Teacher's Guide for DIG TM Impact of WarFebruary 2005
Teacher Guide prepared by: Peggy Epstein, Language Arts Teacher with 25 years experience from Hickman Mills School District, Kansas City, Missouri. Epstein has a Master's Degree in Instruction and Curriculum from the University of Missouri at Kansas City.
For "War with the First Cities" (pages 6-8)
- to increase historical perspective and understanding about the impact of war
- to increase understanding of geography and its role in war
- to improve comprehension through the use of organizational activities and discussion
- to have the opportunity to present and defend a variety of viewpoints
- to practice writing skills through a variety of activities, both practical and creative
- to develop and enrich vocabulary
- to participate in an activity within a small group and in pairs
For "The Spoils of War" (pages 10-13)
- You might want to begin by discussing this sentence (from the last paragraph on page 6):
Organized warfare began when there were kings who could gather large armies together. Students might be asked to consider why this was true along with when and where these first wars happened. How do we have proof of these early wars?
- Next, you might ask what options exist if you think your enemies might attack you. Examine the three options given at the beginning of the piece (leaving, defending yourselves, or attacking first). Talk about how these options play out in today s world. Note: You might want to use a map both to show the location of ancient Mesopotamia and the hot spots in today s worlds.
For "A Survivor" (pages 14-15)
- Students will need to know the meaning of the word repatriation, and it would be helpful for them to see on a map the location for each of the spoils of war discussed.
- Divide the class into six groups. Ask two groups to read about the obelisk, two about Priam's Treasure, and two about items from the Holocaust. Each group will then divide itself in half with the sub-groups preparing to explain to the class each side of the controversy over these spoils of war.
For "History at Risk" (pages 16-17) & "Direct from Iraq" (pages 18-19)
- Start by showing the location of Armenia on a map.
- Provide students with a large sheet of paper. Instruct them to turn the paper horizontally and then to divide the paper into thirds using a ruler.
- Next, ask them to make a simple sketch of the church (as it is shown on page 14) in the center panel of their papers.
- In the section to the left of the sketch, ask students to make a bulleted list of features of the church (found on pages 14-15).
- On the section to the left of the sketch, ask students to make a vertical timeline that will pinpoint the history of the church. Ask that the following dates be included: 1216, 1240. 1923, 1989, 1992, 1994.
For "Rising from the Ashes" (pages 20-22) & "Long March to Taipei" (pages 24-27)
- Begin this activity by reading aloud McGuire Gibson's last statement on page 19:
Be aware that having an enthusiasm for something doesn't mean you have to collect it, any more than being interested in endangered animals means having one in your home.
- Ask students to read these articles and then write a paragraph (with examples) that led McGuire to make this statement.
For "Safeguarding Artifacts" (pages 28-30)
- Assign half of your students The Bactrian Gold (from the first article) and the other half The Imperial Collection (from the second article).
- Ask each student to write a speech in which he or she is accepting an award from a famous (but imaginary) Archaeological Association that is honoring a person who has done so much to save an important treasure.
- For students who have been assigned the Bactrian Gold, they will be writing from the viewpoint of the bank employee. For students who have been assigned the Imperial Collection, they will be writing from the viewpoint of one of the museum employees.
- Speeches are to include the following:
(All information can be found within the article.)
- the importance of the treasure which was saved
- something about the history of that treasure
- exactly what the employee did to deserve the award
- Ask each student to read his or her speech to a partner who was assigned a different treasure.
Introduce this article by reading aloud the first sentence:
Art has always been a victim of war. Briefly discuss and assign the following study questions:
- How does the article define vandalize? (What examples does it give?)
- When did the Vandals attack Rome?
- So much (great art) survives today thanks to what, according to the article?
- How did the Athenians save the art in the Acropolis from the Persians?
- For how long did these treasure troves (above) remain undisturbed?
- When Hitler ordered invasions of many countries, why did he and other Nazi leaders eagerly loot museums?
- In what cases were the Nazis particularly greedy?
- What exactly did Rose Valland do in order to save art?
- What was considered to be among the safest places to hide art during World War II?
- How did some Russians justify the art stolen by Russia from Germany at the end of the war?