Charles Lindbergh (20th Century Biographies) - Teacher's Guide

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20th CENTURY BIOGRAPHIES

CHARLES LINDBERGH TEACHER RESOURCE GUIDE Learning Activities for • Vocabulary • Initial Understanding • Developing Interpretation • Personal Reflection and Response • Demonstrating a Critical Stance • Research

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Table of Contents To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Reading Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Vocabulary Specialized Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Biography Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Label Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Initial Understanding Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Brainstorm Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Headlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Interpretation Create a Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Reflection Personal Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Critical Response Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Research Project Research Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Write a Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 SADDLEBACK EDUCATIONAL PUBLISHING Three Watson, Irvine, CA 92618-2767 Web site: www.sdlback.com Copyright © 2008 by Saddleback Publishing All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of the publisher. ISBN-10: 1-59905-328-4 ISBN-13: 978-1-59905-328-8 eBook: 978-1-60291-666-1 The purchase of this guide entitles the individual teacher to reproduce copies of the student pages for use in his or her classroom exclusively. The reproduction of any part of the work for an entire school or school system is prohibited. Printed in the United States of America

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To the Teacher 20th Century Biographies Organization The 20th Century Biographies series includes ten books. Each covers the life of a prominent world or national figure who lived during the 20th century. Many of the people whose lives are explored in the series contributed to the struggle for human rights that characterized this dynamic period of time. This teacher’s guide provides ideas and reproducible worksheets to support the book and extend students’ reading skills. The answer key at the end of the guide provides answers and example responses.

Different Ways to Present Charles Lindbergh For lower-functioning readers, you may wish to read the entire book together as a class. Students who are more confident may be encouraged to read the book on their own after reading one or two chapters as a class. If this is not the first 20th Century Biographies book your class has studied, you might begin by having students review what they already know about the history of the time and the other characters in the series. Although most activities are designed to be used after reading the book, some should be completed before students read the book, and some can be used during the reading. The Vocabulary and Initial Understanding activities could be used before and during the reading. You may wish to make copies of each separate activity for distribution as needed, or you may wish to give the students their own packets containing copies of all the activities.

How to Build Connections Throughout the Series Many of the people included in the 20th Century Biographies series touched each other’s lives. You may wish to display character webs and have students continue to add to them as you read the series together. To help students remember characters, consider enlarging a picture of each main character to display.

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Reading Strategies The activities in this Teacher’s Resource Guide focus on giving lower-level readers the tools to construct, extend, and examine the meaning of text. Included are essential elements in reading literacy as identified by the National Assessment of Educational Progress. Vocabulary Vocabulary skills include decoding words, using words correctly, understanding meanings, and extending the actual amount of words the students know. Increased competency with vocabulary increases fluency when reading both silently and aloud. As students decode or recognize words more easily, they will be able to determine and extend the meaning of entire passages more easily as well. Initial Understanding Initial understanding of text is the initial impression or unreflected understanding of what was read. Skills include identifying details and facts from text read, and recognizing aspects of literal text, such as sequence of events or main ideas. Without initial understanding, no reader would be able to comprehend the text on a higher level. Developing Interpretation Developing interpretation goes beyond the initial impression to develop a more complete understanding of what was read. The reader must distinguish between and compare separate concepts in a text to extend its meaning. Examples of interpreting skills include differentiating facts from opinions, making comparisons, summarizing, and identifying cause-effect relationships. Personal Reflection and Response Personal reflection and response requires readers to relate topics to their own experience. As students connect their own experiences with text, information becomes more clear. Having internalized ideas, readers can much more easily express their responses as well. Demonstrating a Critical Stance Demonstrating a critical stance requires readers to detach themselves from the text in order to consider and evaluate it. A critical response may include identifying the intended audience and critiquing the text.

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Name

Vocabulary

Date

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Specialized Vocabulary

Airplane pilots use their own specialized vocabulary when talking about planes and flight. Directions: Write a definition for each word or phrase. Some words may have more than one definition; write the one that applies to planes and flight. 1. throttle 2. strut 3. sextant 4. hangar 5. controls 6. parachute 7. aviation 8. instruments 9. aeronautical 10.biplane 11.compass 12.cockpit 13.goggles 14.navigator

Biography Dictionary List any words you found difficult to define in your own Biography Dictionary. Set up your Biography Dictionary by stapling together 13 pieces of paper. Write one letter or a few letters at the top of each page. For example, A could go on the front of the first page; B and C could go on the back of the first page. Directions: As you read, write any difficult or unfamiliar words and their definitions on the correct page. Add new words as you read each biography.

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Name

Date

Vocabulary

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Label Groups

What do these words have in common? May

June

They both are months of the year. Directions: Tell what the words or phrases in each group have in common. Add another word or phrase that fits with each list. 1.

What do these words have in common? England Germany Russia

2.

What do these words have in common? Atlantic Ocean Lake Erie Caribbean Sea

3.

What do these words have in common? sheep hogs cattle

4.

What do these words have in common? Paris New York San Diego

5.

What do these words have in common? wing propeller wheel

6.

What do these words have in common? Democrat Socialist Green

7. What do these words have in common? motorcycle airplane car

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Name

Date

Initial Understanding

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Cause and Effect

A cause makes another event happen. An effect happens as a result of a cause. Cause Lindbergh was tall and lanky.

Effect He was nicknamed “Slim.”

Directions: For each sentence below, draw one line under the part that tells the cause, and draw two lines under the part that tells the effect. 1.

Charles did not like going to school because he did not get along with the other students.

2.

Lindbergh was the first person to cross the Atlantic Ocean alone in a plane, and for this, he was awarded the Medal of Honor.

3.

President Roosevelt believed that Lindbergh could be a spy for the German military, so he had Lindbergh investigated.

4.

According to Lindbergh, animals were going extinct because humans were occupying so much space on Earth.

5.

Charles Lindbergh’s father was against war, which influenced the fact that Charles was against war.

6.

When his baby was kidnapped, Lindbergh was very upset.

Brainstorm Results Directions: Choose one of the cause and effect relationships above and change either the cause or effect. Write a sentence or two to describe what might have happened.

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Name

Date

Initial Understanding

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Headlines

Newspaper and Web pages often use large print to headline an article or page. The headline tells the most important information, or main idea, about an event. It is set in large type. The subhead tells other important details about the event. It is set in slightly smaller type. The story tells us about the topic in detail. It is set in regular-sized type. The caption tells about the picture. Read the headline, subhead, and beginning of the story below.

First Woman Pilot to Cross the Atlantic Solo Earhart Makes the Journey in Under 15 Hours May 20, 1932, Amelia Earhart crossed the Atlantic Ocean from Newfoundland to Ireland, becoming the first woman to complete the trip alone…

Directions: Find an important event in Charles Lindbergh. Write a headline about the event. Write a subhead to tell another important detail. Then, draw a picture, and write a caption for it. Write a short newspaper story about the event on a separate sheet of paper.

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Name

Interpretation

Date

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Create a Diagram

We use diagrams to familiarize ourselves with the parts that make up something. Pilots use diagrams to learn the different parts of an airplane. Diagrams often use both art and text to deliver information. Directions: Create a diagram below of a biplane. Label the different parts of the plane. Below each label, write a short description of what the part is or what it does. If you have never seen a biplane, you may want to look for a picture on the Internet or in a book to help you draw. If you have time, draw the pilot and label his specialized flying clothing, too.

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Name

Date

Interpretation

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Punctuation

Punctuation helps you read and understand text. . Periods tell you when a sentence ends. , Commas show you where to pause. ? Question marks show when someone asks a question. ! An exclamation mark shows great emotion. "" Quotation marks show what a person said. Directions: Read the following passage about Charles Lindbergh. Add the correct punctuation. Charles Lindbergh was a shy man For this reason he did not appreciate the media attention that surrounded him He was honored many times for his achievements But often he did not want to participate in the celebrations In spite of his shyness Lindbergh had a massive impact on modern aviation Another pilot once said It’s hard to describe the impact Lindbergh had on people After his flight across the Atlantic Lindbergh probably said to himself Wow How did I get to be so famous so quickly

Review Directions: Read the passage to yourself once you are done. Does it make sense now? If not, try again. Charles Lindbergh was a shy man For this reason he did not appreciate the media attention that surrounded him He was honored many times for his achievements But often he did not want to participate in the celebrations In spite of his shyness Lindbergh had a massive impact on modern aviation Another pilot once said It’s hard to describe the impact Lindbergh had on people After his flight across the Atlantic Lindbergh probably said to himself Wow How did I get to be so famous so quickly

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Name

Reflection

Date

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Personal Response

When Charles Lindbergh was a boy, air travel was the new frontier of transportation. Today people refer to outer space as the last frontier. Directions: Answer the questions below based on your own opinions and knowledge about space travel. 1. Why do you think people call outer space the last frontier?

2. What do you know about space travel? Would you like to travel in a spaceship?

3. We use airplanes to travel everyday from city to city. How do you think we will use space travel 50 years from now?

4. Do you think that we should make it possible to populate other planets or the moon?

5. How can we use Lindbergh’s observations about how humans have changed the Earth’s landscape to plan our activities on other planets or the moon?

6. There is already a lot of garbage floating around in outer space. Do you think that this is a problem? If so, what should we do about it?

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Critical Response •

Author’s Purpose

Authors write books for many different reasons. Many books are written to inform the reader about certain facts, events, or people. Some books are written to persuade the reader to think, feel, or act in a certain way. Many are written to entertain the reader. Often books are written for more than one purpose. Directions: Think about the book about Charles Lindbergh. Identify the author’s purpose for writing the book. 1. To inform: What features or sections of the book make it informative?

2. To persuade: What features or sections of the book make it persuasive?

3. To entertain: What features or sections of the book make it entertaining?

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Research Project •

Research Tips

Directions: Choose another famous pilot or person who worked in aviation from the 20th century. Choose from the list below, or think of someone else. Use the tips below to help you write a report about his or her accomplishments in aviation. • Blanche Stuart Scott was the first American woman aviator. • Amelia Earhart was the first woman to fly solo across the Atlantic Ocean non-stop in May 1932. • Orville and Wilbur Wright were the two Americans credited with building the first successful airplane and making the first flight. • Eugene Jacques Bullard was the first African American military pilot. He fought in World War I. • Jacqueline Cochran was a pioneer American aviator. She is also famous for contributing to the Women’s Auxiliary Army Corps (WAAC) and the Women Airforce Service Pilots (WASP). • Bessie Coleman was the first African American woman pilot. She received her flying license in 1921. • Glenn Hammond Curtiss was an inventor and aviation pioneer who created the Curtiss Aeroplane and Motor Company. Use newspaper or magazine articles, documentary films, books, and the Internet to learn about the person about whom you will write. You may want to read one or two of the author’s works to learn more about him or her. Use at least two sources, such as a book and a Web site. Be sure to cite your sources. How to find information on the Internet… The Internet can be a very good place to start your research. Once you locate information online, you can look at the sources used by the author. Then, you can go look for those sources. Photographs, maps, diagrams, charts, and displays always make research projects more interesting. Download these visual aids to print and use with your report. Remember, not everything on the Internet is correct! Try to find information on a site that ends with .edu, .org, or .gov. If you find a piece of information on a .com site, try to confirm the information by locating it on an .edu, .org, or .gov site as well. Or, find the same information in three separate places. To cite a Web site, list the name of the site, the author of the site, if you can find it, and the year it was written. How to use books, newspaper or magazine articles, and documentary films… Newspapers and magazines, books, and documentary films provide excellent primary information about people and events. Using your library’s catalog, do a subject or title search for the person about whom you are writing. Take notes about the information that you find in these sources. Remember that, when you write your report, you will want to use your own words. If you use a direct quote, use quotation marks and state the source.

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Name

Date

Research Project

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Write a Report

Directions: Use the outline below to organize information on the person about whom you are going to write. You might not use every category listed. On a separate sheet of paper, copy the outline. Add your own headings, subheadings, or numbers if necessary. Title: I. Birth and family A. Birth B. Family II. Mid-life and career A. Beginnings in aviation B. Career C. Life outside of aviation III. Later life A. Retirement B. Death IV. Impact in aviation and other areas A. Awards B. Other information C. Legacy Directions: Write a short report on the aviator you have chosen. Use your outline and your notes to guide your writing. As a guide, you could write about one paragraph per number. Also add graphics, such as photographs, maps, diagrams, or drawings. Be sure to proofread and edit your report. Do not forget to list your sources at the end. Then watch a news segment on television to see how information is presented. Think about how a news segment is similar to and different from a news article. Be sure to edit and practice reading your article. Then perform your news segment for your class or record your segment using a digital camera.

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Answer Key p. 5 Specialized Vocabulary Sample answers: 1. throttle: a lever used to control the speed of the aircraft 2. struts: structural supports 3. sextant: a tool that uses the position of stars, the sun, and the moon for navigation 4. hangar: a place where an airplane is stored 5. controls: devices or levers used to guide a machine, like an airplane 6. parachute: a fabric device used to help a person float down safely from a great height 7. aviation: the operation of aircrafts 8. instruments: devices that function as part of a control system 9. aeronautical: having to do with the science of flight and aircrafts 10. biplane: an airplane with two sets of wings 11. compass: an instrument used to determine direction 12. cockpit: the space in an airplane where the controls are located and the pilot sits 13. goggles: large spectacles or glasses used to prevent injury to the eyes from strong wind or other dangers 14. navigator: a person who determines the course or path of a journey p. 5 Biography Dictionary Answers will vary p. 6 Label Groups 1. France; they are all countries. 2. Pacific; they are all bodies of water. 3. chickens; they are all farm animals. 4. Chicago; they are all cities. 5. cockpit; they are all parts of a plane. 6. Republican; they are all political parties. 7. truck; they are all vehicles for transportation. p. 7 Cause and Effect 1. Effect: Charles did not like going to school, Cause: because he did not get along with the other students. 2. Cause: Lindbergh was the first person to cross the Atlantic Ocean alone in a plane, Effect: he was awarded the Medal of Honor. 20th Century Biographies—Charles Lindbergh

3.

4.

5.

6.

Cause:President Roosevelt believed that Lindbergh could be a spy for the German military, Effect: so he had Lindbergh investigated. According to Lindbergh, Effect: animals were going extinct, Cause: because humans were occupying so much space on Earth. Cause: Charles Lindbergh’s father was against war, Effect: which influenced the fact that Charles was against war. Cause: When his baby was kidnapped, Effect: Lindbergh was very upset.

p. 7 Brainstorm Results Answers will vary p. 8 Headlines Answers will vary p. 9 Create a Diagram Answers will vary p. 10 Punctuation Charles Lindbergh was a shy man. For this reason, he did not appreciate the media attention that surrounded him. He was honored many times for his achievements. But, often he did not want to participate in the celebrations. In spite of his shyness, Lindbergh had a massive impact on modern aviation. Another pilot once said, "It’s hard to describe the impact Lindbergh had on people." After his flight across the Atlantic, Lindbergh probably said to himself, "Wow! How did I get to be so famous so quickly?" p. 10 Review Same as above p. 11 Personal Response Answers will vary. p. 12 Author’s Purpose Answers will vary. p. 14 Write a Report Answers will vary.

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