DOCUMENT RESUME

ED 289 787 SO 018 653

AUTHOR Friend, Audrey J.; Thompson, KarenTITLE A World of Fiction: Global Insights in Fictional

Literature.SPONS AGENCY Danforth Foundation, St. Louis, Mo.PUB DATE [87]NOTE 31p.; Project derived from the Global Studies

Institute (Sturbridge, MA, July, 1986). Documentcontains faint, broken print.

PUB TYPE Guides Classroom Use Guides (For Teachers) (052)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Adolescent Literature; *Cross Cultural Studies;

*Geographic Concepts; Geographic Location; *GeographyInstruction; Global Approach; InstructionalMaterials; Junior High Schools; Learning Activities;Map Skills; Middle Schools; Reading Skills; *SocialStudies; Writing Skills

IDENTIFIERS Contemporary Literature; Historical Fiction

ABSTRACTExpanding student knowledge of basic geographic

concepts through fictional literature is the goal of thisinstructional guide. During a 2-week Global Studies Institute, heldat Sturbridge, Massachusetts, teachers and librarians selectedmotivational books of contemporary and historical literatureappropriate to middle school students and developed instructionalactivities to teach basic geographic concepts. The following criteriawere used to select 10 books: (1) the geographic or historicelements; (2) the appeal of the characters to middle schoolsstudents; and (3) the literary quality of the fictional work. In eachbook, physical and/or cultural geography was to be a key factorinfluencing the story. The activities are designed to teach fivebasic geographic concepts: (1) climate; (2) economic situations; (3)physical features and distances; (4) cultural patterns; and (5)historical backgrounds. Skill development activities emphasize mapreading, reading, and writing skills. (SM)

***********************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

***************************************************** *************i'*

A WORLD

GLOBAL

FICTIONAL

BEST COPY AVAILABLE

OF FICTION

INSIGHTS

IN

LITERATURE

2

"PERMISSI'.N TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

Kai e h E.Thbwfshk)

TO THE EDUCA iONAL RESOURCESINFORMATION CENTER (ERIC)"

U S DEPARTMENT OF EDUCATIONOffice of Educrtionat Resew: h and I mreovem ont

DUCIy -115M1,L RESnIRCES INFORMATIONLAYER (ERIC)

71 s document nas been reproduced 413received from the person or organizationongnating it

7 Mnor changes have been made to impovereproduchon Quality

Points of% iew or opinions stated in this doctim3nt do not necessaroly represent officialOERt position or policy

A WORLD OF FICTION:

GLOBAL INSIGHTS

IN

FICTIONAL LITERATURE

This project was the outcome of a two-week Global StudiesInstitute, sponsored by the Danforth Foundation of St. Louisand held at Sturbridge, Massachusetts, in July 1986, at whicha seventh grade geography teacher and a middle school librariandecided to combine their expertise to produce a series of modelactivities, based upon motivational fiction, to encourage theunderstanding of geographical concepts.

The materials were developed and produced through a mini-grantof the Massachusetts Global Studies Institute, funded by theDanforth Foundation of St. Louis.

4

BACKGROUND RAT T ONA T.r

There is a vast wealth of well-written children's literaturethat is set in areas of the world which are currently studiedin middle School social studies classes. We are convincedthat children can not only learn the basic concepts of socialstudies through their fictional reading, but that they willprobably better retain such concepts when these are reinforcedthrough fictional media of appeal to them. We also believethat children will reach a better understanding of the impactof geographical and historical factors when these factorsimpact upon specific characters about whom they arc reading.

However, the project of selecting, reading and reviewing thosebooks available, as well as developing meaningful evaluativeactivities for each one, is an impossible task for one teacherand one librarian working alone. If some examples of completedproducts were available, many teachers would find it convenientto use, adapt and expand these as supplementary materials fortheir classroom lessons in social studies.

The activities included in this booklet were developed by teach-ers and librarians using recognized titles of contemporary orhistorical fiction. Criteria included: (1) geographical orhistorical elements, (2) characters of appeal to middle schoolstudents, and (3) the literary quality of the fictional work.In each book, physical and/or cultural geography was t be akey factor influencing the story.

The activities have been designed to cover such basic conceptsof geography as climate, economic situations, physical featuresand distances, cultural patterns and historical backgrounds.Students may be asked to lc-cate specific geographical features,to define cultural terms and make cultural comparisions andcontrasts, and to use context clues and reference sources toexpand their understanding of each book's theme and plot.

While the major goal of this project is an expanded knowledgeof basic social studies concepts, side benefits should includean improvement in students' reading and writing skills plus abetter understanding of themselves and their world through com-parisons with young people in other cultural settings.

It is hoped that teachers making use of thistribute a "user's fee in kind" by developingsimilar activity and submitting it to the:

Massachusetts Global StudiesWinchester Public Schools154 Horn Pond Brook RoadWinchester, MA 01890

5

material may con-at least one

Institute

ACKNOWLEDGEMENTS

Planning and Supporting Organizations

Massachusetts Global Studies InstituteWinchester Public Schools, Winchester, MassachusettsPaul Mulloy, DirectorBarbara Capron, Assistant Director

Danforth FoundationSt. Louis, Missouri

Lexington Public SchoolsLexington, Massachusetts

Shepherd Hill Regional ScnoolDudley, Massachusetts

Project Development Coordinators

Audrey J. griend, LibrarianJonas Clarke Middle SchoolLexington, Massachusetts

Karen Thompson, 7th Grade Georgraphy TeacherShepherd Hill Regional SchoolDudley, Massachusetts

Cover illustration by Bekki Hutton, 8th grade student,Jonas Clarke Middle School

Typists: Debra Langlois and Karen Perzanowski, seniorstudents at Shepherd Hill Regional High School

First Printing by: The Rams' Horn Dudley, MA

6

CONTENTS

The following books are included in the June 1987 publicationof this project:

Aldridge, James

Coerr, Eleanor

Hamori, Laszlo

Holm, Anne

Knight, Eric

McSwigan, Marie

Tung, S. T.

Werstein, Irving

Wuorio, Eva-Lis

.5teplai 14.4ah

- - THE MARVELOUS MONGOLIAN.Little Brown, 1974.(Europe, U.S.S.R., Mongolia)

SALAKO AND THE THOUSAND PAPER CRANES.G.P. Putnam's Sons, 1977 Dell Pub.Co., 1979.(Hiroshima, Japan)

-- DANGEROUS JOURNEY.Harcourt, Brace & World, Inc., 1962.(Hungary and Austria)

-- NORTH TO FREEDOM.Harcourt, Brace & World, Inc., 1965.(Europe)

-- LASSIE COME HOME.Curtis Publishing Co., 1938.(Northern England and Scotland)

-- SNOW TREASURE.E. P. Dutton & Co., 1942 andTab Books (Paperbound), 1958.(Norway)

- - ONE SMALL DOG.Dodd Mead & Company, 1979.(China)

-- THE LONG ESCAPE.Charles Scribner's Sons, 1964.(Europe/Belgium)

-- DETOUR TO DANGER.Delacorte Press, 1981.(Europe/Spain)

-- THE odes(151-1-le (3/1,0) eomptInj

7

.":0:::: The :!arvelaus :Iongolian, by Janes Aldridge. Lit:le, 3ro-in &

Conbanv, P:'76.

?LOT SUMARY: In a series of letters, 3aryut and ::itt: follow :rztesof the little 2:ongolian horse Tachi, cap:ured and 527.:to an endangered wildlife reserve in :'ales, as he andhis mate escape and tourney across :urope and :heSoviet Union in an attempt to ret.arn 'some.

1. In Chapter 1, Baryut tells Kitty that Tachi is a rare wildhorse called Przevale.ti's horse. Loo1:-. this term up in theencyclopedia and describe what Tachi loo':ed like. Can youfind a picture and compare him to our present day horses?

2. What role did horses play in the :longolian way of life andeconomy? (See Chapter 1)

3. Wales is an area in small and heavily populated Great Britain.Why did the scientists select it as a location comparableto Tachi's Mongolian home? (Take notes for yourself as youread the descriptions of both places.)

:itty and Baryut each live in a somewhat isolated area. -:ow

do they get to school? Is this what you --Yould have e-:p.=,--.=^when you pictured each country and its way of life?

5. What is a "collective?" (See Chapter 2)

Trlar is a copse? a moor? Triers, migh: :hese 5e fo..:nd?

7. Look up the following terms and "locate" theta geogranh'zally:

Shetland ponyS'.-ye terrierCeltic.,..,..1_,..,

8

MM/2

8. Label the following places on the maps of Europe and Asia.Use a geographical dictionary to help you locate them ifyou have problems. For extra credit, fill in the alter-nate spellings 'where indicated by parentheses.

ASIA: MongoliaUlan BatorAral SeaKuwaitPersiaUkraineSverdloskKharkov

Misiole(Kabdo(Kazakhstan(Kirghizin(Lipovitz(UmanCherkassy

Olga RiverKievRussia

EUROPE:- -England Exmoor Italy Aix en ProvenceIreland Newport Belgium AurignacWales Turin France ArlesScotland Milan Austria Alpes MaritimesIsle of Man Venice Hungary ProvenceNewbury Trieste Stockholm VeronaEast Berkshire Hamburg Moscow Carinthia(province)Norfolk Lienz Prague Black Mts.Gloucestershire Vienna Danube RiverDartmoor LeHavre Carpathian Mts.Rye Budapest LyonEssex Nimes GrassePortsmouth Bordeaux La Camargue

Use your two maps to trace Tachi's return route.(.a) Label he places where Tech4 and 132'1% .7,re .3.a^ c.nd;or captured. (b) neasure a?pro::imate tra',alacl

by Tachi and Peep.

9

Sadako and the Thousand Paper Cranes by Eleanor Coer:G.P. Putnam's Sons 1977 and Dell Pub. Co. 1979.

Before you read tnis boo:: use an encyclopedia to barn something aboutthe history of the dropping of the atomic bomb on Hiroshima. You ./illalso wish to look up information on the disease Lukemia.

On what date does the story of Sadako begin?

How do the sleeping arrangements in the Sasaki home differ from yourhome?

Why is August 6th celebrated in Hiroshima every year?

How do you feel about "celebratidg" this day?

In Chapter 1 what did th' Sasaki family eat for breakfast?

What focd groups are included in this breakfast?

In Chapter 2 how does Sadako describe her memories of the atomic bomb-ing of Hiroshima?

What was the "worst part" of the Peace Day for Sadako?

Describe in your own words the activities on the Ohta River whichended Peace Day.

In Chapter 3 how did Mr. Sasaki respond to Sadako's being selected forthe relay team?

How might your parents respond to your receiving an honor at school?

How is New Year celebrated in Japan?

10

STPC/2

Uhich parts of the Japanese Net? Year are like our celebration in :::

USA?

Ih Chapter 5 a "good luc:-.. charm" is given to :adako. Describe it andthe legend behind it.

In Chapter 8 Sadako's mother brought her a gift of an e::pensive silkkimor.1 and dressed her in it. Uhy do you think she did this?

Please summarize the Epilogue if Sadako's story.

Locate and label Hiroshima on the map of Japan.

Attached is a direction sheet for making an Origami (folded paper)crane. If you are successful in your folding, your finished productscan be placed at Sadako's statue in the Peace Parli in Hiroshima ifyou send them to the following address.

1000 Crane Clubc/o Hiroshima Peace ParkHiroshima, JAPAN

BOO::: Dangerous Journey, by Laszlo Hamori; Harcourt, Brace*& Worla:,Inc., 1962.

Please read all of the questions on this study sheet before youbegin to read the Dangerous Journey.

The following cities and towns are mentioned in the story. Brieflytell what happened at each location. Put the places on the attachedmap.

Budapest:

Szolnok:

Tapioszele:

Rakos:

Gyor:

Moson:

Vienna:

Put a star on your map where you believe Latsi crossed the border.

Make a list of the food Latsi and Pishta bought or had given to themduring their journey. Compare these foods with what you might eat ona trip.

In Chapter 2 Latsi is counting haystacks. What does the presence ofhaystacks tell you about the Hungarian winter weather?

In Chapter 4 we learn that Latsi was in grade 3 in 1949. Calculatethe approximate year of the story if he is 12 when it takes place.

Why do you think Pishta sang the Hungarian national anthem on thatrain?

DJ/2

In Chaptzr 13 Latsi needs to communicate vith the people in 7ienna, buthe speaks no Garman. How would you handle you,-nelf if you were inLatsi's place?

Think back over the entire story. What rights were denied Latsi anePishta in Hungary which you enjoy in our dcmocracy?

13

....,,N.V.-.k..%........ :'ort',. TO 7reedor:, by .'.nna ":s171. ':arcc::::, -,----, ? "sr: . P=2',01' SU-=: w*.en twel-..1-yar-cld 7.r-'d :-,ca,e,- rc:: .:.: :ac:

European prison c..ri7 ..:e .1a kno-n :..11 his l''a. s

r147..:2S his ,,,cy across :urse dacoarn: :la :aa..ty

of :he 011tsiC.2 ,:orl and 12arn'n-: t'lat peo:le :anbe trustee after all.

1. What did David use to orient himself :secsra-)hically and :

find his way as he traveled north?

2. What skills had he acquired in :he internment camp ,lic.1

helped him to survive and to cope in the new and stran3eenvironment?

°. ::o7 did David learn about (a) his da41y loca''on an.: (;\

the objects of "ordinary living?"

4. ::any things which we take for granted Jere brand-new e::par-iences for David. nake a list of these as you are reading:he book.

r... :n the list above, which 'are "Lniversal a.-:.--,:enct"cuntries and continents? 'ler% your zt 't.1 a 7.

narnples: books; how to snile; dr'nk'n: li'lk\

C........,....

...,.. If David had been :raveling across Africa, how ,,ou'd lis

travel enperiences have been mace uorc :!''ficur.? ''..,c.:1

at maps of Euror and Africa and note physical featcrar,Population density, transportation systaLts,

CO

Ca t7 Y tn 1--I CI17'Pi 0 ID G -c rt

11) n C) O CO et r... ft)(1) 5 117 El IT 1,-- 11)

1..) (0)

t1) a) I) ) (I)O rt I :1 I'D

J f1 r) tsCo 0

r)(

I

O f1. rn0

cnr-

tiO

OrD

r: D1 ft?0 (7.

rtI":3 0 el .0 0

r' 11)Cr 0 n) CD 0

C) 0

r

D

yr)

; t_C) h r)

ra t:1

(1 1 to co L. c-)

)0 r. (,)CD

;:.into 0 0 r

O C) r I() r rU f)

It0 0. I I

ift

r

t

\- _.

:,,,,, .....,

...

.7

----14.-,,---- ,

, t..-1,,\....,-

..-.1:,...., ,

3,591z,It t,...1±7

N.e7 ell 4 aos1-41 FPI

1 .

---._. -.,2_ t ?(-1, ---;____.--<:-......:,..".,:: , ,...-:

---"'

; / ,.1,;--4

,

The crane is the most populor of all troditioncl origami figures. Follow the tit °wingsstep by step, folding os precisely os you con, Work with o large square, between 7" crid 9".

Materials: Origami poper or other thin poper like flint poper or giftwrap.

1. Fold in holf.

2. Crease in hoif ogoin.Unfold.

77\3. Open 1 corner ondbring the point down.Crease the poper.

4. Turn the poper overond repeat step 3 on theother corner.

C^:lasZ

5. Creose on 1 side osshown ond unfold. Turnthe poper over.

/ \1 Is

40:"1:1)

0.2'Zr0-zr,Cr .3162

6. Creose the top ondunfold. Lift the poi osshown ond bring thesides in. Creose neotly.

7 A\

7. Turn the figure overond repeot step 6.

\-1

8,, Fold the sides in tothe center. Turn thefigure over and repeot.

A

c):1\

16

,

9. Creose ecch side os _) /

shown ond unfold. Now /(refo!d both sides, in- _

verting the folds be.tween the front ondback.

I \\,

`t,

i/10. Fold the head andwings down.

k

11. Hold the crone bythe wings with the underside toword you.Blow shorply into thesmoll hole to puff outthe crone's body.

,

65

LASSIE COME HOME by Eric Knight, Curtis Publishing Co. 1933.

1. Summarize the climate of Yorkshire as it is described in Chapter 1.

2. What is Mr. Carraclough's occupation?

3. Why was Lassie sold?

4. After reading Chapter 6 please describe a moor.

5. In Chan-er 7 Joe asks his father, "Is it very far to Scotland?"As the crow flies, how far is it from the Duke of Rudling'sestate near Bettyhil on the north coast of Scotland to GreenallBridge near Queensbury in Yorkshire? Use the National GeographicAtlas in the library to answer this question.

6. At the beginning of Chapter 8 this trip is described as it wouldbe taken by train. How long would this train trip take?

7. In chapter 12 Mr. McBane referred to a "ben". What does theScottish word "ben" mean in English?

8. In chapters 12 and 13 Lassie encounters Loch Ness. Use an Atlasto learn the name ofthe town at the southwest end of Loch Nesswhere Lassie swam the river.

9. In Chapter 15 Lassie is captured in "the :great Scottisn industrialcity where ships are born" What city is the te.::t describing?

10. Again, consult the Atlas. Lassie had to swim across a river fromScotland into England. What river did she swim in Chapter 17?

LCH/2

ESSAY

All of Lassie's troubles begin because sh: is sold out of :112 familyshe loves. The economic problems which forced Lassie's sale stillexist in England. Write two well ordered paragraphs describing tieproblems currently faced in England and in your concluding paragraphdraw comparisons with tie conditions that existed in Yor%shire in theearly 1900's when Lassie's story takes place.

On the attached map draw Lassie's route home. ?lease note on tie mapwhere she had her major encounters Ilith people. Label clearly.

300X: Snow Treasure, by Marie McSwi3an; E.P. Dutton & Co., 1942 andTAB Books, 1958.

The true name and location of "Riswyk :Fiord" are not revealed in thestory. With the use of an Atlas choose a zeographically suitabletodn and fiord where the story might have occured. List three factsin the story that you used to choose this location.

PLACE:

1.

2.

3.

Label your chosen location on the attached map of Norway.

What was the occupation of Uncle Victor?

Why might his occupation have been beneficial to the economy of Norwayeven if this incident had never occured?

Using a current market value of $400 an ounce what is the value ofthe gold moved by the children in the story?

Why don't the fiords in Norway freeze in winter?

Id the story Norway's coasts were being mined. How would this effectNorway economically? Consider that trade, fishing, and all watertravel would be impossible.

Name several means of transportation used in the story. Uhat meansof transport were used by characters in the story which would not beused in your town?

Use a globe to measure the distance the gold traveled from your esti-mated location in Norway to its destination in Baltimore, Marylandin the USA.

IC)

c- 01 I: a)r ) r: ) Cl 14

) t .) t3 U a) 4.1 I1 C) 1, C) CI, 1 0 C) 7.5 1 .4 1 4 1 CJ 0 0) .1

' LI 11 ti) C) LI) 1 c) I a) 0) (1

C9 11 C) 0 .- ;) (1/

II 1:1 0 I

C) . I IP. (1) 11

C)(

4 I: . ) () -.4 14 i (1"" - ) 11 1 1.4 c- 0 .I 411

. (.1 . ) 11 rl ( ) r: 0 c ) (I) Ir1 .11 I 0 I I .0 C4). (1): 3 I (; 0) 01

33 r o CO (.1 C.() v 0 0 O. I .r: (0 .41) (1 LI II II .-1 iJ 1 I () / I 0(: CJ I : CI L) 4.1 11

.ec4

41 II1 -; L) r 1

c; to N Q) tJ 4.1 0 4.1 N 0 0It) :3 r 3-1 CO I C 0 0J :3 -1.1;,.) ' "( 11 (Z. r U) 11 t:

-c) U)

.c ct.-.4 c3

OG)

CU 4 (d1

'11 C) CJ - .-( 0 t01 r: t) U) Id) ,r1 4.41

.1

.-4 4.1O ). 2* C1) 2/1 1 - 2-1

."1 t4-4

(11 CO 40) r:124. 4e 1)1C'l.0 (.3

C:

11I

c:IO

O

L)

-.111

aI

14

U) 1-1

0 C) 1

I I I)

I') LI

.-4 1.1 C-

(.1)

CIC

1:-.4,1

'0al

0 0.a en

C0 N co3, /1

0 /C.) 41)

4:4

14 4 4.1

0 Or toC./ 1-I Cl . C3 t> 44 tar Cl,) c-

E- 1 1 0r:

'01:-. (J

I

I

U .r:U) 1 I 1-1 W

r-10

0(1) a.)

C1-1 0 tt.)

(s1

CL.) 0 .: :1 .0 (11 0.1 .-If (9 4-4 co 1:: ri C C Ci 0 rt, al 1/) C.-1 cs A., 441 1:., C 4 C.-.)lj W (t) Cl) *0 U) 44

0)0)

11.4) 1-11 C 0J o 1:1 O I14 (0 --1 C ( ) c3. to

t.1 4 :3 0 V) Cl) 411 LI 1.1 s .I .-1 C.)(1 (..1 CO 01 la 01 E 1-4-4 4_4 t11t1 0 rt 0 C) (...) 1-4 Q)

t: 0 to 1-1 co C (1 -.4 VI CJ JJ L' ,17: 0 t) (LI C

C.) I: , 03 1-4 4.1 .11 U) 1,4 W 0C CJ C 4,0 / aJ .r: U I 444 oai 4.4.1 03 IA

C t: C u 1..0 (Cl 01 W t-4 14 0 0r1 : N .-I .0 0 P. 0 0 14-1 1-4 0 1-4 0 0 04-4 cJ Co 1-1 41 0 a) 4-1 W 01 )

C TJ 1/) r:1: --1 9:4 (0 al a 0

Cr, :4, co 14 0 C L'- 0 sJC; C n1 :1 0 0 0 "'"'s CL (U 41 0 id 0

0) F 4 :2: TJ (l1 .n .t.

:) (

EIC'

P 1

1.0r1

cs

4.1 14

4-110

C

O)-1 11-1

a)1-1 y

(j3-1

C)

alI' 1 '1.3

0.3 133

rn C.C0^ 1/)

-4

C s 1J-44

0 01 014 4 ) 44a.

-1'ti0)

o N 1/)Li(4.4

ajCa. 1-4

Q) 1 to.41 Ai4..) CJ

ca (y 0).-4

CJ co 4 )

4/1

CQ

4)

r(I

t41

1 tI) $

4, I j

I

(II :

,

0, 1

.

a)11

(4 C

CtU

-4 4)C. -.

tj1)

Li:J(t)

"

r it

c :

ti t:0./ 011 Lii.". Itt.)

r: 0JI I .-

0)13 (') - 1 a 1117 11 t) 0 t: (.1 0

I;

-.1 C: 1

) 0.1 It:7 t

(4

00

0 I ,

.4 ti C) 0 - I 1:4

1, It IJ II 011 : ) .

I I J 0 .11 41 ....1) $,4 4 -.1 11 a) Ii 'I`) tt.: o 0 1-:

(I (4It -

0)t .

i1

CI,

4

. :;,I

o . I I i a I : I 5 5

1' 0) a a :

) 14 $ I :4: (t) Ii (3 (3 r) It () 4.:

4:: 0 v.: 0.1 0) . np

I) 0) II. c: t) Ii I: Li ,1I / co IJ C : ..-1I,/ o 11 11 r : , 1 I.) ) .

.-)

11tt3 4 (U

. rtJ

I.: C)0 (3

(3c:

(U

:CI(..)

(4) to 4, 4 it . -I 0 ( 0 084 0 : 0 , rsLi

P:(

, ...-:

) o ; C .i 1: r-41. I: :

I I (U ...I 0 0 cl .-:1

4') 11 0

ci.() ....rzt (I:

II) . 1

.: ctl I 01 0.1 1.7 co I CII f..) -: 0 ,-

(.) r C tU 01

I) . (I) r-.1 Ii1 I r: e. E-I C rs-. 0

0) o rn t) : 7 . ...C.) (14 () ,"

'4.7

C j t' C 1 00.)

III:: .

'Li11

(U 0 (4 U 0 $ 4 0r-: ." 174 c .0 C'.. Li 0) L. 0 al

01 t0 tn 0 .0 .-1 01 0 0 0t ') .-t E ::` e-I (1 o r-4C 0) 0 7.7 0 0 '-I 0 . 0)

1 1-4 :i lc-1 0 4.1 0 $4 0 4) : '(U (U V. o c$4 ( 3 t.) 11 0

.^4 i 0 Li I co P. I. (') 0 c .1 . i) (..) CL) 0 0 (U 0 C.) 0 W4) it

().

C (04 o P. -4 cJ ca0

13 00

0:-1 ..:' 1 0

. .

C:$4

3. r-t (1al 0 (3 4 0 (1) 0 4-) 0 I- 1 31 I. I tti :_i LI -

I-I a) 0C) a

11/ 0.c (U

t.1 r.:,1

J t-11)

.01J

N,c c VcO

.-. 1r.0 --A.

aC I

0 01

1 )r: ; .

0 (5, (1) 0 0 0 ft) 0 ::-. (U .-1 0) C 0.1 r:P. 1.1 4.1 /.1 (41 ( ) L. 0 C.-) r.T:. : 1 ::: . i 4 P 4 )-$ ::-. .

cn:..$ 0:4

t I I 6 0 Iii (0U .../ts1 . to (1) 4 .1 0 I: I: -I' I' 41 01 0

C) 14 0) 40 0 0 .0 to ()I. 0 $4 0) 0 0 0 Li a) r. 0 I.! ,v0 c) 0 $0 0 01 St .0 (1) II

1'1 4t 0 01 V) 4.1 r... t. 9 ( 4 4 I

C') C)

='7C.: n2 "..on: :sca:;2, "erz:ain. Clar1.2s

Sons, 1:5A.

The dra-at: sag: o: 3 27.r7cns:

to sul'_le fLE:y con-alas:en:194:' ..Z I invasion o 7;-e.

Dunquezque en route to s:-fe-y Cngland, L:

or. a :rue story.

Use a geographical atlas to compare the map facin3 "'age II

to a map of Belgian. Why did the Cernan armies useroutes they chose?

2. What was the Maginot Line? (See the Prologue.) Locate iton a map. Where was it based upon physical featur.as, andwhere on political ones? by did it fail to protect 7rancefrom the Germans? (Give both geographical and technolo,tiaaireasons.)

3. On Page 19, the author states that Denluark's "tiny armycould not stand up against the overwhelming forces" ofHitler. Using a phsyical map in the atlas, gi7e anotharreason why Denmark was not able co defy the German armr.Uhy oculd Norway oppose Germany for a somewhat longerperiod of time?

Look at a large map of :he retharlands T.ict

method, unique to this country, could ;:an :3use to slow up the German in-asion?out for them in !94C?

5. Using Chapter 1, name some patterns of ever '.ay liferesemble those in the U.S. and some which do not.

Use :7. atlas :o ..o: ;:c7 on i:1 :-7-7 DfBelgm. 0 7 in mile

- zomutzhis office in Erussels? 'Chapter

7. Copy and enlarge C.-.a ma; oppsuste "ace :!. :,u readthe boo'', label your map T:itn the variou: incident:occur in the story.

Look up Dunkerque in the encyclopedia. port: alongthe coast of England T:ere prohably used by iuce flc:illaof small and large boats which rescued the British armyfrom the Germans?

9. Lock up the following T:ords in the dictionary and definethem:

vane: :odus

trekcordon

flotilla

10. The b00% mentions all the following places in relation tothe beginning of World War I!. Locate and label them onthe map of Zurope.

BelgiumFranceTollandBerman:AuszriaCLechoslo..-akiaPolandLu::e1.15ours

Denmar%

Ruhr "all,Dy

Saar Basin:laginot LineAlbert Canalneuse RiverArdennes ::ountafns::oselle RiverNorib SeaFob:: of RollandSomme RiverCopenhagenLondon

23

OsloAmsterdamRotterdam.!.ntwerp

BrusselsAachenBrugesUarsaa

rlander:0-tnd

- 1 . -

iau7or:Bcar

nT^M

to 2rn:er .z7 "L:orio. ?::,,. '7:1.

to oh.:1-. on .1's 7:1'z:own, Ferneno c:ixo-Ters a mysteriouo ;roup of inter-national neo-Nazis whom he suspects of plotting anassassination, and attempts to circumven: them .7iththe help of his friend Ana-naria and a young gypsyboy who has been orphaned by the terrorists.

1. In the Prologue, Nando complains that "foreigners alwaysthink that if you are going to Spain, eery place is righton your way," and mentions Andalusia, Catalonia and Ibizain the Balearic Islands. Use an atlas to locate theseplaces. What are the distances involved between :hem?

2. At the beginning of Chapter 1, Nando praises Interrail andits services. Do we have a similar train service in the U.S.?What servicesdoes'it Offer?

3. When Nando first sees the "odd group of men (page 3), hemakes inferences about them he calls "stereoty?es." (a)Define this term. (b) By the end of the book, what has hefound out about the nationalities of (1) The Lawyer (2) TheGolden Boy (3) The Hustler (4) The Hippie? (Make notes asyou read the book.)

4. In Chapter 1, Nando and the truck driver discuss the Basquetroubles. Note that this book was written in 1981; use theReader's Guide or a similar source to look up current infor-mation about the Basques and find out whether terrorism isstill going on there today. (Extra credit: Use a-histor-ical atlas and see if you can find out why the Basques mayfeel strongly about their independence.)

5. Why did the American boys want to visit San ?ermin andPamplona? (Chapter 2). Use an encyclopedia index to locatetwo reasons for their fame. (Clue: try the WORLD BOOT.(Index.)

41,7- s

24

6. On pages 24-25, the author discusses the Spanish Civil tlar.When did King Don Juan ascend to the Spanish throne? Whetreforms were undertaken by him? How does this relate tothe plot of the book? (See: the 'nest of Nazis" describedin Chapter 10; also dee pages 102-104.)

7. Using an historical atlas or an encyclopedia article onSpain, find the extent and dates of (a) the Roman occupationand (b) the Moorish occupation. What was Spain's situationduring World War II?

3. What evidence is shown on pages 64 and 55 of a strong con-temporary North African influence in Spain?

9. In Chapter 9, Nando, Angelito and Ana-Maria go to buy stamps.Where do they buy them? Do we have any similar stores inthe U.S.? Where?

10. Use an encyclopedia to trace the origin and history of theswastika. What role does it play in modern European history?(See Chapter 10)

11. Write two paragraphs about the history of gypsies in Europe.Uie an encyclopedia, the card catalog or the National G20-graphical Index; as your sources. Why did the "neo-Nazi"group harass the gypsies so severely in the story?

25

DD /3

12. Define the following. (Use a Spanish dictionary wherenecessary)

tontokioskferiatascapaellatapas1udegarsangriafiestacaballero

bodegaloggiaayuntamicntoromeriafincachicGuardia CivilflamencoMoorsdjellabah

13. Locate and label the following on the map of Europe.Nando's route.

ScotlandEnglandFranceSpain(Africa)Iberian PeninsulaGreeceBay of BiscayPyreneesCoata BravaCosta de Solo (del Sol)Ebro RiverSierra NevadaThe Meseta

Loire ValleyBasque areaParisAndalusiaBalearic IslandsIbizaHeathrow AirportDoverCalaisBolbaoVitoriaHendayeMalagaSan Sebastian

Trace

TarragonaSan Fermin/PamplonaMadridValenciaZaragozaBarcelonaMesetaTeruelGranadaCordobaGuadalmedinaTorremolinosHerrara

1Le '7,ues: by Henna Steoh-,n =---- Co7.oini 1,7

At the .nd cf -:his set of quash,,._.. _Ls an outline -c

co=leoed as you read. Before ;ou or..e tne

categories into which you will be "='c: o._ 'informatior

the chart as you read. about Peter and L.:L3 7;:9.7e.13.

1. Consult an Atlas _ap of E. Germany and choose a ema.1 town

which has a major RR leadin,g to the U.S.S.R. and a river on

its east side where you think Peter might have lived .=s- a

child.

2. .ihat country did Peter - through on is trio frog

Germany to his new home in -Lhe U.S.S.R.?

3. -.Chat water body lies south of .:.r=nburg?

L. To whom 'id "Threhim

5. Describe some o_ tasks .o formed be F.tim= as =

woman and mother.

6. What jobs di' Peter and the *"-o.__-___-1

v?

7. The Greeting =n' Blessin0. of the Hi-zhi7 men was, "Are your

arms well and are your or 11. a :J:.'.._ and legs

be well" Think about the role of in the

Why was that blessing a good one?

P. Wri te a blessing wh'c'n vou7:', be appropriate for your friends

in this school.

9. In Chapter 12 Peter felt "ind,s-nant" about sn's response

to the plizht of the 1,00r people in the flood. Wny was Peter

indignant?

1C. Whv wouldn't Peter's Chinese brother Ling have ha: such a

conversation with his grandfather?

27

3,1311

(-,31

3 )5.;3-II)

()f1

3,

.

,

-3)

5.()

,141)

1

:-.1

I-I

(-1)

ci3(t)(a

i)1)

515 3

:-)--1

);r-i

(1)

00)

5.4

0riI

;I

e.))

e)41

4.

0)"

II

/

a)(1)

- Ic:

()33j

I 3

ri'4)

.-13

: )I)

()'0

)I

g'

r.ft1'(I)r),4)(1)

(1)

C))

14))

(t)

(1)fcj

r 1r45

f-1(1)

I)53

0

t;

,1,

')( 4

.4

,t ,,

3

1'0

(I)1:3

':3i

)

'Itr3

.7S

c),-

1t

: ,:1

..:V

i(

, i,)

31,.

(.1,(

',

I'r)

Pi

1131..5

P. "3

OS

( )C

-'4:

0,.:4

0 0(-I

( ) ,03

,, ;(3

I

7')( )

'(30)

(431

4 '(1)

0(1'

f()

01 '

()'1)

44'I

i3:

115 3

r 1(3

Ial

1(1)

V),

(10

5-33.,

,.3

iC

)c:

1'

I11

11.,-4

(-7(;)

.051

Pft:

(I1

1,)4

031-'

(3,

;3 :

Z.5

'', j

3;3

31

1415:

1i

t('( )

5-:,

3r

3-1, 1

-.4cs

.f :to

,(:',(I)

(;)',..>

( ;13

()f.

; -3I'

0(l1

1)r

5;,-

131)

1)'0

toal

0I- I

5-154

11I.

..3(3)

4 1

01.

i >0

flC

o0

(-.40

4.:C

'Jr 1

1-;t(3

C I

0:.0

C)

Fif:

(i)0

t ;, I

1.3

I5.4

"..4(I)

( S'

,1)

0al

flS:

(1t )

()1

i

(.4'I)

Ci

:I)(..:1

0:5

.-:t:)

1434:-

.t :f I

...".5

1 3(>

1If)

(I!C

O'C

3

I114

,-I

-C

-)

:4 n0)

U)

,414)

0:--,

:--4

C)

0.'

:.0

650

:4.

41.);

(11

.3.:,33

I)3( 3

1))

"i t

utias

CO

ul:.;

..r:

45111

4 i1,

(1)I

'; 3

.4.3-1

3I

'.)k;

7.)I)

k;-)

(7i :

'43

;1

04)

:.4:

-,403

rtlc\c-

..;

(3)

3 1

CO

''

331

''.

'11

:3rs( )

04'

(4)1;

'15\A

414-.I

.( ;3

1

(I)(1)

,c ;-*(:1

r- I.N

1r -1(35

3 )

.41r;0

..- I-4'

fl-41

04.f.(I)

as1'

1)1 '

1..;('t)

((55

113ID

!--I 3

0)P

(15:-.-

ni,C

;05

(1)

f-I1:f)

3)0I'

f :.L

:05

-31

bpr

ii

:`,rI

Hr.-1

(11

.0-I ,

(1)'1

,(1,e)

(.C

);1,

:--I

(.0

0,ç.

.k 11,0

(4)01

el),

,.0

,,)c1

'.4",":

(),ft()

rel(A

l(9

: tet)

C I

(i)( 1

k:,1

'.1(41

;35

.3

II:--

01

r..

-:ountryClimate &Land Town

House &Furnishing

Clothes Food UsefulSayings

ifermany

tussia

i

:irghiz

:hina

!ibet

a

India

Egypt29

Zap Peter's route: Develop a key vhich will show the method of

transportation used on each leg of his ,journey.

Start: His actual village is never named in the book, but we learn

that it is in E, Germany, that a large river flows a short

distance to the East, and that it is on a major rail line

with through track all the way to the U.S.S.R.

Go by rail to Orenburg, U.S.S.R.

Go by rail to a Kirghiz encampment on the steppes near a rail line

with direct-connections back to Orenburg. (Again, the exact

location is not mentioned)

Go by camel caravan to a city on the middle region cf the Yangtze

River in China - Possibly Chungking (Chungquing)

Go by boat upstream on the Yangtze to its source

Go by horse south through Tibet to Lhasa

Go by yack south into 3engal (now Bangladesh)

Go by car to Benares (Varanasi) on the Ganges River

Go by train to Bombay

Go by boat across the Arabian Sea to Aden and through the Red Sea

and Suez CanP1 to Alexandria Egypt.

Go up the Nile in a falucca to a hotel besir' the Pyramids of Giza

Fly home to Germany

30

31