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HISTORY & HUMANITIES | LITERACY

THE BIG PICTURE

The Salvation Army Adventure Corps: Rangers 1 History & Humanities | Literacy

Being able to read is an ability that most of us take for granted. We were taught to read the alphabet; we learned how to read numbers, too. From these skills, we can read a book, the daily newspaper, or the back of a cereal box. We can also read food labels, a cash register receipt, and a recipe.

Being able to read, write, and compute are important forms of literacy. However, with new technology and a developing global community, the concept of literacy is changing and expanding. Now, there’s also computer literacy, financial literacy, political literacy, visual literacy, media literacy, cultural literacy, and so many more.

So what does literacy really mean then, and why is it important? Well, literacy actually built the world as we know it today. Let’s explore how and why.



ZOOMING INANCIENT LITERACYHistorians trace human literacy back to as early as 8,000 BC, around the time that computational devices and numbers were emerging. The earliest forms of written communication originated in Sumer between 3,500 and 3,000 BC.

This written communication was created specifically to keep track of trade and agricultural production. Rather than a system of letters, the Sumerians had a system of numerical signs to count objects and also drew simple pictures of what was being sold or stored. Eventually, this system of number signs and pictures developed into early cuneiform writing.

Meanwhile, in Ancient Egypt, hieroglyphs were developed between 3,300 and 3,100 BC to communicate information about religion and government. Hieroglyphs not only told stories about the gods and pharaohs of Ancient Egypt, but also kept track of history and philosophy from the time.

Another influential form of writing came from ancient China around 1,200 BC. This form of writing is termed notations and was used to record sacrifices made, tributes received, and ani-mals hunted. In fact, these notations were the early versions of modern Chinese characters. Rather than drawing a picture of an object or having specific numerical symbols, this early form of Chinese contained what are known as logosyllabic scripts and numerals. Logosyllabic means that rather than a series of letters and numbers, these notations represent an entire word or phase.

Interestingly, though, all of these cultures developed a form of writing to track and manage objects. The first forms of writing were thus developed and used by those in power. Most historians agree that a small ruling elite was truly “literate” in the sense that they could read, write, and do basic arithmetic. While those not of the ruling class may have been able to understand these early forms of writing, it is unlikely that more than 1% of the population could read and write. Literacy, since the beginning, has thus been associated with power.



LITERACY DURING THE ENLIGHTENMENTLiteracy’s association with power may not be as apparent today, but that is only because literacy has become a global priority. Though many historians believe that basic literacy was a part of daily life—especially after alphabets were developed—most of the world’s population was not entirely literate, if literate at all.

Learning to read, write, and do math was time consuming, and the lower class was often too busy farming or working to learn to read and write properly. Up until the Age of Enlightenment in the 1700’s, literacy remained most prevalent among the ruling elite. During the Enlightenment, literacy became a priority, as the idea that all men should be able to read, write, and reason took hold in Europe and in the American colonies.

Between 1700 and 1800, Western Europe’s literacy rate spiked. In fact, the percentage of people who could read and write in Great Britain almost quadrupled in less than a century! As the Age of Enlightenment continued, more and more people were able to pursue an education and learn to read, write, and do basic arithmetic.

Notably, though, certain populations were not given the right to an education and, thus, a chance at becoming literate. For example, slaves in the United States were forbidden to learn how to read and write. In many states, it was illegal to teach the enslaved to read and write. The illiteracy of the enslaved ensured continued dependency of the slave population. This allowed their masters to continue the slave trade. Women, too, were discouraged from learning to read and write.



MODERN FORMS OF LITERACYWith the modern education system and an international focus on improving world literacy, being “literate” is no longer a right specifically reserved for the ruling class. And, as technology progressed, being literate now has many different forms.

Literacy used to imply an ability to read, write, and use basic arithmetic. Now, however, the meaning of literacy is shifting. For instance, there are now technological literacies. Sure, a person can read, write, and do arithmetic—but can this person use a computer? Does this person know how financial systems work? How politics and the government function? Is this person able to look at an advertisement and understand what is being sold, what the product is used for, which company is advertising this product?

In an increasingly global society with significant technological advancements, literacy’s meaning has changed and become more complex than ever imagined.

The Salvation Army makes efforts across the globe to increase literacy rates in children and adults. In the United States, there are several after-school literacy programs in local corps community centers and boys and girls’ clubs.

One of the largest literacy efforts in the United States is called Mission. This curriculum was created by The American Bible Society and Bank Street College of Education, and has proved to improve reading skills. They have partnered with The Salvation Army to provide literacy training, aimed at individuals who read at a first through third grade reading level through 30 Bible stories.

Worldwide, The Salvation Army has over 2,000 academic schools

for kindergarten through high school, as well as vocational schools, universities, and special needs programs. Along with these schools, The Salvation Army makes efforts in countries around the world to provide literacy training alongside vocational training and health education, to help individuals escape poverty,.

#ONE MORE THING

Did you know that the English language is actually written in the Latin alphabet? Most Western European countries use the Latin alphabet as a form of writing. The Latin alphabet spread throughout the world as the Europeans (and their languages) began to sail all around the globe. In fact, Vietnamese is also written in the Latin alphabet.

As the Europeans sailed around the globe and conquered most of it, different alphabets writing changed or were wiped out entirely.

A majority of the world now uses the Latin alphabet, though there are still many different alphabets and forms of writing being used today.


ACTIVITY | LITERACY

GO DO SEE BE NAME:

DATE:

Complete the three tasks to earn your Literacy emblem!

TASK 1

The Ancient Egyptians began using hieroglyphs to record his-tories and philosophies of the time period, and also to spread knowledge about religion and the government. For this task, prepare to become storytellers!

Pick a movie, book or TV show, and get guide approval. Then, using only simple drawings inspired by hieroglyphs, retell the basic plot points of this story. Once finished, present the final product to the group and see if they can guess what story you are telling!

Movie/Story Chosen: ________________________________________________________________________

Guide Approval: ____________________________________________________________________________


ACTIVITY | LITERACY

GO DO SEE BE NAME:

DATE:

TASK 2

Choose a country from anywhere in the world and do some research regarding that country’s literacy rate. Find out how recently that country has a history of literacy, and also take note of any differences in literacy rates among the population. For example, is there a difference between the literacy rate of men and women in your chosen country? Between different races, ethnicities, classes? Are there certain areas of your chosen country where the literacy rate is lower or higher than the national average?

Once you have found the answers to all of these questions, share what you have learned about your chosen country. Note any similarities between the countries’ literacy rates and where they are in the world. Are certain areas of the world more literate than others? Why do you think this is?

NOTES


ACTIVITY | LITERACY

GO DO SEE BE NAME:

DATE:

TASK 3

Set a personal goal for yourself related to literacy! All of us need to focus on improving and expand-ing our literacy. Based on your own personal interests and/or challenges, and with the help of your guide and/or trusted adult, decide what will help you grow in your literacy skills. For instance, perhaps you set the goal that you will read two chapter books in the next two months, or you will read some scientific articles on a concept that challenges you in your coursework. Perhaps you will sharpen your understanding of algebra by performing an extra assignment. Then, track yourself as you achieve that goal and break through to the next level!

TAKE A CLOSER LOOK! Organize a trip to a school and offer to help work with the children’s literacy. Speak with a teacher or administrator from the school about what kind of activities the younger students would enjoy and plan an event accord-ingly. Whether this means offering a storytime to the children or helping students with arith-metic problems, be sure to engage with the children and help them engage with reading, writing, and/or arithmetic!

LITERACY GOAL:

ACTION PLAN TO ACHIEVE THAT GOAL AND DATE OF ACHIEVEMENT:

SIGNATURE OF GUIDE AND/OR RESOURCE PERSON:

The Salvation Army Adventure Corps: Rangers GR-1 History & Humanities | Literacy


GUIDE’S RESOURCES


RESOURCES

Literacy

These links were specifically helpful regarding an overview of literacy through the ages:

» https://ourworldindata.org/

literacy/

» http://www.ancientegypt.

co.uk/writing/home.html

» http://thecurrent.

educatorinnovator.org/

resource/5066

Guides should also acquaint themselves with basic cuneiform and Egyptian hieroglyphs before beginning the tasks. A helpful handout for cuneiform might be:

» http://oracc.museum.upenn.

edu/nimrud/abouttheproject/

eventsresources/

The purpose of this emblem is to introduce boys to the concepts of literacy, including both historical and current perspective on what it means to be literate. Literacy is vast and ever-changing. However, through guidance and discussion during this emblem, boys may consider everything from ancient forms of writing to social media literacy. They will also, hopefully, see themselves improve their own literacy skills!

X Differentiation point. Some boys, especially those who know other languages that use other writing systems, may have a lot to share on this topic! Allow those boys to share their stories about what they know concerning other forms of writing, and perhaps even lead discussions. Others may wish to compare and/or contrast different writing systems. For instance, some may be able to talk about how a social media platform such as Twitter is used by those who write using logographic systems (such as Chinese). Boys who come from cultures whose languages are largely oral may want to share their experiences. This is a wonderful opportunity to learn about each other!

X Differentiation point. Boys who struggle with reading, writing, and/or mathe-matics may be intimidated by tackling this issue. However, with a patient and supportive atmosphere, all boys will have the tools to locate areas of strength and weakness with regard to their literacy skills.

X Differentiation point. Consider resources that may make this emblem even more robust. Bringing in a teacher to talk about literacy could be very helpful and a wonderful addition to the emblem. Some possible topics are: community resources for those looking for reading & writing material, literacy assistance programs, programs to address low literacy rates, or any other community ser-vice programs that address this important topic!

X Differentiation point. Some tasks permit internet research. Be sure to monitor carefully if research is being completed during meeting time. All sites visited should be on task and in line with Corps values.

The group activity will pique the boys’ interest by guiding through inventing their own writing system, informed by cuneiform. The individual tasks will deepen their knowledge of literacy through giving them topics to research, as well as personal goals to set regarding their own literacy development. The closing task will study the direct effect that the Bible has played on rising literacy rates throughout history and around the world!




GUIDE’S RESOURCES

MATERIALS

¨ Copies of manual for Literacy (have a copy for each boy or a plan to share)

MATERIALS

¨ Manual

¨ Writing tools and paper for group activity

¨ Device(s) for access to research AND/OR texts for research, as needed

MATERIALS

¨ Paper & writing tools

¨ Devices and/or texts for research, if needed

TOPIC GUIDE: INTRODUCTION1. Welcome students and have them sit down. For this lesson, the boys can sit in

any configuration.

2. Distribute manual and read The Big Picture together. You or a few students can read it aloud, or you can give them a moment to read to themselves.

GROUP TASK: ZOOMING IN & INVENTING A WRITTEN LANGUAGEComplete the Zooming In and One More Thing sections.

1. Work through Zooming In & One More Thing. You may do this as a whole group or in small groups.

X Differentiation point. If you wish, you can assign different groups to different sections of the Manual. Then, as “experts” on that section, the small groups may teach the rest of the group. The groups may be encouraged to do some research on, for example, literary life during Ancient Egyptian times, what the “Age of Enlightenment” entailed, or different forms of “modern literacy.”

2. Make your own writing system!

a. As a large group, do a bit of research on cuneiform. What was it used for? What do cuneiform tablets look like?

b. Then, in groups of 3-4, create a new writing system by creating names for differ-ent items in the room, recording the amount of those items. Your writing system should be largely inspired by early cuneiform, known for its wedged shapes and numerical signs.

c. Count the number of desks/tables, chairs, pencils, pens, or anything else that there is more than one of in the room. You should list at least five kinds of objects in the room.

d. Once you have finished taking stock of these objects, discuss the difficulties of creating a writing system that can function and be understood by many people. What kind of numerical symbols did your group use, and how did your group differentiate between objects?

INDIVIDUAL TASKSThe boys should complete all three tasks to achieve the Literacy emblem.

TASK 1This task asks boys to retell a movie of their choosing using hieroglyphs. This may be completed individually or in small groups, during or outside of meeting time. This should take about 30-40 minutes.

1. Guide the boys as they choose a storyline.

X Differentiation point. Be sure that chosen story is in line with Corps values. You must approve all choices.




GUIDE’S RESOURCES

MATERIALS

¨ Paper & writing tools

¨ Devices and/or texts for research, if needed

2. Have boys use hieroglyphics chart to construct the storyline retell.

X Differentiation point. Boys who are particularly artistically inclined may be encouraged to use as much artistic flair in their rendering as they wish, if time allows!

3. Have boys share their work with the group, allowing the group to guess the storyline being told.

X Differentiation point. You may wish to play in teams, allowing for community building. You might consider providing a humorous gift or treat to the winning team.

TASK 2This requires the boys to research a particular country concerning literacy practices and literacy rates. This may be done individually or in small groups. Research may be done online and/or through texts. Once the resources are accessed, this should take about 30 minutes.

1. Have each boy/group choose a country. You may assign them a country if the boy(s) are having trouble deciding.

2. Circulate as they complete their research. Remind them to use the prompts in the manual to guide them. Help them keep track of time by reminding them when there are 10, 5, and 2 minutes left to work.

3. Once the research is complete, the boys may share what they have learned. This may be an informal sharing session. It might be helpful to put all of the infor-mation on a chart, with the name of the country in one column, literacy rate in another column, and specific literacy practices and areas for improvement in a third column.

TASK 3This individual task is designed to be a personal literacy goal for the boys. It will require the boys, with your guidance, to set a goal and come up with a plan to achieve it.

X Differentiation point. The personal literacy goal, as its name suggests, should be highly personalized. A struggling writer or reader, for instance, may wish to attend a program that will allow him to hone his skills. An advanced reader may wish to become a Reading Buddy, serving as a tutor for a young child or peer. At the end of the time frame, present your results to your guide.

As the guide, you should help the boys set a goal that is attainable and appropriate to their needs. This may require speaking to a trusted adult who knows the boy’s aca-demic performance. At the same time, it would not be appropriate to dictate to the boy his goal; it should be self-directed and self-monitored. Therefore, you must find a delicate balance between guiding him to set a strong goal while allowing him to have some control over what he sets and how he works towards it. A specific timeframe will be helpful; we recommend anything from two weeks to two months.




GUIDE’S RESOURCESBe sure to show compassion and encouragement. Praise them for their hard work along the way and at the end! You may wish to hold a small celebration once all goals are met!

CLOSING TASK: LITERACY RATES AND BIBLICAL STUDYInform that boys that the Bible has been a major motivator for learning to read and write! Once the printing press, invented in 1440, became readily available, many Christians wanted to spread the word of the Holy Bible, which required a literate audience. It has since become a core mission of Christians working around the world to teach reading and writing, so that all may access the word of God. This is one of the reasons why literacy rates have skyrocketed, particularly in the modern age!

Take a moment to pray for the Christians around the world who honor God through helping others to read and write. Pray for their safety and their health, as well as for those who are lucky enough to get to know the Word as they learn to read and write.

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