middle of the dark, it didn’t look so scary. Now when I’m afraid of something, I try to face it. It also helps to talk to someone I trust about the things that scare me. Keeping a scary thing locked up inside makes it feel worse than it has to.

Q: If you had three wishes, what would they be? A: 1. I would wish that people would be kind to one another, so no one would ever have to feel lonely again. 2. I would wish that all homeless animals could find good, loving homes. 3. I would wish for enough money to buy everyone I meet ONE thing they REALLY want, but think they’ll never be able to buy. It would be fun to make all those dreams come true.

For the Teacher: Encourage students to write to the author and ask questions not printed here. Or ask the students to explain how the author’s background helped prepare her for writing this book.

Horses have fascinated people for a long, long time. They are some of the most beautiful animals on Earth, and their speed, power, and gracefulness make them seem almost mythical. In fact, horses have made their way into many myths, legends, and stories. Think of the winged horse, Pegasus, or of the magical unicorn.

Most of the time when we think about horses, we think about the kinds we can ride—domesticated horses and ponies. In fact, it can be argued that the horse has been the most important domesticated animal in the history of humans. These big beasts helped plow the ground, carry heavy loads, move people, and even win battles. But before they were big and mighty, they were small and vulnerable. As they evolved over time, horses went through many structural changes, especially regarding their feet and their size. Some prehistoric species also became extinct, especially in the Americas. Eventually, they were reintroduced when explorers reached the New World, and some managed to become “wild” again. So, what is a “real” wild horse? Look up these terms and give a definition in your own words for each.

✏ wild horse ______A wild horse is one that was born in the wild and has not been

______tamed.

✏ domesticated horse______A domesticated horse is one that was either born wild and

______has been tamed or was born to a tamed mare and is raised tame.

✏ feral horse______A feral horse is one that was born tame but has been left in the

______wild to survive.

Can you think of other examples of animals that are wild, domesticated, and feral? Discuss them or write an expository paragraph about one kind of those animals. Notes: ______Answers will vary but might include: dogs, cats, birds, exotic animals or pets such

______as ferrets, lizards, rats, mice, snakes, etc.

______

For additional reading on real and fictional horses, go to page 27. There you will find a list of books about horses in general and a list of well-known novels and stories that feature horses.

Book summary: The history of wild horses stretches back more than forty-five million years and continues to the present day. The fossil record indicates that long before humans began hunting them for food or fitting them for bridles and saddles, horses at one tine or another have galloped freely across Asia, Africa, Europe, and the Americas. Wild Horses: Galloping Through Time investigates the origins and history of wild horses and compares modern horses to their cousins: the zebra, the ass, the burro, and the onager. Halls also tells about the dangers of modern events—such as nuclear disasters and war—that affect these animals, and the importance of protecting wild horses from extinction.

Understanding the Genre: Nonfiction

1. What is the main difference between fiction and nonfiction?

______The main difference is that fiction is not true; it is made up. Nonfiction is factual.

______It is about real people, places, or things, with nothing made up.

2. If you were doing research for this book about wild horses, what are some kinds of information sources you would use?

______Answers will vary, but may include: encyclopedias, the Internet, magazines, books,

______newspapers, interviews, government information, etc.

______

3. List at least three questions you have about wild horses that you hope will be answered in this book.

______Answers will vary.

______

Activating Prior Knowledge Fill in the first two columns of the KWL chart below to show what you know (K) about wild horses and what you want to know (W) about them. Later you will fill in the last column to show what you learned (L).

K W L What I Know What I Want to Know What I Learned

Answers will vary.

Survey the Book

1. Read the back cover and write one sentence to summarize what the book is about.

______The book is about wild horses from prehistoric times to today. It is also about trying

______to save some wild horses that are endangered.

2. Look at the contents page (page 3). What kind of information do you expect to find out about in the first chapter? ______Answers may vary. Most should include a statement about where horses came

______from in prehistoric times.

3. How is the book organized? ______It is organized geographically by region.

______

4. The last chapter is called “Let the Rescue Begin.” What do you think that means? ______Answers may vary. Most will say that it means there are horses that need to be

______helped or rescued today.

Before You Read Introducing Vocabulary It will be helpful if you know these words before you read this chapter. If you already know the meaning, simply write a definition in your own words. If you don’t know the word or are unsure of its meaning, use a dictionary or another resource to find its meaning. Write the definition on the line provided. prehistoric before recorded history; very old withers the highest part of a horse’s back hooves the thorny coverings of horses’ feet northern hemisphere the half of Earth above the equator carnivore an animal that eats meat or flesh evolve to change gradually over time extinction the state of having no living members of a species fossil evidence findings of preserved remains of a plant or animal molars the back teeth used for grinding migrate to move from place to place vocalizations sounds made with the voice to express something domesticated tamed paleontologist someone who studies ancient life

Asking Questions Write down two questions you hope to find answers to in this chapter. Answers will vary. 1. ______

Answers will vary. 2. ______

COMPARE CONTRAST How are prehistoric and modern How are prehistoric and modern horses alike? horses different? Answers may include: Today they have one toe; before they They have four legs. had as many as four toes.

They eat plants. They are now larger than they were back then.

They are covered in fur. They were hunted by other animals and some became extinct.

They are adaptable. They lived all over the world, but now are native to only some areas.

Reading Comprehension Read the chapter. Then answer each of the questions below.

1. The first true horses were about __8___ to __9___ inches tall.

2. They had __4___ toes on their front feet, and each one had a hoof.

3. The name Eohippus means “____dawn_____ horse.”

4. Why did the Hyracotherium become extinct? ______It was defenseless against larger

______predators like the Diatryma.

5. Who were Sir Richard Owens and Othniel C. Marsh? ______They were famous dinosaur

scientists______who both found prehistoric horse fossils.

6. Mesohippus means “_____middle______” horse. It had three toes instead of 7. How was Mesohippus different from Hyracotherium? ______four, was larger, and had a longer tail. Its face was longer with eyes farther apart. ______

8. What caused this horse to become extinct? ______Sabertooth cats preyed on them.

9. How was the Merychippus more like modern horses than the previous species of horses had been? ______It developed long, fast legs, a larger brain, became a grazer, had the long face

______And big jaw of the modern horse, and put most of its weight on one hoof.

10. The Pliohippus was the first horse to have a ______.a single hoof.

11. It was able to see both in front and behind itself because ______its eyes were set

______.farther apart.

12. Equus is the name for the ______modern horse.

13. All of the Equus population in America became ______.extinct

14. Today’s domesticated horses all came from the species, Equus ______.caballus

15. Three kinds of ______asses and three types of ______zebras still survive in the wild today.

Make Connections In this chapter, you read about how the word “hand” came to be a kind of measurement for the height of a horse. Look up the following words and complete the chart below to show how a body part helped establish that unit of measurement.

Unit of Body Part(s) The Story Behind It Measurement

foot foot At first this was just the length of a man’s foot.

inch thumb It was the width of a man’s thumb.

yard arms It was from the tip of a nose to the end of one outstretched arm.

fathom arms It was the distance between outstretched arms, from fingertip to fingertip.

After You Read Characterizing Look over the following chart that shows different characteristics of wild horses. Place an X in any box that characterizes each species.

Short Long Small Large Horse Species Mane Mane Striped Ears Ears

Domesticated horse X X Equus caballus

Przewalski horse X X X Equus przewalskii sometimes

Plains zebra X X X Equus quagga

Grevy’s zebra X X X Equus grevyi

Mountain zebra X X X Equus zebra

Burro X X Equus asinus

Onager X X Equus hemionus

Kiang X X Equus kiang

Copyright © Junior Library Guild 11 Wild Horses of Eastern Europe and Asia pages 16–27 Before You Read Introducing Vocabulary Write a definition for each word below. botanical ______of or relating to plants or botany forelock ______a clump of hair growing from the front of the head iconic ______relating to something or someone admired equestrian relating______to horses or horseback riding

Asking Questions Flip through the pages of this chapter to get an idea of what will be covered. Then write two questions you would like to have answered in this chapter.

1. ______Answers will vary.

2. ______

As You Read Reading Comprehension: Main Ideas

1. How did the migration of wild horses into Asia keep the entire species from becoming extinct? Although all of the horses in North America became extinct, the ones that migrated across the land bridge were safe from what caused the extinction of the N. Am. Horses.

2. What physical characteristics distinguish a Przewalski horse from other kinds of horses? It is small and has a square, blunt face, a stocky body, and short legs. It has a dark line down its back and sometimes stripes on its legs. The mane stands up.

3. How do we know they are territorial? They mark their territories with dung and defend them.

4. In what ways did early humans use horses? As a food source.

5. Who was 231 Orlitza III? The last known Przewalski horse in the wild.

7. What happened at the Chernobyl nuclear power plant in 1986? A nuclear power plant exploded that sent dust and destruction over a large area of the world.

8. How has the Przewalski horse helped bring life back to the land near Chernobyl?

Some of the horses were moved to the area around Chernobyl, making life return to the area.

9. Based on what you read about the kiang (Asian ass) and the onager (Persian wild ass), complete the following chart by writing kiang, onager, or both on the line provided.

Loads up on food for 2 to 3 months __kiang______Has a tough mouth so it can eat shrubs and trees __kiang______Is smaller and stockier than a horse __both______Can reach speeds of up to 45 miles per hour __onager______Is an endangered species __both______10. What makes experts believe that nomadic villagers in Kazakhstan were the first to domesticate wild horses? There is evidence of a corral existing in the ruins of the ancient village.

After You Read Drawing Conclusions

Why do you think the wild horses and asses of Eastern Europe and Asia have been able to survive in spite of harsh natural habitats there? Answers may vary. Some details include: They were able to adapt by eating what ______was available in the areas, by growing thicker coats for the harsh weather, by ______having tough mouths, by living in herds, by having small, stocky bodies and short ______legs. ______

______

Before You Read Introducing Vocabulary Write a definition for each word below. subsequent ______Happening or existing after something. conservationist ______Someone who works to help preserve or take care of the environment. canter ______The smooth gait of a horse, slower than a gallop but faster than a trot. opportunistic ______Taking advantage of the resources available at hand. geoglyph ______A drawing on the ground made by stones or by cutting away earth.

Putting It into Perspective Eastern Europe is made up primarily of Russia and several former Soviet-governed countries. Name twelve countries that make up most of Western Europe. United Kingdom France Spain Portugal ______Italy Germany Austria Poland ______Greece Netherlands Norway Switzerland ______Denmark Czech Republic Iceland Finland As You Read Reading Comprehension: Summarizing Information

1. How do we know that the modern Tarpan horse is not the same horse as the wild Tarpan? ______DNA studies proved that they were not the same kind of horse.

______

2. How did one man, Dr. Ruy d’Andrade, save Portugal’s Sorraia horse from extinction? ______He bought the land where they grazed and is protecting them so they can______continue to survive.

3. What makes the Camargue horse of France especially suitable to the marshy terrain it inhabits? They______have very hard, broad hooves and short, muscular legs that______help them move through mud more easily. They also can survive on the marsh grasses.

Copyright © Junior Library Guild 14 4. How did the Konik horses of England return to the Stodmarsh wetland there? ______A herd of thirteen Koniks were imported from Holland in order to try to bring back

______the area and to keep them from becoming extinct.

______

5. What kinds of ancient evidence exists that proves the importance of horses in prehistoric Western Europe? Paintings______on cave walls, carvings of horses in rock, and geoglyphs in the shape

of______horses prove that people valued horses.

______

6. Describe the ways in which we know that horses were important in ancient Greece.

______Alexander the Great loved his horse and named a city after it; Greeks worshiped

______horses, such as Pegasus.

______

After You Read Analyzing the Text

The author offers several ideas and theories about the history and survival of wild horses. List ways in which she supports her statements. Answers will vary, but may include: 1. ______She interviewed experts; she cites scientific studies; she uses photos 2. ______to present her facts; she gives good details; etc. 3. ______

4. ______

5. ______

Before You Read Introducing Vocabulary

1. What is a pony? (You might be surprised, so be sure to look it up.) A small horse, especially of specific breeds of small, stocky horses that are gentle.

2. What is a hybrid? An animal that results from mating parents from two different species or subspecies.

3. The Greek word petra means “rock.” The Greek word glyphe means “carving.” What is a petroglyph? A rock carving.

4. Look up these two art terms: terra cotta and relief. What would a terra cotta relief of a horse look like? It would be a horse shape that rises up from the surface of a red clay material. 5. Who are the Bedouins? The Bedouins are nomadic Arabs of the deserts of Arabia and North Africa.

6. Define debacle. A disaster or horrible failure.

As You Read Reading Comprehension: Main Ideas and Details Complete each main idea below. Then write at least two details that support the main idea.

1. Horses in the Middle East have ways to tolerate extreme heat .

Detail: They have thin skin and fine, soft coats .

Detail: They are smaller and have muscles that cool faster .

2. Caspian horses may be a ______hybrid______of Equus caballus

and Equus przewalskii

Detail: They have sixty-four chromosomes like the Equus caballus.

Detail: They have two more teeth than domesticated horses.

and ___ commoners .

Detail: They were represented in art in terra cotta reliefs.

Detail: A solid gold model of four Caspian horses and a chariot was found.

5. Arabian horses were treated well by kings and Bedouins and were

bred for one main purpose: battle .

Detail: They helped Egyptians expand their kingdom.

Detail: They have a large lung capacity and strong endurance to fight in the desert.

6. In 2003, some Arabian horses in Iraq were affected by the war in Iraq.

Detail: Their stables were near target zones that were hit hard.

Detail: Many were stolen by looters and hungry people.

After You Read Synthesizing Information After reading about wild horses across Europe, Asia, and the Middle East, apply what you have learned to write an explanation about how natural habitat can affect the evolution of a species. ______Answers will vary. Be sure they support their statements with details from the book. ______

______

Before You Read Activating Prior Knowledge In this chapter, you will learn about another kind of wild horse: the zebra. Fill in the chart below to show what you already know about zebras and what you want to find out about them. Then, after you read this chapter, complete the last column.

K W L What I Know What I Want to Know What I Learned

Answers will vary.

As You Read Reading Comprehension: Making Inferences Answer each question by making an inference based on information you already know. Answers will vary, but some suggestions are indicated below. 1. Why is Africa home to more ungulates—animals with hooves—than any other continent in the world? ______The area provides what they need to survive; Africa is home to many species of animals; people have not crowded them out or over- hunted______them; much of Africa is still native and undeveloped.

2. How do the zebras’ stripes help it survive in its native habitat? ______Stripes provide camouflage in the tall grasses and shadowed jungles of Africa; stripes might ______provide an optical illusion to predators.

3. What advantages to zebras have by living in herds, or harems, rather than as isolated animals? ______They can alert each other to danger; the stronger ones can defend the weaker ones. ______

Copyright © Junior Library Guild 18 4. Why are the African wild asses so critically endangered? ______They are solitary and more vulnerable to predators; their habitats are shrinking; droughts make finding______food difficult; many were taken out of the area by Egyptians, reducing the number of wild asses left. 5. In what ways were the San people of South Africa like other prehistoric people around the world in the ways they viewed animals? ______They worshiped the horses and created drawings of them. They also hunted them for food. ______

______

Social Studies Connection

Wild animals have become an important part of life for humans for thousands of years. How has the horse (including horses, asses, and mules) helped human beings become more civilized? How have they helped us become more destructive?

______Answers will vary.

______

Idiom Meaning

A dark horse Someone unknown in an election or other competition.

To change horses in midstream To change the course of action after it has already started.

To put the cart before the horse To do something out of its correct order.

To beat a dead horse To continue to argue a point after the decision is final.

You can lead a horse to water, You can offer advice, but you can’t make but you can’t make him drink. someone take it.

Horse sense Common sense

To look a gift horse in the mouth To receive a gift and then question its value to make sure it’s “good enough”

To get on your high horse To act conceited or as if you are better.

To hold your horses To wait or stop before moving forward.

To chomp at the bit To be restless.

Donkey’s years A long time.

To work like a horse To work very hard.

To horse around To have fun and be light-hearted

Before You Read Vocabulary: Words from Spanish English often borrows words from other languages, using the same term or adapting the term in some way. Each of the following words originated as a Spanish word. Find the Spanish word it came from and give a brief definition.

Word Used in Spanish Word of Definition English Origin

bronco bronco Wild or rough.

rodeo rodeo A pen for rounded up cattle

mustang mestengo Stray

burro burro Donkey

buckaroo vaquero cowboy

lariat la reata The lasso

stampede estampida An uncontrolled rush of horses or cattle

canyon cañon A deep, narrow valley

mesa mesa Table or tableland (flat area)

lasso lazo A rope or cord used for catching horses

As You Read Reading Comprehension: Evaluate and Synthesize Information

1. If all North American horses became extinct about ten thousand years ago, how is it that there are horses here today? ______Explorers brought them back to North

______America when they sailed and settled here.

2. Look up the term “feral horse.” How does it differ from a true “wild horse”? ______A feral horse comes from a line of domesticated horses that is no longer

______tame. A true wild horse comes from a species that has not been tamed.

______Bahamas, and on barrier islands on the U.S. eastern coast. Those areas are less inhabited than most. 4. Describe how the process of natural selection affected the mustangs of the Americas. ______Over the centuries, only the very strongest horses have survived in the wild, and those are the ones whose lines have continued, making the wild ______horses sturdy and hearty.

5. Where are the Abaco Islands? How did horses come to live there? What is their greatest threat to survival? ______150 miles off the coast of Florida; probably came as a result of Spanish shipwrecks in the 1500s; most were slaughtered and no ______foals have been born since 1998. A burro’s leg is 6. What is the main difference between a wild ass and a burro? ______more compact so it can carry heavier loads. ______They 7. What caused the wild burros to exist and thrive in the American West? ______were surefooted, could withstand high temperatures, and carry heavy loads. ______

After You Read Research: Gathering Specific Information On pages 62–63 you will find a list of organizations that help with the preservation of certain kinds of American wild horses. Choose one organization and write a letter requesting information about the horses they manage. Make some notes on the lines below to help you draft the letter. ______Answers will vary. ______

______

Before You Read Making Predictions

What information do you think you will find in this section?

______Answers will vary.

______

What questions do you have that you hope will be answered in this section?

______Answers will vary.

______

After You Read Summarizing After reading pages 64–67, write a short summary about the need to rescue wild horses. Answers will vary but should include the following key points: ______• Many horses have already been driven to extinction. ______• Humans are moving into more and more of the horses’ open land. ______• If we don’t protect them, they will face a brutal and painful death sentence. ______• Wild horses may vanish again because of humans. ______• various notes on specific wild horse rescue organizations from pp. 66–67. ______

______

Analyze the Research

1. Look at the Bibliography found on pages 68–70. The author interviewed several people as part of her research for this book. What kind of information can you get when interviewing someone that you might not find in any other way? Answers will vary, but may include: ______Experts can give you specific answers to your questions. They can provide new ______information that is not easily found yet. They may be able to give you photos or ______other materials to help you. They can tell you about the background and the ______future of your topic. They may be able to put you in touch with other experts. ______

______

2. Look at the articles and books the author used as resources. Evaluate the sources based on the authors, the publication, and the date. How would you judge the value of these resources? Answers______will vary, but may include:

The______publications and authors have good reputations for reporting facts. Most of

the______resources are fairly recent, which means the author of the book has up to

date______information. There are many sources that deal with the material in the

book,______so the information should be consistent with what most people think is

true.______

Think Like a Conservationist If you were a conservationist who worked with wild horse rescues, how would you use this book to help you? ______Answers will vary.

______

Copyright © Junior Library Guild 24 Discuss the Issues After reading this book, describe what you think the author’s goal was in writing it. Do you think she accomplished her goals? ______Answers will vary. Most will say that the author’s purpose was to inform readers

______about the past and present situations of wild horses and to alert readers to the

______problems facing them. Their opinions of whether or not the author accomplished

______her goals will vary.

______

Making Connections Think about the people in your community who work with animals. Discuss two people or organizations that help rescue animals that are in danger. Answers will vary. 1. ______

______

2. ______

______

Science Connection

In the past, when a species became extinct, that was the end of its existence forever. Now that cloning has become a reality, how could scientists make sure we do not let wild horses—or any species—become extinct?

Research “horse cloning” to see what has already been accomplished.

Research: “Horses” is a very general topic to research; “wild horses” is a more specific topic. Take a look at the index at the back of the book. You will see some even more specific topics that are discussed somewhere inside this book. If you were to write a research report, which three topics from the index would you most like to choose? Why? ______Answers will vary.

______

Demonstrating: After reading this book, what could you help your librarian do to promote this book and others like it in your school library? Answers will vary. ______

______

Technology Connection

Work with your librarian to plan a multimedia presentation about wild horses around the world. You could create a PowerPoint slide show, a Web site, a video, or other visual and audio work. When it’s complete, you may want to send it to one of the organizations listed on the You Can Help pages in the book (pages 66–67) to help them get the word out about wild horse conservation. Think about other ways your multimedia materials can help.

Nonfiction books about wild horses:

Peterson, Cris. Wild Horses: Black Hills Sanctuary. Honesdale, PA: Boyds Mills Press, 2003. Ryden, Hope. Wild Horses I Have Known. New York: Clarion Books, 1999.

Fiction books about wild horses:

Farley, Terri. Phantom Stallion: Wild Horse Island series. New York: HarperCollins, 2008. Farley, Walter. The Black Stallion. New York: Yearling, 1991. (First of a series of Black Stallion books) Lester, Julius and Jerry Pinkney. Black Cowboy, Wild Horses. New York: Dial Books for Young Readers, 1998. Price, Steven D. Classic Horse Stories: Fourteen Timeless Horse Tales. Lyons Press, 2002. Sewell, Anna. Black Beauty. New York: Scholastic, Inc., 2003.

Books by Marguerite Henry: Brighty of the Grand Canyon King of the Wind (Newbery Winner) Misty of Chincoteague (Newbery Honor) Misty’s Twilight Mustang: Wild Spirit of the West Sea Star: Orphan of Chincoteague Stormy: Misty’s Foal

Language Arts Connection Choose one of the fiction books above. Read it and then write a report that includes: ✏ A summary of the book ✏ The setting (time and place) ✏ The main characters ✏ The main conflict(s) ✏ The theme ✏ A critique of the book (what you liked; what you didn’t like, etc.) ✏ A short biography of the author

Content Area Standard Number Standard Objective

Understanding the Visual Arts in Fine Arts: Visual Arts NA-VA.9–12.4 Relation to History and Cultures Languages Arts: English NL-ENG.K–12.1 Reading for Perspective Languages Arts: English NL-ENG.K–12.2 Reading for Understanding Languages Arts: English NL-ENG.K–12.3 Evaluation Strategies Languages Arts: English NL-ENG.K–12.4 Communication Skills Languages Arts: English NL-ENG.K–12.5 Communication Strategies Languages Arts: English NL-ENG.K–12.6 Applying Knowledge Languages Arts: English NL-ENG.K–12.7 Evaluating Data Languages Arts: English NL-ENG.K–12.8 Developing Research Skills Languages Arts: English NL-ENG.K–12.9 Multicultural Understanding Languages Arts: English NL-ENG.K–12.10 Applying Non-English Perspectives Languages Arts: English NL-ENG.K–12.11 Participating in Society Languages Arts: English NL-ENG.K–12.12 Applying Language Skills Language Arts: Foreign Language NL-FL.K–12.3 Connections Science NS.9–12.1 Science As Inquiry Science NS.9–12.3 Life Science Science NS.9–12.5 Science and Technology Science in Personal and Social Science NS.9–12.6 Perspectives Science NS.9–12.7 History and Nature of Science Social Studies: Civics NSS-C.9–12.1 Civic Life, Politics, and Government Social Studies: Geography NSS-G.K–12.1 The World in Spatial Terms Social Studies: Geography NSS-G.K–12.2 Places and Regions Social Studies: Geography NSS-G.K–12.5 Environment and Society Era 1: Three Worlds Meet Social Studies: U.S. History NSS-USH.5–12.1 (Beginnings to 1620) Era 1: The Beginnings of Human Social Studies: World History NSS-WH.5–12.1 Society Era 2: Early Civilizations and the Social Studies: World History NSS-WH.5–12.2 Emergence of Pastoral Peoples Technology NT.K–12.4 Technology Communications Tools Technology NT.K–12.5 Technology Research Tools