Teacher’s Guide Discover American History MAGAZINE ARTICLES Breaking Through . 2 Expository Nonfiction 980L Teacher . 10 . Expository Nonfiction 940L A System of Dots . 12 Expository Nonfiction 980L Famous Friends . 16 Expository Nonfiction 1120L Life as a Daring Adventure . 20 Expository Nonfiction 1100L A Visit to Ivy Green . 28 Expository Nonfiction 1220LHelen Keller A School with Vision . 32 Expository Nonfiction 1040L PeopleAGAINST with Disabilities . and You . 36. ALL ODDS Expository Nonfiction 900L Cobblestone: Helen Keller © March 2017 Contents Teacher’s Guide for Cobblestone: OVERVIEW Discover American History Helen Keller In this magazine, readers will learn about Using This Guide . 2. Helen Keller’s life and legacy. Skills and Standards Overview . 3. Cobblestone: Helen Keller Helen Keller AGAINST ALL ODDS includes Article Guides . 4 information about the famous people who influenced her and the innovations that made her education Cross-Text Connections. 12. possible, along with her life’s work as an advocate for others. Mini-Unit . 13 Graphic Organizers . .16 . Appendix: Meeting State and National Standards . 18 ESSENTIAL QUESTION: How did the life of Helen Keller contribute to awareness of the blind? 1 Cobblestone: Helen Keller © March 2017 Using This Guide We invite you to use this magazine as a flexible teaching tool, ideal for providing interdisciplinary instruction of social studies and science content as well as core literacy concepts . Find practical advice for teaching individual articles or use a mini-unit that helps your students make cross-text connections as they integrate ideas and information . READ INDIVIDUAL ARTICLES PAGES 4 – 11 Each article in this magazine is well-suited for teaching literacy concepts and content area knowledge . For each individual article in this guide, you’ll find the following: Prepare to Read Essential Question CCSS Speaking and Listening 1, 2, 4 Content Concepts C3 Framework for Social Studies Close Reading and Text Analysis Next Generation Science Standards CCSS Reading 1-10 Key Vocabulary Writing/Speaking and Listening CCSS Reading 4 CCSS Writing 1, 2, 3 & 6 CCSS Speaking and Listening 1, 2, 4 TEACH A MINI-UNIT PAGES 13 – 15 SOCIAL Magazine articles can easily be grouped to make cross-text STUDIES connections and comparisons . Our Mini-Unit allows students to read and discuss multiple articles and integrate ideas and information (CCSS .Reading .9) . Discussing multiple articles (CCSS .Reading .9) prepares students to write texts to share and CORE publish in a variety of ways (CCSS Writing. .2) . LITERACY ARTICLES 2 Cobblestone: Helen Keller © March 2017 Skills and Standards Overview Essential Question: How did the life of Helen Keller contribute to awareness of the blind? MAGAZINE CORE CONTENT LITERACY CORRESPONDING CCSS ARTICLES CONCEPT SKILLS ANCHOR STANDARDS Breaking Through An individual can shape • Close Reading Reading 1, 2, 3, 4 & 5 Expository Nonfiction significant historical change . • Interpret Figurative Writing 3 Language • Analyze Text Structure • Write a Skit Teacher An individual can shape • Close Reading Reading 1, 2, 3, 6 & 8 Expository Nonfiction significant historical change . • Author’s Purpose Writing 2 & 7 • Analyze an Argument • Research and Write a Biography A System of Dots An individual can shape • Close Reading Reading 1, 2, 3, 5 & 7 Expository Nonfiction significant historical change . • Analyze Literary Devices Speaking & Listening 1 & 4 • Interpret Visual Information • Conduct a Survey Famous Friends An individual can shape • Close Reading Reading 1, 2, 3, 4 & 6 Expository Nonfiction significant historical change . • Interpret Figurative Writing 3 Language • Determine Author’s Purpose • Write a Letter Life as a Daring Adventure People’s perspectives shape the • Close Reading Reading 1, 2, 3, 8 & 9 Expository Nonfiction historical sources they create . • Analyze an Argument Speaking & Listening 1, 4 & 6 • Compare Texts • Present an Opinion A Visit to Ivy Green People’s perspectives influence • Close Reading Reading 1, 2, 3, 5 & 7 Expository Nonfiction the monuments they create . • Analyze Text Structure Writing 2 • Interpret Visual Information • Write a Travel Brochure A School with Vision People’s perspectives shape • Close Reading Reading 1, 2, 3, 6 & 9 Expository Nonfiction the institutions they create . • Determine Author’s Speaking & Listening 1, 4 & 6 Purpose • Compare Themes • Give a Speech People with Disabilities... Applying civic virtues can • Close Reading Reading 1, 2, 3, 5 & 7 and You positively impact one’s social • Analyze Text Structure Writing 3 Expository Nonfiction interactions . • Interpret Visual Information • Write a Graphic Story Comparing Texts: Reading 9 Mini-Unit: Reading 1, 2 & 3; Writing 2; Speaking & Listening 1 & 6 3 Cobblestone: Helen Keller © March 2017 ARTICLE: Breaking Through Magazine pages 2 - 7, Expository Nonfiction Breaking Through by Gina DeAngelis and Audrey DeAngelis illustrated by Lisa Fields 980 he Class of 1904 that graduated Helen was born on June 27, 1880, in Tuscumbia, from Radcliffe College in Alabama. She was a healthy baby and a quick learner. When she was young, Helen Keller suffered a fever that T She began to walk on her first birthday, and she could Cambridge, Massachusetts, was unusual. It was made up of women say “tea!” and ask for water. When she was 19 months old, however, she caught a bad fever. When she recov- who had pursued an advanced degree ered, she could no longer see or hear. from one of the nation’s top schools Most young children need to be taught how to when such opportunities were usually understand and express what they think and feel. reserved for men. It also included For Helen, the loss of her hearing and her sight one specific student who stood out. made that almost impossible. Her parents felt sorry cost her her sight and hearing . For a time, her parents let She had not only already written a for her. They let her run around half wild, and she bestselling autobiography but had also threw tantrums when she did not get her way. When she was six, however, her mother had another baby. earned her degree, “cum laude” (with Helen hated sharing her mother. One day, she tipped honor), despite being both deaf and over the cradle with her baby sister in it. Mrs. Keller blind. The young woman’s name was caught the baby before she could get hurt, but the Helen Keller. Kellers realized they—and Helen—needed help. her run wild, but eventually, they hired Anne Sullivan to The Kellers already had brought Helen to be clashed with the Kellers. She saw that Helen was examined by doctors, who told them that no opera- bright but that she had been spoiled. During family tion could reverse Helen’s deafness and blindness. But meals, Helen was allowed to wander around the in 1886, they were referred to Dr. Alexander Graham table and to take food from anyone’s plate with her Bell (see page 16), who suggested that they contact hands. When Sullivan witnessed that behavior, she the Perkins Institution, known today as the Perkins immediately tried to change it. After the family left School for the Blind, in Boston, Massachusetts. the dining room, she spent the rest of the day teach- teach Helen . The two worked together for many years . Mr. Keller wrote to Michael Anagnos, the school’s ing Helen how to sit at the table, use her napkin and director, and asked him to recommend a teacher. utensils, and eat from her own plate. Anagnos suggested Anne Sullivan. Sullivan had just Sullivan realized that she needed to earn Helen’s graduated from Perkins at the top of her class. She trust without the Kellers’ interference. For two knew the manual alphabet—a way of using fingers to weeks, Sullivan and Helen lived in a small cottage spell words into a person’s hand. next door to the family house. Sullivan used the exile Score: exile Sullivan arrived at the Kellers’ home in Alabama manual alphabet to teach Helen, but although on March 3, 1887. At first, Helen didn’t like the Helen quickly learned and repeated the letters strange new person who inserted herself into the pressed into her hand, she didn’t understand that L family’s household. Sullivan, for her part, initially the letters formed words that named things. 2 3 ESSENTIAL PREPARE TO READ QUESTION Use noise-blocking headphones and blindfolds to help your students How did the life of Helen Keller contribute to understand what it is like to be deaf and blind and need the support of awareness of the blind? someone else to accomplish daily tasks . CORE CONTENT CONCEPT Social Studies An individual can CLOSE READING AND TEXT ANALYSIS shape significant historical change . Key Ideas • Why was it important for Sullivan to separate Keller from her parents? Use details from the text to support your answer . CCSS Reading 1 CROSS-CURRICULAR • Which paragraph contains the main idea of this text? Which details led you to EXTENSION choose this main idea? CCSS Reading 2 • Write a paragraph describing the relationship between Helen and her teacher . Language Learn more about finger spelling and practice spelling your Show how the relationship developed over time . CCSS Reading 3 name with your fingers . Craft and Structure • Interpret Figurative Language Sullivan said, “A new light came into [Helen’s] KEY VOCABULARY face ”. What does this mean? CCSS Reading 4 • Analyze Text Structure The article begins and ends at the same event . What interference (p. 3) involvement is the effect of this structure and why might the author have chosen to use it? in the activities and concerns of CCSS Reading 5 other people when your involvement is not wanted manual (p. 3) of or relating to using the hands WRITING mimic (p. 5) to copy (someone or someone’s behavior or speech), Write a Skit Work with a partner to write a two-character skit based on one especially for humor incident from Helen’s childhood .